5th Grade Fraction and Mixed Number Subtraction

Part 1: Classroom Information

Grade: 5 Content Area: Math Group Size: 32 Lesson Length: 60 minutes

Part 1: Planning for the Lesson

A: Standards
i. Key Content Standard:
o 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 like denominators.
o 5.NF.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.
o 5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a b).
Solve word problems involving division of whole numbers leading to answers in the
form of fractions or mixed numbers, e.g., by using visual fraction models or equations to
represent the problem.

ii. Math Practice Standard:

o SMP1 Make sense of problems and persevere in solving them.
GMP 1.4 Check whether your answer makes sense.
GMP 1.6 Compare the strategies you and others use.
o SMP4 Model with mathematics.
GMP 4.1 Model real-world situations using graphs, drawings, tables, symbols,
numbers, diagrams, and other representations.
o SMP6 Attend to precision.
GMP 6.1 Explain your mathematical thinking clearly and precisely.

B. Objectives
i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
Students can solve problems involving subtraction of fractions and mixed numbers, including cases
of unlike denominators by using visual fraction models or equations to represent the problem.

ii. Language Objective (transfer this from "Incorporating Academic Language"):

The students will compare strategies for solving subtraction problems with mixed numbers using
transition words such as similarly, different from or by contrast.
C. Assessments:

i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Assessment Strategy Evidence of Student Learning
Students will be able to find another name for
Monitoring students work each fraction or mixed number without changing
during the warm-up activity the denominator and record the new name on their
whiteboards.
Students will demonstrate their ability to use
Monitoring students as they strategies such as equivalent fractions and
complete the rich task word renaming to solve the problems. Students will use
problems and evaluate student drawn representations to show their thinking.
understanding during share-outs. Students will then be able to explain their thinking
and strategy for solving as they think-pair-share

ii. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
The Everyday Mathematics - Student Journal p.163 & p.164 will be used as the students written
assessment. Students will be assessed on whether they are able to use strategies such as equivalent
fractions and renaming to solve word and numeric problems involving fractions and mixed numbers.

D. Lesson Resources/Materials:
Everyday Mathematics Grade 5, Unit 5 p.466-468
Everyday Mathematics Student Math Journal p.163, 164
Everyday Mathematics Home Link 5-4 (homework page)
Math Problem Presentation (PPT)
https://docs.google.com/presentation/d/1DKWki3ZM0u6c18inNbLWgQxdSjUGMOnYYE6rh39
P6S8/edit?usp=sharing
Instructional Whiteboard
Student whiteboards, pens & erasers

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (_15_ min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a hook, AND 2) let students know what the objective of the
lesson is.
Warm-up - Mental math and fluency
Remind students that in the previous lesson they solved addition problems with fractions and
mixed numbers. Todays lesson will focus on subtraction with fractions and mixed numbers.
Point to the poster the class created in the previous lesson with tips for tackling new problems.
 Have students get out their whiteboards, pens and erasers, and get into a rainbow for
instruction.
Tell students they will be practicing renaming fractions for their warm-up today which will be
good practice since theyll be needing to rename fractions in their subtraction problems today.
Give students the first fraction (write the fraction on the whiteboard):
7/2
Have students find another name for the fraction or mixed number without changing the
denominator and record the new name on their whiteboards. Encourage them to think about
making fair trades between whole and fractional parts.
Have students share their new names for the number as well as the trade they made.
o 7/2 sample answer: 1 5/2; traded for 2/2 for 1 whole
Show students how they can use a number line to help them find another name for the fraction
Follow the same steps for the next two fractions you give students:
4 3/8 sample answer: 3 11/8; traded 1 whole for 8/8
2 3/16 sample answer: 1 19/16; traded 1 whole for 16/16
Assess: monitor students as they work on the warm-up. Addresses any questions or
misconceptions they may have about renaming fractions.
Give students the objective of the lesson: Students can solve problems involving subtraction of
fractions and mixed numbers, including cases of unlike denominators by using visual fraction
models or equations to represent the problem.
Support: Remind students they can refer back to the strategy chart they looked at yesterday if
needed.

Body of the Lesson (_35_ minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson.

