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USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Morgen Garlitz
Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 11/12/2019
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Part 1: Lesson Content

Title of Lesson Solving Two-Step Word Problems with Fractions
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners
This lesson connects to the interests and cultural backgrounds of my students, because the various word
problems all talk about different things such as gardening and buying markers to draw with. I know that
I have a few students who enjoy the gardening at the school with the media specialist and I also have a
lot of very artistic students.
How does this lesson connect to/reflect the local community?
The only way that this lesson connects to/reflects the local community would be the word problems that
have to do with gardening. There is a new garden at the school that the students take turns tending for.
What Standards (national or The standards for this module/lesson includes the following:
state) relate to this lesson?
(You should include ALL applicable 5.NF.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing
standards.) 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.)
5.NF.2: Solve word problems involving addition and subtraction of fractions referring to the same whole,
including cases of unlike denominators, e.g., by using visual fraction models or equations to represent
the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that
3/7 < 1/2.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been
over time exposed to related to this standard?
The standards that are tied to the pervious grade level (4th grade) include the following:
4.NF.1: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction
models, with attention to how the number and size of the parts differ even though the two fractions
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
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themselves are the same size. Use this principle to recognize and generate equivalent fractions.
4.NF.2: Compare two fractions with different numerators and different denominators, e.g., by creating
common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize
that comparisons are valid only when the two fractions refer to the same whole. Record the results of
comparisons with symbols >, =, or <, and justify the conclusions.
In fourth grade the students should have learned about the basis of equivalent fractions and they should
be able to compare them using the symbols <, >, and =.
Trace the standard to the next grade level. What will students learn next related to this standard?
The standard that are connected to this for the next grade level (6th grade) are the following:
6.NS.1: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient;
use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4
of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people
share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is
a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
Students should be able to fluently add, subtract, multiply, and divide fractions with different
denominators.
What misconceptions might One major misconception that students might have when completing word problems that include
students have about this fractions would be that they can just add they across. Many times students will forget that they need to
content? have the same denominators in order to add or subtract fractions. I want to remind students of this
before we begin to help eliminate that misconception. Another misconception that students might have
would be to divide the fraction and then add. For example if the problem was ½ + 1/3 students might
divide each fraction and get 2 + 5 and add those together to get an answer of 7. I will make sure to
remind the students that when we are working with fractions we add or subtract across to help
eliminate some of those errors.
Objectives- What students will Some examples:
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know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the The objective for the lesson is the following:
standard)
Measure (HOW WELL they need to Students will be able to accurately solve two-step word problems with little to no error.
do it)
(Note: Degree of mastery does not The student’s I CAN statement for the lesson:
need to be a percentage.)
I CAN solve two-step word problems.
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard?
-The Webb’s Depth of Knowledge that is called for in this standard is Level 2: Basic Application of Skills
and Concepts.
Which level(s) of thinking is/are called for in your objective?
-The level of thinking that is called for in my objective is also Level 2: Basic Application of Skills and
Concepts.
Why did you choose this level(s) of thinking?
-I chose this level of thinking for this lesson, because my students will be using their basic knowledge of
equivalent fractions and common denominators in order to pull out important pieces of information
from the word problem and then either add or subtract the fractions.
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Assessment Plan- How will you Describe your assessment plan:

know students have mastered The assessment plan for this lesson will be to collect an exit ticket at the end of the lesson that the
your objectives? students will all work on independently.
Is your assessment formative or summative? Why did you make that assessment decision?
The assessment for this lesson will be a formative assessment. This will be the first time the students will
be seeing and working with word problems that include fractions. The students will also have their mid-
module assessment the next day, so I do not want to give them a huge assessment. I made the decision to
make this a formative assessment, because I need to gauge if my students understand the content. This
will be important, because before the mid-module I can then clarify any misconceptions or mistakes the
students have.
How does it align with your objective?

