Starting and Ending Time: _1:00___ to _1:30___

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to
how this lesson fits into the “big picture” of the students’ long-term learning, which MA
framework does the lesson most clearly address? Select 2 to 3 focal standards that will be key to
your instruction and assessment.

Number and Operations – Fractions

5.NF A. Use equivalent fractions as a strategy to add and subtract fractions.

5.NF B B. Apply and extend previous understandings of multiplication and division to multiply
and divide fractions.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

By the end of the lesson, the student will understand:

(1) How to add, subtract, multiply, and divide fractions well
(2) They will be able to demonstrate their learning and knowledge by modeling how to add,
subtract multiply, and divide fractions on an assessment that I will give at the end of the
mini-lesson.

Assessment: What specific, tangible evidence will show that each student has met this
objective?
I will create a quiz for the student to complete that will have some multiple choice questions to
assess their understanding of the concepts along with questions that require them to provide an
answer about the differences between multiplying and dividing, subtracting and adding, and the
different methods and formulas/ strategies that are used to solve problems in each.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

(1)
(1) Multiply
(2) Product
(3) Divide
 (4) Dividend
(5) Divisor
(6) Quotient
(7) Subtraction
(8) Addition
(9) Sum

Keep Change Flip (strategy)

(2) They will be able to demonstrate this knowledge by matching the definitions to the
terms that are applied in the lesson

Assessment: What specific, tangible evidence will show that each student has met this
objective?

If they can get all of the matching questions correct and thoroughly understand the definitions of
each of the vocabulary words.

Content: What are the specific details of the lesson’s content knowledge?

The lesson is focused on the understanding properties of fractions which include subtraction,
addition, multiplication, and division. The goal is for the student to learn and gain mastery in all
of the operations of fractions to build a foundation for future lessons that may include more
complex problems.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (_5_ minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

I will begin by using a slide presentation with slides that guide the lesson. To start I will:
1. Do a Do Now activity that allows the student to discover and refresh themselves on the
topic of fractions and operations of fractions
2. We will then go over the Do Now sheet and see if there are any questions or points of
confusion
3. I will then have a slide that takes the vocabulary words and defines them which we will
look over and i will ask questions about if they understand the vocabulary or have heard
of them.

During Lesson (_15_ minutes): How will you direct, guide, and/or facilitate the learning process
to support the students in working toward meeting the instructional objectives?
During the lesson I will put some problems up on the board or sit next to them and write in a
notebook and model how to solve the problems. I will then ask them to do a similar problem and
explain their steps. We will begin with subtraction and addition of fractions in which we will
complete a few problems and I will have the student walk through their thinking in solving the
problems. While doing this, I will explain the rule for addition and subtraction of fractions which
is “do not add the denominators, they stay the same for subtraction and multiplication”, instead i
will explain that you can add and subtract the numbers in the numerator.

We will then do some multiplication and division problems of fractions. We then will notice that
the rule for these operations is NOT the same as addition and subtraction. The rule is that “when
multiplying and dividing fractions the numerator AND denominator change”.

Closing (_5_ minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

At the end of the lesson, we will review the vocabulary used and write down the rules for
operations of fractions (multi, divi, add, and sub).

I will then give an assessment to see his understanding of the rules of operations of fractions and
to see if they have mastered solving the fraction problems.
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL) and utilize resources at the following links:
UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the
needs of students on Individual Education Plans (IEP), English language learners (at a variety of
English language levels), and students who may need an extended challenge. Highlight all that
apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same Use Braille or large report
focus of instruction text at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation. P1s choose 1 level of support to explain, P2s choose 2 levels of support to
explain and P3s and Grad P1s choose 3 levels of support to explain.

Support #1: Give additional examples - I will ensure that their are example problems to
follow using strategies so the student can use that for reference to help them better
understand the lesson content

Support #2: Give students copy of direction

Support #3: Re-read directions

 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

I will ensure that the student is not fidgeting with anything and is staying focused on the lesson.
One example is if he starts to get sidetracked I will ask for a thumbs up on how he is doing on the
work.

Technology: How did you incorporate technology into the lesson?

Since the 1:1 lesson will not be in the classroom, I will need to use my laptop to project any
slides I have or notes

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?
- I will need my lesson plan
- Worksheets with practice problems
- Assessment
- Word Bank with the vocabulary for review

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

Since this lesson is different from my first I think it is important to focus on the student learning
and seeing if my instruction and teaching aided it or hindered it. With my SP, I will make sure to
see if I was able to meet my goals and help the student better understand the subject that they had
previous knowledge on.

5
Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley