Lesson – November 3

Stage 1: Desired Results

7N5: Demonstrate an understanding of adding and subtracting
Learning
positive fractions and mixed numbers, with like and unlike
Outcome(s)
denominators, concretely, pictorially, and symbolically.
I can… use equivalent fractions to add and subtract fractions.
Learning Objectives I can… simplify or reduce fractions to their lowest terms.
I can… create equivalent fractions.

Stage 2: Assessment Evidence

- Introduction questions
- Top Chef Challenge
workbooks
(differentiated and
Summative Formative modified for each group
Assessment Assessment of students).
- Wrap up
problem: three levels of
understanding?

Stage 3: Learning Experience

Tech Resources to Print individual assessment workbooks
Bring Exit slips
Additional whiteboard markers
Time Sequence and Description
10 Prior to students entering the classroom, write the following on the
min whiteboard: “Grade 7 Math: Grab a whiteboard and a whiteboard
marker and solve the following questions:

1/5 + 1/5, 7/9-5/9, 4/5 + 2/3, 1 1/3 + 1 1/6

Remember: report your answer in simplest form. IF you can report

your answer as a mixed number, please do.

Time them on my watch. After 8 minutes has gone by, gather all
students attention to discuss their responses and how they got
these. Ask for a student to contribute their first step and select
students randomly to continue on. Select students for each level of
question that will challenge them to think as well as contribute
meaningfully.
 After we discuss these responses, transition over to today’s activity.
30 Activity:
min Today’s activity will have four groups with different expectations.

Prior to arranging groups, deliver instructions. Each group has

different packages, each which is focused on adding and subtracting
fractions, including but not limited to adding like and unlike,
subtracting like and unlike, using mixed and improper fractions. Each
group will go with their group leader “adult!” to a designated area.
Grade level worksheets are challenges 3, 5, 6 and 9, the rest are
scaffolding to work towards, or challenges to push further.

All students will complete the Top Chef Challenge: A Fraction Project
today in class. Within this assessment, there are 11 challenges,
allowing for differentiation, scaffolding and modification for all levels
of students. The applicable pages are already photocopied and in
stacks with students’ groups and names. The following instructions
are different for each group which is their level of understanding and
the steps that they are on.

Instructions: Each adult in this room has a stack of papers with

students’ names that have been assigned to a group. As each adult
reads the names of the students, please grab a pencil and follow
them to the assigned location to work on today’s activity. From
there, they will give you your additional instructions that are
necessary.

Group 1 (Toni): Kayzlynn, Jenny, Shelby, Brady

Location: Flex Classroom
Challenges to be completed: 1, 2, 3, and 8. These challenges focus on
recognizing fractions as part of a whole, comparison, adding and
subtracting with like denominators (this is where they have focused
yesterday on) and equivalent fractions. Starting with page 1,
students will work individually or in a small group in the flex
classroom alongside Toni. These students have the opportunity to
use the manipulatives that they have practiced with thus far.
Students are encouraged to solve on whiteboards.
1.2. Resources – differentiated worksheets, manipulatives.
1.4. Students – needs such as prior learning and needs met.

Group 2 (Dino): Syliss, Ethan, James, Nikei 3.6/3.8

Location: Syliss’s office?
This group will receive all 11 challenges. They operate quickly and Any grade 7
need the extra work to keep them engaged in math. With the student who
primary focus on challenges 3, 5, 6, 9 and 10, this group is focusing does not live
on adding and subtracting with both like and unlike denominators, up to
mixed and improper fraction addition and subtracting. The classroom
challenges get progressively more difficult with wording and expectations,
calculations, thus challenging this group. In teams of two, or four continues to
teams of one, this group will challenge each other to duals. Dino will disregard
choose one question on the worksheets, read it to the students, instructions
which will solve it on the glass windows. As students work through and requests
this, they will record their responses on the papers to be handed in. is to be sent
1.2. Resources – differentiated worksheets, challenges, appropriate to the office
instructional strategy. immediately
1.4. Students – needs such as prior learning and needs met. after
3.2. High expectations – Syliss has been challenging for the previous offence.
few weeks and has been given another opportunity. He knows his
expectations and needs to be held to them.

Group 3 (Miranda): Cohen, Hailey, Rowan, Ilias, Branson, Riley, Zoe

Location: Classroom
This group will receive challenges 3, 5, 6, and 9. Rearrange the
classroom and push the middle desks together to make one large
area. This is a multi leveled group. Students are to solve the
problems individually. If we have a question which needs to be
addressed as a group, gather all of the students together. Again, they
may solve the questions on the whiteboard and have them checked.
Expectations of Cohen are quite high after one-on-one conversations
with and his family. Ensure that he is being held to these. Ilias, Cohen
and Riley may need additional supports. Provide this group with a 2
minute break after 10 minutes of hard work.
1.2. Resources – differentiated worksheets, use of whiteboard
encouraged in this group to easily erase mistakes.
1.4. Students – needs such as prior learning and needs met.
3.2. High expectations – clear boundaries for Cohen and Branson.

Group 4 (Sub): Rogan, Tucker, Adrian, Trinity, Keyla

Location: High School Fishbowl
Rogan will take the challenges (1, 2, 3, and 8) and the other four will
receive 3, 5, 6 and 9. This small group needs direct supervision with
different areas of help. In the fishbowl, set up the students at four
different tables and have students work through the questions
separately. Each student may choose to complete their work on the
whiteboard wall. Adrian and Trinity need to be handled with kid
gloves, use positive reinforcement for everything! Build them up as
they work.
1.2. Resources – differentiated worksheets, use of whiteboard
 encouraged un this group to easily erase mistakes.
1.4. Students – needs such as prior learning and needs met.

At 3:20, all groups are to reconvene in the classroom and respond to

the question posted on the whiteboard.
10 Wrap Up: To bring the lesson back together, students will answer the
min following question individually.

Before we solve the exit question, show students the following video
to activate their knowledge of reporting improper fractions as mixed
numbers. https://www.youtube.com/watch?v=l--Y6rr3Gcg

After the video ends, read the class this following statement: “You
must use ½ a cup of sugar, ½ a cup of flour, and ½ a cup of chocolate
chips in a recipe. If you were to add up these three ingredients, how
many cups total should you have? Report as an improper fraction
and as a mixed number.

Level 1: students can recognize that ½ + ½ + ½ = 3 halves. May be

completed with a picture.
Level 2: students report that ½ + ½ + ½ = 3/2. Again, may be
completed pictorially.
Level 3: students convert 3/2 to 1 1/2.

Students will solve this on an exit slip paper. Hand deliver the paper
to each student. Remind them they do not need to put their names
on them and that they need to be handed in.
1 min Clean up: After students have delivered the exit slip, students are to
put their chair on their desk and take everything with them. Remind
them to pick up their garbage on the classroom floor.