This formative assessment aligns with my objective because I will be checking to make sure that my
students are meeting the standard and have a strong understanding of how to correctly add and subtract
fractions using common denominators.
Assessment Scoring/Rubric
What are the criteria for how you There will be no set rubric for this lesson. However, the formative assessment is an exit ticket that has
will assess student one question. However, even though it is one question the directions ask the students to use the RDW
learning/student work? If you’re strategy. For this strategy they have to read the question (show that they are using CUBES, draw out the
using a rubric, include your rubric problem (show their work), and then write a sentence with the answer. Due to this, I will be scoring this
here. exit ticket out of four points. The students will receive one point for getting the correct answer and then
three separate points for showing each of the steps in RDW. This means that the total number of points
that a student could receive would be four. I have decided to separate the points like this, because it
helps raise the students’ math self-esteem, as many of our students are struggling with that. This way the
students have more opportunities to earn points, instead of making the exit ticket out of two points.
Part 2: Lesson Implementation

Management & Environment  During this lesson I will be moving around much. At the start of the lesson I will be walking
(integrated throughout your around the room when the students are doing the I have/who has activity. Next, for the concept
step-by-step plan): development I will be up at the front of the room working through the problems with the
 How will you arrange students. After we have gone over the first concept development problem I have the students
yourself and the students work with their shoulder partners while I walk around the room assisting the students who need
(location in the classroom, additional support.
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seating)?  The processes and procedures that we will be using for this lesson will be what the students use
 What processes & for all content area lessons. The students by this point are well aware of the classroom norms
procedures will you use? and know that we should be following our norms. The norms have procedures for tasks such as
How and when will you transitions like “transitions should be swift and quiet.” The students should do this automatically,
communicate those to but if I notice that they are not abiding by the norms, I will pause and have the students read over
students? the specific norm that is not being accomplished. I will make sure that at the start of the lesson I
 What expectations will you tell the students that we need to make sure we are aware and following our classroom norms in
have for the students? How order to have a successful lesson.
and when will you  The expectations that the students will have for this lesson will be to follow all classroom norms
communicate those to (which are posted on a wall in the classroom so that all students can read/see them), the
students? students will be reminded of “SLANT” (sit up, lean forward, ask & answer questions, nod, and
 What strategies will you use track the speaker), I will communicate these expectations to the students at the beginning of the
if students do not meet your lesson to make sure they start off with them in mind. If I see that the students are not meeting the
expectations? Are there expectations I will remind them throughout the lesson to look at the norms and SLANT.
specific students who  If students are not meeting my expectations there are a few strategies that I will use to hopefully
require a more extensive get the students on track. If I see students who are not actively engaged I will use proximity to
management plan? What help get the students on track. I will simply go over and stand near the student’s desk and that
will that consist of? should help them refocus. I will also be actively calling on students to make sure that everyone is
 What will students do if ready to answer during the lesson. For the students who need a more extensive management
they complete the task plan, I will use the specific strategies that work for the student and actively monitor their
quickly? behavior and progress. My CT and I have also started to implement a new behavior tracking
strategy. We have a number clicker counter for both classes and any time a student shouts out,
has side conversations, or is off task we make one click. We have a chart on the board where we
will chart the amount of clicks at the end of the day. The students are competing against each
class to see which group can get fewer clicks at the end of the week.
If the students finish the task/classwork early they will be directed to first check over their work to make
sure that it is correct and once the students have checked in with me or Mrs. Biggs, they will be directed
to go to the back table and work on their enrichment project. These students will most likely be the
gifted students in the class.
Materials The materials that will be used during this lesson include the following:
(What materials will you use? Why  Student LEARN Eureka workbook
did you choose these materials?  Eureka Teacher Manual
Include any resources you used.  Pencils
This can also include people!)  Computer
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 Projector
 iPad for videoing the lesson
 Popsicle sticks for calling on students
 I have/who has equivalent fraction cards
All of these materials will be needed to have a successful and engaging lesson. The students will be using
their Eureka LEARN book to complete the problem set and the exit ticket. In place of the application
problem the students will engage in a I have/who has equivalent fraction game. One student will state
what fraction they have and ask who has an equivalent fraction. The students have done this before, but
every time we do this I time them to see how fast they can correctly complete this task. The computer
and projector will be used to display the Google slide show to the students.
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:

-I will be differentiating the readiness of my students by allowing students who are completed with the
problem set and have grasped the material to go to the back table in the room and work on their math
enrichment groups. In these groups the students will not be receiving more work, but they will instead
be engaging in deeper work and thinking.
Which specific students will benefit, and why?

