Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Isaac Lund_____________________

Grade Level: _7__________________
School: ________________________
Date: ___________
Time: ___________

Reflection from prior lesson:

The lessons this year have gone well and students have had only a few places where
they are behind. These students work well with a visual so we will incorporate that into
this lesson. This will be lesson 2 of the fraction unit and will be where we really get into
it. Yesterday we worked with the basics of what fractions look like and what it means to
add them together.

Lesson Goal(s) / Standards:

7.RP.1.A: ​Analyze proportional relationships and use them to solve real-world and
mathematical problems.

Math practice Standards:

1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Look for and make use of structure

Lesson Objectives:

Given two fractions with common denominators, students will add and subtract the
fractions on a worksheet correctly while also showing their work.

Materials Needed:
Ipad/Computer
Projector
Worksheet
Sticky note for each student.

Contextual Factors/ Learner Characteristics: Middle school so differentiation

between classes will occur.
Class 1: 9:00 am: Early morning, Generally ready to be more quiet and hard working,
less inclined to work in groups. May allow more individual work this period.

Class 2: This class has a fair number of difficult students who struggle to stay on task. I
will intervene throughout the lesson for time for both group work, such as a quick
problem up on the board or another example from the data. This will help keep them on
track and prevent boredom due to lack of engagement.

Class 3: Same as class 2, good kids but it is right before lunch. All I ever hear is how
hungry they are… this lesson may hurt them a bit. I may include a bit of moving around
for this class to keep their minds off of their stomachs! Some fun quick fast math fraction
activities such as a game where the goal is to find the equivalent fraction.

Last class: Last period of the day, students are very restless near the end there. In this
class we will get right down to business in order to avoid the dreaded zipping of bags
and general movement that comes with the clock getting close to 3.

All have worked with fractions in the past but due to covid it is up in the air as to where
they stopped last spring. We may have to remediate depending on what level we
discover they are at.

A. The Lesson

1. Introduction (3 min) as the students enter, have them pull out computer and
complete mentimeter survey.
a. relating to past experience and/or knowledge
i. Who likes pizza. Everyone! Everyone pull out computers and hop
on to menti.com and type in the code at the top.
b. creating a need to know.
 i. I have written some important pieces of information I feel we should
know about each other on the board. Up here we have a ton of
different types of pizza, some you like, and I am sure some you
don’t. We are going to work today on ways to combine some of our
data in order to make different statements about this classes pizza
eating habits.
c. sharing objective, in general terms
i. By the end of the period, you will be able to add and subtract “like”
fractions, no matter the denominator.

2. We will work with the data we collected with the survey to add together
different aspects of the results. Such as (this will depend on the data, looking at it
to see what combinations make sense.) “Alight class! Thank you so much for
contributing here, Looking at this
a. Those who like pizza plain
b. Those who like meat
c. Those who don't like meat.
3. Once we have added 1 or two of these factors together, I will introduce,
simplifying the fraction into one denominator.
4. Once the students have seen me do it, they will try on their own to simplify one of
the problems on the top of the worksheet, labeled “lets practice” (or something)
5. If any questions arise, we will look over and answer them. Otherwise, I will walk
around while reminding them they must show all steps, even if they feel they
know the answer already.
6. We will move on to a quick look at subtracting the same type of fractions and
show how the same rules apply. I will mention ​Adding the opposite. ​(they will
be familiar with this from prior lessons)
7. Students will then be assigned their homework and ​I will walk around to
assist them with any questions that arise.

3. Closure (7-10 min) ​Closure will consist of a mentioning of any questions I heard
more often, any misconceptions we ran into, and any final comments on how they did
working on their homework.

Possible questions are “Why do we have to do all of this work when I can just do it in my
head?” The work is not for these problems, but for getting you to understand how to
show your thinking so when problems get much bigger, you can keep track of all the
parts.
I will go over what we talked about today about using the “simplify the denominator”
step will make it much easier to solve the problems efficiently. So, as a recap, if we
have the same denominator, what is my first step? YES, draw a large line across the
bottom and simplify down to 1 number under there.

EXIT TICKET: Students will be asked to come up with a question that can be answered
by adding or subtracting the fractions we found in our data. They will write down this
data, the question, and the work to solve it on the sticky note.

B. Assessments Used

Formative: ​The “Lets Practice” section of the homework page acts as a formative
assessments allowing me to go back and tackle any quick questions.
Observational:​ During work time I will be checking for proper work shown.
Exit Ticket:​ This will provide closure but also a check on students understanding of
how the data can be added or subtracted.

C. Differentiated Instruction
Remediation:​ This will consist of helping students figure out what the fractions we are
using are. I feel giving them the fractions should be enough.
Enrichment: ​Students could be tasked with creating pools of data from the mentimeter.
Language Support: This feels like it would apply less to this lesson because with
mentimeter, all of the data is visually displayed, and the fractions are just numbers.

D. Resources
Math books, Ipads, mentimeter.