Launch/Explore (15 min)

Display the presentation and introduce question #1:
Display the problem without the numbers first so students can concentrate on the context of the
word problem
Meghan has a dance rehearsal tonight. Her dance rehearsal is __ hours long. If Meghan
spends ___ hours warming up, how much remaining time does she have left of her
rehearsal?
Once seem to have an understanding of the question/problem, display the next slide which has
the problem with the numbers now added.

Meghan has a dance rehearsal tonight. Her dance rehearsal is 3 2/5 hours long. If Meghan
spends 1 4/5 hours warming up, how much remaining time does she have left of her
rehearsal?
 Tell students to solve the problem on their whiteboards. After they have finished solving, ask
students to share their strategies with their neighbor.
Pick student volunteers to share their strategies & model their strategies on the board, involving
the class in a productive discussion about the various strategies & representations students can
use to solve these problems

Repeat the steps for question #2:

Adam has one green lizard and one blue lizard. The green lizard is ___ inches long. The blue
lizard is ___ inches long. How much longer is the blue lizard than the green lizard?
Adam has one green lizard and one blue lizard. The green lizard is 4 1/6 inches long. The blue
lizard is 9 1/12 inches long. How much longer is the blue lizard than the green lizard?

Summarize/Orchestrate Discussion (5 min)

After they have finished solving, ask students to think-pair-share the strategies they used to solve
the last problem.
o Tell students to compare their strategies. How are they similar? How are they different?
Are they both efficient?
Monitor students as discuss with their partners then selects students to share-out their strategies
to the class. The teacher uses visual models and expressions to demonstrate the students
strategies.
Assess: monitor students as they work and as assess student understanding as they share out their
strategies. Address questions or misconceptions as needed.
Additional language support: give students sentence frames using compare/contrast transition
words if needed.

Classwork/Practice (20 min)

Preview questions on the workbook pages with the students
Students are directed to complete Math Journal p.164 first then work on p.163. Whatever work
they dont get done during class will become homework.
Have an open small group in the back of the room for struggling math students to receive direct
instruction on the math pages
Assess: gauge student understanding as you monitor students as they work. Determine what
additional scaffolding might be needed and problems that can be addressed during the closure.

Homework:
Everyday Mathematics Home Link 5-4

Closure (_5_minutes): Describe how you will prompt the students to summarize the lesson and restate
the learning objective.
After students are done with their math pages, review the objective with the students
Select students to share how they solved some of the more difficult problems on the math pages
(To be determined)
 Demonstrate student problem solving strategies on the board and end the lesson by having a
class discussion on what strategies are most efficient to them

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)

1. Describe the rich learning task(s) related to the content learning objective.
Students are given two word problems which students analyze then solve. Students will use
strategies including renaming in order to solve the problems. Students will use visual models or
expressions to represent their problem solving and explain/compare their strategies as they think-
pair-share with a partner.

2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in your
lesson plan that will scaffold students to stronger disciplinary discourse. The language function will
always be a verb. Some examples are: describe, identify, explain, justify, analyze, construct,
compare, or argue.

Compare
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: equivalent fractions, common denominator, unlike denominators,
another name for a fraction, mixed number

Syntax1: transition words

Similarly, to my strategy which was ___, ___s strategy was ___.
My strategy which is __ was different than __ because___.
Discourse2:
Oral discussion.

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of
the lesson planner.

The students will compare strategies for solving subtraction problems with mixed numbers using
transition words such as similarly, different from or by contrast.
5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, What would the students say/write when using the language function. Remember to
consider the language demands while creating sample language that the students might use.

Emerging Expanding Bridging

Students can state what strategies
they used and can mostly explain
their partners strategy but struggle
to compare and contrast the
strategies using transition words.
Students use transition words Students make use of multiple
such as similarly or unlike transition words to compare
to compare just parts of the all aspects of the two
strategies instead of comparing strategies.
all similar/different aspects of
the strategies

6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?
Instruction Guided Practice Independent Practice
Teacher will model how to Teacher will monitor as students Students will discuss their strategies
compare student strategies conduct oral discussions with with their partners and the students
and emphasizing the use of their partners and during share- will compare their strategies using
transition words. outs, and give students sentence transition words.
frames using the transition
words if needed.