ED 345 Calvin College Lesson Planning Form

Teacher:
Miss Heykoop
Theme: Subtracting Fractions

Date:

4/5/16

Subject/ Topic/

I. Objectives
What is the main focus of this lesson?
This lesson focuses on subtracting fractions with common and unlike denominators.
How does this lesson tie in to a unit plan? (If applicable.)
This is the second lesson in a fraction unit. It focuses on subtracting fractions with common and unlike
denominators.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
1) SWBAT subtract fractions with common and unlike denominators.
2) SWBAT find equivalent fractions.
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Students should know how fractions are parts of a whole. They should also
be familiar with the terms numerator and denominator and know how to
add fractions with common and unlike denominators.
Formative: I will be checking in with each group as they are solving
subtraction problems presented on the board.

Summative: Students will be completing a self-assessment rubric and

worksheets.
Universal Design for Learning Networks/Domains (see UDL Guidelines)

AFFECTIVE
Multiple Means of
Engagement
Options for Perception
Options for recruiting interest
The content will be presented verbally, and
Students will be working with
students will get to use their white boards
their team members to solve
to explore subtraction of fractions.
problems. Some problems have
the names of some of the
students in them.
Options for Language/Symbols
Options for Expression
Options for Sustaining Effort &
When talking about fractions students will They will be able to show what
Persistence
be using the terms: numerator,
they know using the selfStudents will be doing various
denominator, unlike and common
assessment rubric and by doing
activities throughout the lesson to
denominators, and equivalent. The
the worksheets. Each team will
keep them engaged such as:
pictures they draw will demonstrate these
be able to express their
finding equivalent fractions,
math vocabulary words.
knowledge on their whiteboards
solving fraction subtraction
too.
problems, and working with team
members.
Options for Comprehension
Options for Executive Function
Options for Self Regulation
Students will have just learned how to add Students will explore equivalent
Students will be self-motivated
and find equivalent. They have also
and subtraction of fractions with
because they get to complete lots
compared fractions and drawn pictures as
partners.
of activities and evaluate their
a representation.
understanding of subtracting
fractions at the very end by using
a self-assessment rubric.
subtracting fractions w/ and w/o common denominators worksheets,
Materials-what materials
(books, handouts, etc) do pencils, white boards, markers, self-assessment rubric
you need for this lesson
and do you have them?
RECOGNITION
Multiple Means of Representation

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Students will be interacting with
other students in their teams to
solve subtraction problems.

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
10
n
min
(Opening/
Introducti
on/
Engageme
nt)

10
min

5
min

10
min
15
min
Your

Students will be working at their desks.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
- Ask: Can someone tell me what an equivalent fraction is again?
- Put on the board and find an equivalent fraction to go with it (3/6, 4/8)
- Give each team a fraction and have them find 2 equivalent fractions with
their team and have the captain write the fractions on their white board (5/8,
, 2/5, 1/3, 5/6, 1/7)
- Go over each teams answers as a class and have students show you
whether they agree or disagree using the hand signal
- Review how to add fractions with unlike denominators
- Introduce the strategy of finding a common denominator when neither
denominator is the common one (1/6 + )
Developm
- Put this problem on the board and ask students how we could solve it based
ent
on what we know about finding equivalent fractions and adding fractions:
Max ate of a pizza and Kennedie ate 3/8 of the same pizza. Who ate
more? How much more? (1/2 3/8= 1/8) Tell students we are looking for
the difference (so we subtract)
- Model how =4/8 and subtract 3/8 from 4/8 to get 1/8
- Model how to solve the problem by crossing out the 2 and making it an 8 and
then multiplying the numerator
- Have students solve this problem with their partners on their white boards
and check with the rest of their team members before answering: 5/6
7/12= 3/12 (have students draw a picture to go with it)
- Go over this as a class (find equivalent fraction first then subtract)
- Have them solve these problems and check their answers with the rest of
their group: -1/2= , 2/3 5/9= 1/9, 5/8-1/3=7/24
- Have a different show the answer for each problem on the board
Closure
- Do 2-3 problems from the homework with the students
- Have students work on math worksheet for homework
reflection on the lesson including ideas for improvement for next time: