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Student: Katherine Crowley

PSMT: Leslie Oney

Title: Solving Multi-term Problems

Topic: Math (Fractions)

Date: 2/14/2015

Time: 60 Minutes

Grade Level: 5

School: Schorr

1. State Standards:
CCSS.MATH.CONTENT.5.NF.A.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 like denominators. For example, 2/3 + 5/4
= 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
CCSS.MATH.CONTENT.5.NF.A.2
Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators, e.g., by using visual fraction
models or equations to represent the problem. Use benchmark fractions and number
sense of fractions to estimate mentally and assess the reasonableness of answers. For
example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
2. Teaching Model: Direct Instruction and Cooperative Learning
3. Objectives:
The student will strategize to solve multi-term problems
The student will add and subtract fractions with unlike denominators
4. Materials and Technology Resources: Engage New York lesson 14.3, Elmo, Problem
set sheet and homework sheet for each student (35), white boards and markers for
each student
5. Instructional Procedures:
C - level 0
H - raised hand
A - working individually and in pairs as directed
M - no movement except when directed
P - focusing on teacher
a. Engagement: Have students work independently on the two following problems,
give them about 6 minutes.
For a large order, Mr. Magoo made 3/8 kg of fudge in his bakery. He then got 1/6 kg
from his sisters bakery. If he needs a total of 1 1/2 kg, how much more fudge does he
need to make?
During lunch, Charlie drinks 2 3/4 cups of milk. Allison drinks 3/8 cup of milk. Carmen
drinks 1 1/6 cups of milk. How much milk do the 3 students drink?

T: Now that you have solved these two problems, stand up, hand up, pair up and
consider with their partner how they are the same and how they are different?
(Understanding)
S: Both problems had three fractions that we knew, but in the fudge problem we knew
the total and in the milk problem we didnt, all we had to do in the milk problem was add
up the three parts.
b. Developmental Activities or Learning Experiences:
Problem 1: 2/3 + 1/5 + 1/3 + 1 4/5
T: Look at this problem, Ill give you a few minutes. What can you conclude?
(Understanding)
S: I see that its an addition problem adding thirds and fifths. I can add up the thirds and
I can add the fifths
T: Now I will give you a few minutes to try to solve this problem mentally, what did you
get and how? What other way could you demonstrate the solution? (Application)
S: Whole, 2/3 + 1/3 = 1 whole. 1/5 + 1 4/5 = 2 wholes. 1+2=3
T: We can rearrange the fractions and solve the problem using that strategy, if we look
for parts that will go together well, we can solve the problem easily
Problem 2: 5 7/8 - 1/2 - 7/8 - 1 1/2
T: Analyze this problem with your neighbor, how could you integrate the strategy we
just used into this problem? (Synthesize)
S: I see eighths and halves, I see two 7/8 and two 1/2
T: Solve the problem, can you justify your answer? (Analysis)
Do problem 3 if they arent getting it, if they are, move on.
T: I am going to give you another problem and you will need to solve it individually on
your whiteboard, showing how you solved. I am going to release some of you after this
problem to work on the problem set for this lesson, the sheets are ________________.
C - You will be working on the problem set at a level 1
H - I will not be able to help you, you may whisper to your peers for help if you get stuck
A - You may work with people at your table
M - You may move to get supplies
P - You are focusing on the problem set and working productively
When you finish please turn your paper in to the ___________________ and work on
your menu or task cards. Everyone else will continue working with me for a few more
minutes.
Problem 4: 14/3 + ____ + 9/4 = 8 11/12
T: Analyze this problem, what can you conclude? (Understanding)
S: The sum is 8 11/12, I can add the parts and subtract them from the sum to get the
missing number
T: Solve the problem on your whiteboard independently and show me when you are
finished

T: Talk through different ways to solve this problem, what is another way to
demonstrate solving the problem? (Application)
Students who finish the problem correctly and show understanding should start working
on the problem set, T will dismiss these students to work in a group on the set.
Students who do not show understanding will stay and work on problem 5
Problem 5: ____ - 15 - 4 1/2 = 7 3/5
T: Talk to your neighbor about what you notice in this problem, what patterns can we
see in this problem? (Understanding)
T: Solve this problem independently and show me when you are finished, I will be
releasing a few more students to work on the problem set.
If students correctly solve the problem, release them to work on the problem set
together, students who do not solve correctly will stay
T: What are some strategies we can use when looking at this kind of problem? Can you
show me a way to organize this problem? (Application)
S: We can put together fractions with like denominators and add those first then add the
whole problem together, we can draw pictures, we can use fact families
Problem 6: 6 3/4 + 3/5 - ____ = 5
T: We are going to solve this problem with our partners, but first, talk to your partner
about the strategy you will use and dont solve anything yet (allow about 2 minutes)
Now solve the problem
Go through how to solve with students one step at a time using pictures
c. Closure:
Have students turn to a neighbor and reflect on what parts of the lesson were easy and
which parts of the lesson were challenging. Ask students how they could improve on
the strategies we found? (Synthesize) Call on a few students to share with the class.
d. Extension:
Students who finish early will work on their math choice worksheet. They will be creating
fraction cubes, games, and other extension activities.
6. Accommodations, Modifications, and Differentiations for Diverse Learners: As this
lesson progresses, students will be grouped off by high understanding, mid
understanding and low understanding. The students who get the problems quickly will
be able to move on to the set and the extension activity and the students who need
more time will be able to work with the teacher in a small group.
7. Assessment and Evaluation of Learning:
Formative: Students will show their understanding with the problems they work out on
their whiteboard
Summative: Students will show understanding by correctly completing the problem set
8. Homework: Students will complete the Engage NY homework sheet for this lesson

9. Reflection:
This lesson was one of my most difficult so far because fifth grade math is a really
difficult subject! It was not something that came really easily to me and I stumbled a little
as I was teaching so I think I definitely need more practice to teach this kind of math on
a regular basis. The class is also very differentiated in terms of math ability so using
groups to level this activity was really helpful. The group that I stayed with and worked
more seemed to benefit from this and it was better to not make the other students keep
sitting through the lesson when they already understood. CHAMPS made this lesson
very successful in terms of classroom management.