DI Lesson Planning Template

Teacher Name: Tracie Turner Subject Area: Math Date: April 24, 2014 State Standards/Benchmarks: 5.6 The student will solve single-step and multi-step practical problems involving addition and subtraction with fractions and mixed numbers and express answers in simplest form.

Lesson Essential Question: Will my students be able to solve single-step and multistep word problems with fractions and mixed numbers?

Time Required: 3 hours

What will I differentiate? Process

How will I differentiate? Combination

As a result of this lesson/unit students will: Understand: a fraction is less than one and a mixed number is greater than one Know: Vocabulary: numerator, denominator, mixed number, fraction bar, simplify, proper and improper fraction, difference, total, in all, how much more, what is left, all together

Do (Skills): Decoding word problems, application of knowledge of changing mixed numbers to improper fractions and vice versa, application of knowledge of simplifying fractions, application of knowledge of real-life scenarios.

Day 1 Pre-Assessment: The teacher will present a word problem on the smart board. Students will use prior knowledge of fractions to apply to the word problem. Each child will be given a white board and marker and 5 minutes to solve the multi-step problem. Students will hold up their white board for quick assessment.

Steps in the Lesson: 1) Work problem from pre-assessment as a whole group on the smart board relaying each critical step, identifying key words during explanation. During the explanation, the teacher will key in on prior knowledge. 2) Students will be grouped in groups of 5 students each and given 5 word problems varied in difficulty. Each group will do the Think/Pair/Share. Each student will record their results and compare with other learners. Independent learners these students will small white boards to work out each problem. These students will also serve as peer tutors. All students will know to use the 3 Before Me rule before asking the teacher for help. Special Ed. Students will be on computers using Talk to Text so that the problems are being read aloud for them. Slow-learners will be working with the teacher having direct instruction and hands-on manipulatives, such as fraction bars. Middle group these students will be using virtual manipulatives on the smart board to solve the problems. At the end of the lesson, the teacher will put up 3 word problems for students to choose one from. The student will be given 5 minutes to work the problem and then write their answer on an index card. This will be their exit card. The teacher will have a checklist to mark which students got the correct answer. Day 2 The whole group will be in the computer lab using websites to view instruction on and practice word problems involving adding and subtracting fractions and mixed numbers.

Closure Activity/Wrap up: The students will be doing Think/Pair/Share. This will give them time to think and reflect on what they have learned. The students will get in pairs and then discuss the material. The pairs will share orally what they have learned with the class.

Post-Assessment: IXL will be used to compile data on each childs progress. Based on the information we can address different learning styles/strengths and plan activities to meet each students needs.

Integrated Instructional Technologies and Resources Utilized: http://www.ixl.com/search?q=word+problems+with+fractions http://app.discoveryeducation.com/search?Ntt=fractions#selItemsPerPage=20&intCurren tPage=2&No=40&N=0&Ne=&Ntt=fractions&Ns=&Nr=&browseFilter=&indexVersion=&Ntk = https://www.youtube.com/watch?v=tj9oLZYA-AQ http://www.adaptedmind.com/Fifth-Grade-Math-Worksheets-And-Exercises.html http://nlvm.usu.edu/en/nav/grade_g_2.html http://www.sheppardsoftware.com/mathgames/fractions/mathman_improper_fractions.h tm

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