-This will specifically benefit the students who demonstrate a need for enrichment in the class. My class
currently has four identified gifted students and two students who we are in the progress of trying to
bring up. This will provide the students with deeper thinking questions that will engage the students,
with challenging work.
Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level: Students who are in the pre-production level will be allowed to use a
students (initials), and then explain classroom iPad to help with translation if needed. They will also be encouraged to use
the accommodation(s) you will manipulatives to help them work through the problems and to have a visual representation to
implement for these unique help them along the way. These students will also be pulled for small groups with the school’s
learners.) ESOL specialist to help give more detailed instruction.
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 Early Production Level: Students who are currently at the early production level will also be
allowed to use manipulatives to help them receive a visual representation. The students will also
be working with a student who is bilingual and can help them with translation. These students in
addition to the pre-production level students will be pulled for small groups with the school’s
ESOL specialist to help give more detailed instruction.
 Speech Emergence Level: Students who are currently at the speech emergence level will be
focusing on collaborative work. This will allow students more independence, but also offers them
support from their tablemates.
 Intermediate Fluency Level: Students who are at the intermediate fluency level will be working
alongside the other students in the class. The students will receive some additional support from
the ESOL staff and will be pulled every once in a while to make sure they are still on target and
their needs are continuing to be met.
What accommodations will you make for students who have an IEP or 504 plan?
-Currently we have two students who have 504s. One student is diagnosed with ODD, depression, and
anxiety. On her 504 she is supposed to receive any updates on if the schedule is changing beforehand,
receiving options to do something (not do this now), and have a “cool down” space if she is getting
overwhelmed that she can go to for 5 minutes and calm down. The other students who has an IEP
requires specific verbal directions and she receives 25% extra time to finish any form of assessments.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
-The accommodation that will be made for students who identify as gifted will be that they are directed
to work through the concept development problems with the class, work on the last two problems in the
problem set classwork (as those are the harder problems), and if they have gotten them correct and I see
that they are understanding the content, they will go to the back table to work on their enrichment
project. These students will be working on “The Bowling Alley Project.”
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References (Planning of One reference that I am using for this lesson is the Eureka Learn book and embarc.online. This is where
instruction should be guided by the problems for the content development come from. This is the guiding structure for the lesson. The
research-informed turn and talk strategy has many benefits for students like sharing out their thinking which might help
approaches. Acknowledge another student with understanding the content. This is a website where I received some information
references used to inspire lesson about the benefits of using turn and talks with my students:
ideas.) https://old.newteachercenter.org/sites/default/files/global/documents/participation_structures/turn_talk_overvie
w.pdf.
I will also be using this resource for my I have/who has equivalent fraction activity at the beginning of
the lesson.
file:///Users/graceygarlit/Desktop/EquivalentFractionsIHaveWhoHasWholeClassGameorCenterActivity.pdf
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson?
teaching this lesson? Be thorough. -The content area for this lesson is mathematics, specifically adding and subtracting fractions in
Act as if you needed a substitute to two-step word problems.
carry out the lesson for you.)
2. What is the expected lesson structure for a lesson taught within this content area? In other
Where applicable, be sure to words, what lesson structure is appropriate for teaching within this content area? (5Es;
address the following: guided/gradual release/etc.)
 What Higher Order Thinking 1. - The expected structure that this lesson will follow is a guided release. The lesson will begin as a
(H.O.T.) questions will you ask? whole group and we will go through the I have/who has activity and then go over the first few
 How will materials be content development problems as a whole. The students will then work with their shoulder
distributed? partner and complete the designated problems in their Eureka LEARN book. Students will then
 Who will work together in
be brought back together to debrief and work on their exit tickets and transition to IRLA.
groups and how will you
determine the grouping?
 How will students transition 3. Step-by-step plan:
between activities? Time: 60 minutes for the whole lesson.
 What will you as the teacher Action Steps:
do?
 What will you as the teacher (About 1 minute to transition and get prepared for the lesson)
say? 11:20-11:21am
 What will the students do? 1. The attention grabber “Wakanda” and student’s response of “forever” will be used to get the
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 What student data will be students attention after they have completed their transition from science. The student’s will
collected during each phase? then be asked to make the swift and quiet transition to math instruction.
