Persistence Lesson Plan

Teacher: Aguilar
Subject & Grade: 5th Math
OBJECTIVE(S)/STANDARD(S) CONNECTION TO ACHIEVEMENT GOAL(S)
What will your students be able to do? How does the objective connect to the goal(s) you
Reference Common Core or your state’s have for your students this year?
standards, as applicable.
Students will be able to define persisting to Students will be able to connect why persisting
answer multi step fraction questions. through a problem, and life, is an essential skill to
have. Students will understand that in order to be
successful they need to work hard and push
CCSS.MATH.CONTENT.5.NF.A.1 through problems they may find difficult.
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.)

PREREQUISITE SKILLS DIAGNOSTIC

What will your students need to know to master
the grade-level objective?
Students need to understand the importance of
multi-step problems. Additionally students need to
understand that there are multiple ways of
reacting to a situation.
How will you assess students’ mastery of these
foundational skills?
Students will take a quick survey on what skills
they have or do not have that will help them be
persisted through an open discussion.

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ASSESSMENT
How will you know whether your students have made progress toward the objective? How and when
will you assess mastery?
There will be several points in self-assessment and teacher assessment throughout the lesson.
First self- assessment check- during the lesson students will evaluate if they saw “a task through to
completion and remain focus” by self reflecting and asking “what is persistence” (Costa, 2009, pp xx)
Second self-assessment- during the lesson students will evaluate if they were able to remain focused
on a 5-step fraction problem.

Teacher will keep record in 5-minute intervals of all students participating. Teacher will evaluate the
number of students still working on the problem after 2 minutes and then at 5 minutes.

Teacher will assess mastery through the exit ticket where students are asked to answer a multi-step
problem, define persistence in their own words, as well as did you practice this Habit of the Mind during
your exit ticket, explain.

KEY POINTS
Key points are student-facing statements that include important content students needs to know to be
successful in the lesson. What three to five key points will you emphasize?
One of the key points during this lesson is to explain the importance of Habits of the mind to be
successful and invested (Costa, 2009, pp 80). Alongside understanding what habits of the mind are,
students will need to learn the definition persistence. The definition that we will use is to not give up
and develop a strategies to attack the problem (Costa, 2000, pp 2) Students are learning to develop
their own habits and learning that persistence is key in any situation will be vital to their academic and
non-academic life. Lastly students will connect perseverance and persisting to solving fraction
problems because of the different steps that come with solving the problem.

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OPENING/HOOK (5 min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Students will enter classroom and write down their examples of not giving up. Chart Paper
Students will discuss and identify what it means to not give up. Students will Markers
describe situations where they have not given up, whether in the class or in their
own lives. Teacher will ask the students, “is it important not to give up, why?”
Teacher will chart the responses about the importance of not giving up. Teacher will
connect that while solving the fraction problems we learn to manipulate problems,
we were ensuring that we would be able to solve the problem and that we checked
our work to make sure we were correct.

INTRODUCTION OF NEW MATERIAL (8 min.) MATERIALS

What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?
Teacher will give students the definition of Perseverance. Students will discuss Anchor Chart
what it means to persevere and connect it to their experiences to not giving up. Markers
Teacher will ask students if there are other phrases we use that mean we are Whiteboards
persevering through a problem. Students will turn and talk about words or phrases
that could be perseverance. List should include but is not limited to Costas word
splash: Never give, up Relentless, Stand your ground, Perseverance, Undaunted,
Sustained Indefatigable, Drive, Systematic, Focused, Resiliant, Hang in there,
Diligence, Reliant, Try and try again, Continuing, Enduring, Stick-to-it-iveness,
Stamina, Tenacity, Hang tough (Costa, 2009, pp 119-120).

Teacher will give an fraction problem that takes 3 steps and students will discuss
each part of solving the problem.

