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Part 1: Classroom Information

Grade: 5

Student Context:

Identified Needs

Accommodations

(IEP and/or 504)

1 IEP

comfortable; may take breaks if

overwhelmed; work with

teacher individually or in small

group after whole class lesson

Language Needs (ELL)

2 ELLs

definitions in math spiral

notebook to use as resource;

sentence frames for academic

language

Needs (Behavior, Struggling

Reader, Struggling Math)

2 Struggling Math

group after whole class lesson

A: Standards

i. Key Content Standard:

CCSS.MATH.CONTENT.5.NF.A.1

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given

fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of

fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b +

c/d = (ad + bc)/bd.)

B. Objectives

The students will work in groups to create a step by step guide to use one of three strategies for

adding and subtracting fractions with unlike denominators. Students will later use any of the three

strategies to subtract fractions with unlike denominators.

The students will describe how to use a strategy for adding and subtracting fractions by writing a step

by step guide.

C. Assessments:

i.

Informal assessment strategies you will use during class (What evidence will you see and/or

hear and how will you note it?)

As informal assessment, I will monitor student work in groups, and I will have their completed

step by step guide.

Written assessment you will use to determine, for each individual student, to what extent

they have met your learning objectives. (What evidence will you collect?)

For each individual student, I will collect student work of eight solved subtraction problems.

ii.

Student text- Student Practice Unit 5 Lesson 7 #1-6 and Challenge problems

Introduction ( 15 min.): Describe how you will 1) make connections to prior knowledge, tap into

their experiences and interests or use a hook, AND 2) let students know what the objective of the

lesson is.

Tell students we just finished a unit on adding fractions. Ask what strategies we learned. Let them

know we are going to start subtracting fractions.

Ask how addition and subtraction are related. (Looking for students to say inverse)

Ask students if they think we can use the same strategies for addition and subtractions (Yes!) Let

students know that adding and subtracting fractions use the same strategies.

Tell students they will be working in their table groups to create a step by step guide for using one of

the three strategies.

Tell students before they get started, they will give the teacher step by step instructions for creating a

new Google Doc. Teacher does exactly as students say and nothing else. (If students do not say

open Chromebook, the Chromebook stays closed.)

Body of the Lesson ( 32 minutes): Describe step-by-step what the teacher and the students will be

doing during the lesson.

Ask students what some key features of good step by step instructions are.

Are written in order

Are written in small increments

Are written in active voice (action verbs)

Are clear and specific

Assumes the user has no prior knowledge

Assign strategies to table groups

Table 2: Area

Table 3: Algorithm

Table 4: Area

Table 5: Algorithm

Table 6: Algorithm

Table 7: Number Line

Table 8: Area

Remind students to work in a whisper voice because there are 29 students in the room

Give students poster paper and time to work as a group. Walk around room and monitor group work.

Suggest additions to steps if students are not clear and specific.

Tell students they will be doing a gallery walk of the posters. Each group will put two post it notes

on or next to their poster; one for glows and one for grows. Students will leave posters on their

desk tops. Tables will rotate to the next numbered table (1>2, 2>3, 3>4, etc.). Each table

group will write at least one glow and one grow for each poster. Students will rotate three times.

Students will have 1.5-2 minutes per poster.

After students finish rotating, they will do student practice problems 1-6 and challenge problems

from their Swun spirals. Posters will be placed on the counter and may be referred to as resources.

Students may work with a partner on #1 and #2 if they would like. After that, students work

independently. If students need help after first two problems, may go to horseshoe table or back

table. Students may work on Jiji or Front Row when they are finished.

Student work will be collected as a formative assessment.

Closure ( 3 minutes): Describe how you will prompt the students to summarize the lesson and restate

the learning objective.

Ask if the same strategies can be used to add and subtract fractions with unlike denominators.

Ask students what strategies they learned.

(to be completed after you have planned the content part of your lesson plan)

1. Describe the rich learning task(s) related to the content learning objective.

Students create a step by step guide for using one of three strategies for adding and subtracting

fractions with unlike denominators.

2. Language Function: How will students be communicating in relation to the content in the learning

task(s)? Identify the specific function (purpose or genre) you want to systematically address in

your lesson plan that will scaffold students to stronger disciplinary discourse. The language

function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,

construct, compare, or argue.

Students will describe step by step how to use a strategy.

3. Language Demands: Looking at the specific function (purpose or genre) your students will be

using, what are the language demands that you will systematically address in this lesson?

Vocabulary:

Key to this lesson: numerator, denominator, multiple, common denominator

Syntax1: Start each instruction with a verb.