 What are other adults in the 2. I will make sure that the students are quiet and ready for expectations. Once I see that the
room doing? How are they
students have put away their science materials and are ready to engage in math instruction I will
supporting students’ learning?
go over the expectations for today’s lesson. I will remind the students that they are working to try
and earn dojo points, they are to follow the classroom norms (like they do in every lesson), and
make sure they SLANT. I will make sure that I go over the acronym with the students to ensure
that they all remember and can then participate.
(About 5 minutes for I have/who has equivalent fraction activity)
11:21-11:26
3. I will remind students of expectations and norms for the lesson. The students will be reminded
that they will all remain seated until their card is called. Once their card is called they will remain
standing until we have got through the whole set. *Note: some students might have two cards. If
they have two cards they can sit back down after their first card is called and then remain
standing after their second card is called.
4. While I am explaining the expectations and going over directions again I will be passing out the
cards to the students.
5. Once each student has at least one card I will display the timer on the board and have the
students begin.
6. The goal is to beat the amount of time it took them to do this activity previously.
7. If some students are struggling with their equivalent fractions, I will make sure to pause and help
explain and go over what could be their equivalent fraction. *It is also important to remind the
students that it is okay to make mistakes and that FAIL stands for first attempt in learning!
8. Once we have gotten to the last card and all of the students are standing I will thank them and
have them all sit back down.
9. I will have one student go around and collect the cards so I will have them for the second class.
(About 1 minute for I CAN statement)
11:26-11:27
10. I will now display a Google slide that displays the student’s I CAN statement. This is their learning
goal for the lesson. Their I CAN statement is the following: I can solve two-step word problems.
11. I will have one student read this out to the class, while everyone is engaged and tracking the
speaker.
12. After the one student reads the I CAN statement, I will have the whole class read it chorally. I will
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stop the students and ask them to read the statement again if they are not reading it as a group.
(20 minutes for concept development/problem set)
11:27-11:47
13. I will ask the students to open their Eureka LEARN book to the module 3 lesson 7 problem set.
14. Once the students are all there I will ask them to give me a thumbs up if they are ready to go.
15. I will have one student read the directions and the problem for the class.
16. The first problem is “George weeded 1/5 of the garden, and Summer weeded some too. When
they were finished, 2/3 of this garden still needed to be weeded. What fraction of the garden did
Summer weed?”
17. During this time I will be using the Popsicle sticks to call on a variety of students.
18. I will have students help me use our CUBES strategy to find the key information in the word
problem.
19. I will then walk the students through the first problem.
20. I will repeat the same process with problem set number 4. “Jim sold ¾ gallon of lemonade.
Dwight sold some lemonade too. Together, they sold 1 5/12 gallons. Who sold more lemonade,
Jim or Dwight? How much more?”
(15 minutes for partner problem set work)
11:47-12:02
21. Students will be asked to work on problem numbers 2 and 3 of the problem set.
22. Question 2: “Jing spent 1/3 of her money on a pack of pens, ½ of her money on a pack of markers,
and 1/8 of her money on a pack of pencils. What fraction of her money is left?
23. Questions 3: “Shelby bought a 2-ounce tube of blue paint. She used 2/3 ounce to paint the sky,
and some to paint a flag. After that, she has 2/15 ounces left How much paint did Shelby use to
paint her flag?”
24. During this time I will be walking around the room and monitoring student work and will be
assisting students who might need additional help.
(10 minutes for debrief)
12:02-12:12
25. I will ask the students to get a correcting pen from their table bin to go over their work when we
debrief.
26. We will go over question 3: “Shelby bought a 2-ounce tube of blue paint. She used 2/3 ounce to
paint the sky, and some to paint a flag. After that, she has 2/15 ounces left How much paint did
Shelby use to paint her flag?”
27. I will ask the students to share their method of solving, what the key information is for this
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problem, how we should start working the problem, if anyone solved it in a different way, but got
the same answer, what are some ways we could draw the problem, and ask the students what
questions they have.
(8 minutes for exit ticket)
12:12-12:20
28. The students will then be asked to open their LEARN books to their lesson 7 exit ticket.
29. Students will have about 8 minutes to complete the problem on the exit ticket.
30. When the students are done, I will collect their exit ticket and they will transition into IRLA “swift
and quietly” according to the classroom norms.
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USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Morgen Garlitz

Part 1: Lesson Content

How does this lesson connect to/reflect the local community?

Objectives- What students will Some examples:

Assessment Plan- How will you Describe your assessment plan:

How does it align with your objective?

Part 2: Lesson Implementation

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

Which specific students will benefit, and why?

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