Teacher will connect adding fractions with unlike denominators to subtracting with
unlike denominators. Teacher will also guide students to understanding subtracting
fractions means taking a part away from a part. The overall visual representation
may be difficult to grasp for students but connecting the lesson to the addition
visuals will be helpful.

Teacher will check in by having students show the next step on their whiteboards.
Teacher and students will debrief about their work and whether or not it was an
example of persevering.

Misconceptions: Students will mistaken not knowing how to solve a problem as

not being persistence.

Engagement: Students are having an open discussion of their experiences while

also discussing their lives with their peers.

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GUIDED PRACTICE ( 15 min.) MATERIALS
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
Why will students be engaged/interested?
How will you monitor and correct student performance?
How will you clearly state and model behavioral expectations?
Students will have students working in pairs. Teacher will review expectations for Anchor Chart
working in pairs (volume and movement). Teacher will read the problem out loud to Markers
the class and the students have to breakdown steps to solving fraction questions Notebooks
because you are solving for common denominators

Teacher will ask students to write down notes of how they solved the problem with
their peers by following the same method of breakdown they did earlier. Teacher
will check in with each group asking they are persisting through the problem.
Teacher will ask students to evaluate their persistence. Teacher will ensure
students stay at correct volume and movement level.

Students will also answer subtracting fractions by the same denominator. This is a
quick fact assessment using the white boards so students will also use for
additional work.

I will continue to use these strategies for student input throughout the lesson and
checks for understanding.

1 1
Problem 1: 1 −
3 2

Looking at my drawing, how would you subtract 3 sixths or a half? Discuss this with your
partner. Teacher turns and talks to discuss the importance of making equivalent
fractions and the steps to solving subtraction problems.

INDEPENDENT PRACTICE (10 min.) MATERIALS

In what ways will students attempt to demonstrate independent mastery of the
objective?
Why will students be engaged/interested?
How will you provide opportunities for extension?
How will you clearly state and model behavioral expectations?
Students work with partners to discover the importance of creating equivalent Anchor Chart
denominators to subtract fractions. Markers
Notebooks
1 1
Problem 2: 1 − (Models)
5 3
T: Are these units the same? Can I use fifths to subtract thirds?
T: Explain to your partner how to solve this problem. (Some students will
have premade worksheets with scaffold models made for students.

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 Certain groups will have different problems to help with their steps. Teacher
will circulate classroom to check for understanding and mark small group
for independent practice.
1 2
Problem 3: 1 −
2 3
The additional complexity here is the subtraction of a non-unit fraction.

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Students adapt their methods to each other using the whiteboards at their
tables.

3 4
(If students have time students will solve Problem 4: 1 − ¿
4 5
CLOSING (10 min.) MATERIALS
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?
Students do a 2 minute gallery walk of student work. Students are able to display Exit Tikect
their understanding.

Students will complete the following exit ticket.

Exit Ticket

1 4
students will solve Problem 4: 1 − ¿
3 5

Define persistence in their own words, as well as did you practice this Habit of the
Mind during your exit ticket, explain.

DIFFERENTIATION MATERIALS
How will you vary your approach to make information accessible to all students?
I will assess students different levels on exit tickets and diagnostics in order to set Worksheet
scaffolds for each student. provided

Visual models- the visual models help create a more concrete understanding for
students

Premade worksheets that students can simply fill out will help engage and keep
work accessible to students

Think time/wait time- giving students an allotted time where they are able to catch
up or continue to be challenge is useful for the lesson

Anchor charts- students will have anchor charts ready for them as well as
worksheets with steps and directions to follow.

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 References
Costa, A. L., & Kallick, B. (2000). Describing 16 Habits of Mind. Retrieved from
http://www.habitsofmind.org/sites/default/files/16HOM2.pdf

Costa, A. L., & Kallick, B. (Eds.). (2009). Habits of Mind across the curriculum: Practical and
creative strategies for teachers. Alexandria, VA: Association for Supervision and Curriculum
Development.

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