Intern Name:

Lesson Title (Subject/Topic):

Grade:
Length of Lesson:
Date Taught:
LESSON PLAN TEMPLATE
In this lesson… The students will add and subtract common like denominator
Overview
3.2 The student will recognize and use the inverse relationships between
Standards of Learning addition/subtraction and multiplication/division to complete basic fact
sentences. The student will use these relationships to solve problems. 
How can I add and subtract a like denominator?
Essential Questions How can I change my answer from improper fraction to a mixed number?

Students will be able to… look at a fraction that has the same denominator
to subtract and add them. If the answer is improper the students have to
Objectives convert the answer into a mixed number.

I will take my prior knowledge of unit fractions to add and subtract fractions.
Learning Target I will also learn how to convert my fraction from an improper fraction to a
mixed fraction.
Necessary Prior The student will need to know what unit fraction, how to convert an improper
fraction, and how to add and subtract the numerator.
Knowledge
Pencil, Grade 3 Fraction Worksheet ( Adding & Subtraction) * Two papers *
Materials
Have the students watch a 3 min video on how to add fraction with a common
denominator. Stop the video at 1:12 to go over what has happened in the
video as well as answer any questions. Start the video again at 1:57 and finish
Introduction/Hook the video. After finishing the video do a few practice questions on the board to
make sure everyone got it.

Now pass out the Adding fraction Worksheet and have the students finish that
quietly. When the students finish the assignments have the student turn their
paper over to show that they have finished. Once, everyone, has finish have
Instructional the students get into groups and share and discuss the answer. If students get
Activities & a different answer to allow the students to discuss and find the answer. When
that is finish have the students come back to their seats to example how to
Strategies
subtract fraction, then have them do some practice question as a group. After
that pass out the subtraction fraction Worksheet and do the same thing as the
adding fraction Worksheet.
Key Vocabulary or - The denominator stays the same if they are alike ( don't add or subtract
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 denominator)
Concepts - Improper Fractions have a large numerator number Ex: 6/5
- Mixed Number contains a whole number with the fraction Ex: 1 4/5
Have the students turn their worksheet over and write in a complete sentence
Assessments what they learn on the back as well as answers to the essential questions.
After everyone has finished writing on the back, have the students take out a
different color writing tool and have them write down any other a student say
Closure Activity that they don't have on their paper.

For the students that are still having trouble converting Improper fraction into
mixed numbers have them go with to the small table to do the worksheet
Accommodations together as well as other students who are adding the denominator.

The video " Adding Fraction (Common Denominator) by Let's Do Math

Resources Adding Fraction Worksheet
Subtracting Fraction Worksheet

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name:
Lesson Title (Subecjt/Topc):
Date of Lesson Taught:
Cooperating Teacher & School
Grade:
Time of Day:

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?

2. How did the SOLs and Objectives help focus your instruction?

3. What parts of the instructional plan worked as you anticipated?

4. What, if any, adjustments needed to be made once you began?

5. How well did you anticipate the materials needed?

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)

8. How did the time spent preparing for your lesson contribute to it’s success?

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?

10. Any last comments/reflections about your lesson?

Lesson Plan Assignment: Grade Sheet

Virginia Teachers for Tomorrow I

Intern Name: ______________________________

Refer to the comments written on your lesson plan for detailed feedback.
Needs a few
Ready to Your
additions or Incomplete
Teach! Score
tweaks
Overview, SOLs, essential questions, objectives (10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)

Total (65)

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Taught Lesson Plan Grade Sheet
Virginia Teachers for Tomorrow II

Intern Name: ______________________________Lesson #________

● Written (typed) Lesson Plan: _____/50

[See comments on LP]

● Supplemental materials: _____/10

Comments:

● Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)