Name: Grade Level: Day:

Khadija Mohammed 5/E Wednesday October 25th 2017

CCSS Standards: 5NFD9.1- Solve word problems involving addition and subtraction of fractions
referring to the same whole, including cases of unlike denominators.

Main Lesson Aims (Concepts, Procedures, & Processes):

The aim of this lesson is to ensure that students are capable of subtracting fractions with same
denominator to ensure that they are confident with the topic. Therefore, if students are confident with
subtracting fractions with same denominator, they will be introduced to simple fraction word
problems/equations that contain unlike denominator. Hence, unlike denominator will be the
following numbers (1, 2 and 5) because students are only familiar with the mentioned multiples.
Materials:

teacher books NA

student book(s) NA

worksheets/ papers Differentiated Subtraction worksheets (equations with visual pictures for
lower leveled students, equations with no pictures for medium leveled
students and they should draw the portions and word problems for high
leveled students that requires them to solve and draw portions).

teacher materials Frozens Pizza Party (a story that was created by me which illustrates
subtracting fractions word problems) and White board.

student materials/ Mini white boards, markers andpencils.

manipulatives
technology Projector and computer (display the story)

other NA

Key vocabulary with definitions (and pictures if appropriate):

Word Glossary definition Image

Fraction Fraction is a portion that contains numerator and

denominator.
 Numerator A number that is on the top of the line.
(The part that gets counted)

Denominator A number that is on the bottom of the line.

(Total number of equal parts)

Subtraction Taking away certain numbers in order to

decrease the total number (numbers are
becoming small).

Students Prior Knowledge:

Students have learnt about equivalent, comparing and ordering fractions. However, students in this
lesson will only learn about subtracting fractions with the same denominator because they didnt
spend enough time on this topic. Therefore, I want to ensure that they are learning this topic in steps
so as to satisfy their understanding and become confident about this topic. Thus, if students
succeeded throughout subtracting fractions with same denominator, they will move to a further step
which is solving fractions with unlike denominator (denominator number will be 1, 2 and 5 because
as mentioned above those are the only multiples they are aware of).

Possible Problems and Misconceptions:

Negative behavior could occur when reading the story. In which, students might call out the answers
out loud and such thing could discourage other students while answering the questions. Also, some
students might finish completing the tasks early and interrupt other students who didnt finish. In
addition, lower leveled students might be confused on how to solve the equations when completing
the worksheets that will be given to them.

Solutions:
Behavior rules will be clearly announced at the beginning of the lesson in order to avoid any
negative behavior from occurring, as they will be told that all groups will answer by writing their
answer on the mini board and put it up to show their teacher. However, if a certain student continued
misbehaving she will be told that her whole group will loose a point from their jigsaw profile
(Online behavior system). In such way, the student will behave well because her team will inform
her that they want to win points and she needs to behave accordingly. In addition, teacher will have
extension tasks for students who finishes early to ensure that they are busy on completing another
task. Finally, teacher will guide the lower leveled students if they struggled by modeling for them
one equation in order to ensure that they are capable of solving the equations.
 Lesson Schedule
Targeted teacher language: Fraction, numerator, denominator and subtraction

Student language: Students will share with their teacher the meaning of fractions, numerator,
denominator and subtraction by giving her examples. For example, a student would say Numerator
is the number on the top like 4 fifths, four is the numerator.
Engage (warm up, review prior knowledge): Time:

At the beginning of the lesson teacher will:

First, review the classroom behavior rules in order to avoid any occurring
misbehaving. Secondly, she will review students prior knowledge by asking them
what did they learn in their previous math lessons with their teacher (equivalent, 15 minutes
ordering and comparing fractions) . Then she will announce the goal and aim of the
lesson to the students in order to make them aware of what they will be learning
throughout the lesson (learning about subtracting fractions with same denominator).
Thirdly, she will call out the key vocabulary (fraction, numerator, denominator and
subtraction) that will be heard and used within the lesson, and let the students guess the
meaning of them with providing an example and then she will explain the key
vocabulary. After that, she will inform the students that they will be reading a story
called Forzens Pizza party and make the students guess what the story will be about.
Then she will inform the students that the story contains questions so they need to pay
attention and listen carefully. Therefore, she will handout a mini white board with a
marker for each group in order to solve the word problems together as a team.
However, the teacher will model and explain one equation first on the board for them
in order to ensure that their understanding is satisfied. She will ask the students
whether they understood in order to make them solve the rest of the questions within
the story by themselves. Moreover, teacher will inform them that they will solve the
word problems within the story by writing it down on their given mini white boards.
Once they have finished discussing the answer with their team and wrote it down on
their board they will be informed that they need to raise up the board and show their
teacher. Subsequently, she will inform them that students who are going to shout out
the answers will loose points from their Jigsaws profile. Finally, teacher will write
down two fractions on the board that contains unlike denominators and ask the
students if they can solve it or not (For example, she will write1/2 and ). Afterwards,
she will model and explain to them how to solve it by using two ways: drawing or
using their fingers to count.

(Thus, students who are going to behave well and participate within the classroom will
be rewarded by adding point into their jigsaw profile).

Transition: Teacher will transition the students in to the middle part of the lesson
(activity) by saying ABC- 123.
Core (introduce and practice new concepts & procedures):

At the middle of the lesson teacher will:

Inform the students that they will be given differentiated work sheets to complete and
they should whisper while talking in order to not disturb other students while
completing the tasks. Then, she will inform them that if they are done or they have any
questions they should remain in their seats and raise their hands and the teacher will 20 minutes
come to them and clarify their doubts or give them an extension task to complete. In
addition, teacher will be walking around the classroom in order to check on students
work. Therefore, she will monitor the lower leveled students in order to ensure that
they are on the right track and they know what they are suppose to do. Finally, she will
inform the students to check their answers carefully and see if they answered all of the
questions and wrote their name, grade and the date in order to collect their worksheets
and mark them.

(Thus, students who are going to behave well and participate within the classroom will
be rewarded by adding point into their jigsaw profile).

Transition: Teacher will transition the students into the last part of the lesson (closure)
by clapping her hand.

Close (wrap up, discussion, brief review activity or assessment):

At the end of the lesson teacher will:

Ask the students if they have enjoyed the lesson and what part they enjoyed the most. 5 minutes
In addition, ask the students if they think that they are confident or not confident with
subtracting fractions with same denominator. Finally, write one or two equations on
the board and ask the students what are the steps required in order to solve that
equation. In such way, teacher is assessing and checking on students understanding.