Day 1 Day 2 Day 3 Day 4 Day 5 Pre Assessment & Review Activator: The “Faction” of Time Response Game. Using estimation to check reasonableness and solve problems Word Problem of the Day Mental Math Activities: Two Walls and white board mental math Journal Entry- How and when do we estimate? Exit Slip- If you have the fractions 5/11, what fraction(s) could you add so that the estimate is greater than 1? Representing and solving addition with unlike denominators where one needs to be changed (1/3+1/6) Present Word Problem of the Day (Represent the problem 1/3 + ½ using visual models) Review student samples using Problem Solving Strategy (Understand, Plan, Solve, Check) as they think aloud Rule of 4- show an equation four ways Exit Slip on adding fractions Representing and solving addition with unlike denominators where two need to be changed (1/2 + 1/7) Present Word Problem of the Day (unlike denominators) Turn & Talk- Work with addition problems and models in order to generalize how to find/use common denominators. Find a strategy or rule when one has to change both denominators in order to perform calculations Journal Entry- Why do we need common denominators to add fractions and how can we find common denominators? CEPA Part 1 Begins Representing and solving subtraction of fractions and seeing the connection to addition Mental Math with slates to use as formative assessment related to fact families, inverse operations and subtracting fractions Small Groups- Students solve mental math fraction problems Journal Entry “How is addition/subtraction of whole numbers similar to addition/subtraction of fractions?” CEPA Part 2
Day 6 Day 7 Day 8 Day 9 Representing and solving fraction subtraction problems with regrouping Word Problem of the Day Journal Model Rule of Four CEPA Part 3 Solidify models, reinforce concepts, and practice skills Independent learning centers Virtual manipulatives Matching Memory Games Persuasive Writing Teacher Support Enrichment CEPA Part 4 Give students time to create their poster/presentation CEPA Presentations Peer/Teacher Feedback
Content Area/Course: Mathematics, Grade 5 Unit: Adding and Subtracting Fractions Time (minutes): 60 Lesson #6: Representing and Solving Fraction Subtraction Problems with Regrouping By the end of this lesson students will know and be able to: Represent and fraction subtraction problems with regrouping Essential Question(s) addressed in this lesson: How can we use models to find and justify calculations? Standard(s)/Unit Goal(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): 5.NF.1 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 the denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. SMP.3 Construct viable arguments and critique the reasoning of others. Instructional (list all materials needed for this lesson): Manipulatives as needed. Board Lessons Birmingham Grid for Learning PBS Teacher Teacher Domain Anticipated Student Preconceptions/Misconceptions: Denominators are subtracted from each other. Denominators do not have to be the same when adding or subtracting Instructional Tips/Strategies/Suggestions: Advanced Students: Ask students to create subtraction problems with regrouping. Give them the difference and ask them to come up with multiple ways of getting that particular answer. For instance: Find 5 ways to get 5/6 as the difference of a subtraction problem. Remediation: (Type of remediation depends on student’s needs) Review how to find common denominators Provide manipulatives for visual students Break down the process of solving fractions Have students write or illustrate a “cheat sheet” on how to solve a fraction subtraction problem Pre-Assessment: Journal: What do we know subtraction of fractions with like and unlike denominators? Provide students with deliberate practice problems and provide immediate feedback to students by monitoring practice. (See attached handout) Students may use manipulatives with their practice problems. What students need to know and are able to do coming into this lesson (including language needs): Students are able to: Find common denominators. Create equivalent fractions. Turn mixed numbers into fractions. Solve fraction addition
Grade 5 CEPA (Performance Assessment) Rubric Calculations Visual Representation Explanation * (Persuasive Letter) Quality of Work (Neat, thorough, proper conventions) 4 Accurately found common denominators in order to add/subtract fractions 4 Visual representations accurately matches the numerical calculations and labeled correctly 4 Takes a clear position and supports it consistently with reasons and/or examples; uses persuasive strategy to convey an argument. 4 Project strong evidence e that a lot of effort and time were put forth. 3 Calculations were mostly correct. was due to carelessness but did not impact the overall schedule. 3 Visual representations mostly matched the numerical calculations 3 Takes a clear position and supports it with some relevant reasons and/or examples; there is some development of the essay. 3 Project shows that some effort and time were put forth. 2 Calculations were mostly inaccurate and impacted the overall schedule. 2 Visual representations were mostly inaccurate and did not match the numerical calculations. Some or inaccurate labeling. 2 a position and provides uneven support; may lack development in parts or be repetitive OR essay is no more than a well-written beginning. 2 Project that little effort and time put forth was inconsistent. 1 Calculations were attempted but not accurate. 1 Visual representations were attempted, but inaccurate and did not match the numerical calculations. Missing or incorrect labeling. 1 Attempts to take a position (addresses topic), but position is very unclear OR takes a position, but provides minimal or no support; may only paraphrase the prompt. 1 Projects show that hardly any effort and time was put forth. 0 Calculations were not attempted. 0 Visual representations were not attempted. No labels. 0 No attempt made to take a position. 0 Project was not completed. * Persuasive writing component should be consistent with the school’s writing program Sample self-assessment rubric: