SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions
PA/Common
Core/Standards

Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence

DETAILS
CK
Miss Smith
Mathematics
4th Grade
2 Class Periods
Fractions are a part of our everyday lives
Why are fractions important?
How do we use fractions in our lives?
How can we represent fractions with real objects?
M04.A-F.2.1.1: Add and subtract fractions with a
common denominator (denominators limited to 2, 3, 4,
5, 6, 8, 10, 12, and 100; answers do not need to be
simplified; and no improper fractions as the final
answer).
M04.A-F.2.1.3: Add and subtract mixed numbers with
a common denominator (denominators limited to 2, 3,
4, 5, 6, 8, 10, 12, and 100; no regrouping with
subtraction; fractions do not need to be simplified; and
no improper fractions as the final answers).
M04.A-F.2.1.4: Solve word problems involving addition
and subtraction of fractions referring to the same whole
or set and having like denominators (denominators
limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100).
In small groups, students will solve word problems
involving addition and subtraction of fractions and
mixed numbers with like denominators, getting at least
4 out of 5 problems in a packet correct.
In small groups, the fourth grade students will construct
accurate visual representations of addition and
subtraction problems with fractions and mixed numbers
with a common denominator 1 out of 1 time.
During a small group presentation, students will identify
at least 1 aspect of the process of solving word
problems involving addition and subtraction of fractions
and mixed numbers with common denominators.
The students will be informally assessed and observed
during their small group work time when the teacher
walks around to check their progress on the packet of
problems. He or she will look to ensure that the
students are employing the steps from the method
taught in class accurately on their own. The students
should be asked why they are incorporating certain
steps to ensure they understand the concept and are
not simply reciting it back.
The students will be provided with a directions and/or a
rubric for the presentation, during which they will be
evaluated on their ability to identify one step of the

ISTE Standards
for Students
Framework for
21st Century
Learning

Accommodation
s, Modifications

SUPERVISING
TEACHERS
SIGNATURE

process of solving their word problems involving adding

and subtracting fractions and mixed numbers with
common denominators.
The students problem packets will be collected and
checked over for teacher assessment purposes, but will
not be graded.
ISTE Standards for Students
This lesson does not integrate technology, however it
will incorporate:
Collaboration and Communication
Information Literacy
Framework for 21st Century Learning
Health Literacy
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Information Literacy
Social Skills
Productivity and Accountability
Student with a Visual Impairment:
Student will be provided with enlarged text copy of
word problem packet, either a text copy or digital
format. All groups will read the problems aloud
together. Student will be seated near the front of the
classroom during the presentation aspect (during group
work, he or she may be moved).
Student with ADHD:
The students group should be seated away from the
door and/or windows. A timer will signal to groups when
they should be moving on to certain steps in the lesson.
Students will repeat all instructions back to the teacher
to ensure students stay on task.
Below Level Reader:
Student will be placed in a group with an Above Level
Reader in order to model proper reading fluency and
comprehension. Groups should pause after reading
each word problem and discuss/highlight main ideas
and important details of the problem to help the BLR
with comprehension. Student may be provided with
abridged copy of word problems that contain only the
vital information, if neccessary.

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
Begin the class by reviewing information that students
learned about fractions in the previous class
Ask them about what fractions are/what they represent,
what are the different parts of fractions
(numerator/denominator), etc.
Hook/Lead-In/Anticipatory Set
Ask students:
Why are fractions important?
How do we use fractions in our lives?
What sort of real-life problems involved fractions?
The students will be presented with a round cookie cake,
which will be cut into fractional pieces
Big Idea Statement
Fractions are a part of our everyday lives
Essential Questions Statement
Why are fractions important?
How do we use fractions in our lives?
How can we represent fractions with real objects?
Objective Statement (Kid Friendly Terms)
In small groups, students will solve word problems by
adding and subtracting fractions and mixed numbers,
getting at least 4 out of 5 problems in a packet correct.
As a group, students will create 1 visual aide or model
that represents the steps taken to solve fraction word
problems.
During a small group presentation, Students will identify
at least 1 step taken in their groups process of solving
fraction word problems.
Transition
Students should be called up by rows in order to receive
their piece of the cookie cake. While walking up or while
sitting and waiting to be called up, students should
discuss with a partner at least 3 different ways we use
fractions in our everyday lives.
Key Vocabulary
Fractions
Mixed Numbers
Numerator
Denominator
Simplify
Common Denominator
Improper Fraction