Discourse2: Step by step instructions

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will

(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)

For example: The students will compare different types of parallelograms using transition words

such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of

the lesson planner.

The students will describe how to use a strategy for adding and subtracting fractions by writing a step

by step guide.

5. What does your language objective sound like/look like for different levels of language learners?

Ask yourself, What would the students say/write when using the language function. Remember

to consider the language demands while creating sample language that the students might use.

1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

2

Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and

participate in knowledge construction.

Emerging

Expanding

Bridging

down and not slanted.

they don't use a slash.

standard form.

6. Language Support: What instructional strategies will you use during your lesson to teach the

specific language skill and provide support and opportunities for guided and independent practice?

Instruction

Give examples of clear,

specific instructions.

Guided Practice

Independent Practice

example of a clear, specific

instruction.

In addition to answering the questions below, annotate (make notes on) the actual lesson plan to

indicate what worked, what didnt, missed opportunities you had, where you collected evidence of

student learning, how you monitored students, and other anecdotes.

LEARNING GOAL

1. What was your content learning objective/goal?

The students will work in groups to create a step by step guide to use one of three strategies for

adding and subtracting fractions with unlike denominators.

EVIDENCE

2. a) What specific examples of student learning do you have that showed students met or made

progress toward the content learning objective? Please complete the chart below adding rows as

necessary.

Teacher Actions &/or Strategies

and get your new denominator

simplify and you get 1 1/12 for your answer

because 12 can only go into 13 one time so

you have a whole and you have 1/12 left

over

4/6 x 2/2 =8/12 3/4 x 3/3 =9/12

Multiply the numerator by the same number

that you used to multiply for the

denominator

b) Write a narrative that explains the decisions and strategies you used that led to successful

student learning of your content learning objective.

Students worked with their table groups and were encouraged to use their notes to help them in

writing their step by step guides. By working in a group, students were able to work out their

thoughts with peers in order to write down steps in the way that was most clear to them. Students

also have a math notebook with notes and examples of all of the strategies, so when they got stuck,

they had a resource to reference. Students realized how difficult it can be to put something they

know into words that someone else could understand, so having the students write the steps

themselves really made them think about the steps to the strategies.

c) What evidence is missing? What would you do to capture this evidence in the future?

Because the students wrote steps in their own words, some of their steps were not clear and

specific. They were not always able to articulate how to complete a particular step, so evidence of

their explicit knowledge of the step is missing. In the future, I could be sure to ask students to

explain their steps as I am monitoring group work. In addition, because the students were working

in groups, knowledge of individual students is missing. In the future, I could add an individual

assessment piece. (I did have one planned but did not have enough time to get to it.)

3.

a) What specific examples of student learning do you have that showed students struggled to meet

or make progress toward this goal? Please complete the chart below adding rows as necessary.

Teacher Actions &/or Strategies

1 8/24 + 21/24 = 1 1/4

fractions

the fractions

b) Write a narrative that explains the decisions and strategies that may have interfered or created

missed opportunities in terms of student learning.

Because students worked in groups to created step by step guides, they had very little scaffolding.

This left them with peers to consult, and in some cases none of the students in the group had a clear

and explicit way to write articulate how to complete a step. Students really had to think about what

they wanted to write, but in some cases they wrote incorrect information that they thought was

correct. In other cases, their examples did not match their written steps.

c) What evidence is missing? What would you do to capture this evidence in the future?

I am missing evidence of the students who struggle to use any of the strategies and why they

struggle. I see group misunderstandings and group struggles to articulate, but I do not see

individual struggles in using the steps. In the future, I can have students use the steps they have

written to solve independent problems.

4. Considering student learning, if you were to teach this lesson again, what decisions and strategies

would you change (in planning, instruction, and/or assessment) to teach an upcoming lesson? How

do you expect these strategies to impact students achievement of the lesson learning goal(s)?

If I were to teach this lesson again, I would include an individual assessment component. I did have

one planned, but I did not get to it. In the future, I will try to manage time better so that I include

assessment. An individual component will ensure that all students are aware and accountable for

participating fully in the lesson and taking in as much information as they can. This would

eliminate some students being able to sit back while others in the group do most of the work.

5. Using the evidence of student learning described and observed, what will be your next steps in

future instruction with the class, small groups, and/or individual students?

Future instruction in the class will include academic language. Students know how to use the

strategies they learned, but had a much harder time articulating the steps of these strategies. Similar

tasks will give them the opportunity to practice using language of the discipline. Small group

instruction may involve components where every student needs to contribute in order for the whole

group to be successful. This way, students will bring that mentality to group work in a whole class

setting. Individual instruction will focus on students ability to use the strategies they learn in class

and help students become more confident in math.

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