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

Pre-Assessment of Students
The pre-assessment of students will be conducted the
previous day through an exit slip that students
complete.
During the previous class, the students would have
undergone explicit instruction in adding and subtracting
fractions. The exit slip would have 5 problems to
complete.
The students slips would be reviewed and based on the
results the students will be placed into groups of mixed
abilities (students who did well on the exit slips will be
placed with students who did poorly).
Modeling of the Concept
As a class, the students and the teacher will work
through the first problem in the packet together. The
students will observe as the teacher works through the
problem on the board, explicitly identifying each step of
her process as he/she goes (drawing a picture,
identifying the fractions in the problem, determining if it
is addition or subtraction, ensure the denominators are
the same, add the numerators together, place the sum
over the denominator, simplify if needed).
Then, after the class has completed the first problem
together, the teacher will provide students with
instructions for the visual model project. The students
will repeat aloud each direction after the teacher reads it
to them.
The students will be shown a teacher example of a
visual model that was used to help the teacher solve the
example problem completed as a class.
Transition
The students will move into groups as the names of the
group members are called aloud. As the children move
into groups, they will be asked to identify the fraction of
the class their group represents (Ex: If there are 5
members in a group and there are 23 students in the
class, the group will need to answer: 5/23; Depending on
level identified in the pre-assessment, students may be
asked to identify a the fraction of the class that has
already been called, which means they must add up the
number of previous students called.)
Guiding the Practice
In small groups, the students will work together to solve
the remaining problems in their word problem packet.
Each student will take turns being the leader of a
problem and will read that problem aloud to the group.
They will lead the discussion and/or orate to the others
the steps that should be taken to solve that word
problem. There should be either 4 or 5 students in each
group to allow for each student to take a turn as

problem leader.
While the students are working, the teacher should
move throughout the room and observe each group,
ensuring that they are following the steps previously
taught. The students are allowed to ask for help if
needed.
Transition
The students will be provided with a timer or a verbal
cue to signal them when they should be moving on to
the next problem. They will be allowed a few catch-up
minutes at the end in order to finish any unfinished
work.
Providing the Independent Practice
Once the groups have all completed the packets, each
group will be assigned a problem from the packet at
random and the students in each group should work
together to construct their clay models that will serve as
a representation of the problem they are solving. (Ex: If
the students have a problem about pieces of pizza, they
might make a clay pizza and cut it into pieces).
The groups should also collaborate to determine which
students will identify each step of the fraction problemsolving process during their group presentation.
Once all groups have completed their models and
organized their presentations, each group will be called
up (at random using popsicle sticks w/ names on them)
to present.
Students will be evaluated on the rubric and directions
given to them at the beginning or previous day of class.
During the presentation, each student is require to
identify and explain 1 step of the adding and subtracting
fractions problem-solving process to prove that they
understand the concept being taught and that they are
meeting the objectives.
Adaptations/Accommodations for Students with Special
Needs:
Student with a Visual Impairment:
Provide student with enlarged text copy of word problem
packet, either a text copy or digital format. Have all
groups read the problems aloud together. Ensure
student is seated near the front of the classroom.
Student with ADHD:
Ensure students group is seated away from the door
and/or windows. Use a timer to signal to groups when
they should be moving on to certain steps in the lesson.
Have students repeat all instructions back to the teacher
to ensure students stay on task.
Below Level Reader:
Place student in a group with an Above Level Reader in
order to model proper reading fluency and

comprehension. Have groups pause after reading each

word problem and discuss/highlight main ideas and
important details of the problem. May provide student
with abridged copy of word problems that contain only
the vital information.
Evaluation of
Formal Evaluation
the
Rubric evaluation of required elements in group
Learning/Master
presentation (students will need to mention all steps to
y of the
solving fraction word problems that were previously
Concept
discussed in class and each member of the group is
responsible for identifying at least 1 element)
Informal Evaluation
Students will be observed by the instructor during group
work time to ensure they understand the concept of
word problems involving adding and subtracting
fractions and mixed numbers.
The students packets will be collected at the end of the
lesson for teacher review for the sole purpose of
checking to ensure the students understand the
concept.
Closure
Summary & Review of the Learning
After the presentations, students will be asked to recall
all of the steps of the process of solving word problems
involving adding and subtracting fractions and mixed
numbers
Homework/Assignments
HW word problem packet
Reading
Exit Slips (from previous day)
Materials
Cookie Cake (dependent upon allergies)
Technology
Word problem packets one for in class and one for
Equipment
homework
Supplies
Clay (for models)
Teacher
Based upon observations and presentations, the teacher
Self-reflection
would reflect here upon appropriateness of timing,
difficultly, and engagement of lesson plan. In addition,
the teacher would record adjustments that may need to
be made for following years or possibly discard the
lesson all together. This would all be dependent upon
how well students met the objectives and standards
involved in this lesson.