SIOP Lesson Plan Template 2

STANDARDS:
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.2.1.2: Decompose a fraction or a mixed number into a sum of fractions with the same
denominator (denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100), recording the
decomposition by an equation. Justify decompositions (e.g., by using a visual fraction model).
Example 1: 3/8 = 1/8 + 1/8 + 1/8 OR 3/8 = 1/8 + 2/8 Example 2: 2 1/12 = 1 + 1 + 1/12 =
12/12 + 12/12 + 1/12

THEME: Fractions
LESSON TOPIC: Adding and Subtracting Fractions with a Common Denominator
OBJECTIVES:
Language:
The student with identify the sum, difference, and decomposition of a fraction using
manipulatives and will use key vocabulary to explain his process.

Content:
The student will be able to add and subtract fractions with a common denominator.

LEARNING STRATEGIES: -introduction of vocabulary using manipulatives and picture display

-use key vocabulary in sentences
-discovery learning through manipulation of materials
-assembly of fraction parts using manipulatives
-practice and application using worksheet/work with manipulatives
-discuss content using key vocabulary-modeled by the teachers
-daily repitition and reinforcement

KEY VOCABULARY: numerator, denominator, mixed number

MATERIALS: Cut out of paper soccer ball, Legos, Legos worksheet, example fraction
MOTIVATION:
(Building background)
The student is a boy, and he enjoys sports and playing with Legos. These interests will be tied into
the lesson. Student will be motivated through this use of manipulatives. The student will be
working with a soccer ball in order to define and identify the shape, and the potential fractions
made from the shape. The student will be taught vocabulary through this process of learning
parts of the shape. Finally, the student will complete a worksheet using Legos as manipulatives,
and will then explain the process which was used to complete each problem.

PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
The teachers will define the vocabulary for the student. Teacher will explain that fractions are for
counting a part of something. The denominator is the whole, and the numerator is the part. The
teachers will demonstrate this using numbers and shapes. Teachers will use a cut out soccer ball
to demonstrate fractions. The teachers will cut the soccer ball into four parts, manipulating the

2008 Pearson Education, Inc.

SIOP Lesson Plan Template 2

parts to show 1/8, 1/6 1/4, 1/2, 3/4 and a whole.Teachers will then give the student stacks of
Legos with a Legos worksheet. The student will use the Legos to figure out fractions asked on the
worksheet. Teachers will give explicit and detailed instructions on how to do the Legos worksheet
and how to manipulate the Legos:
"Okay, we have two different color Legos to use. We're to put them together based on the type of
fraction we see on the worksheet. The top color will be the numerator, and the bottom color will
be the denominator. So, the number that is the numerator will be the number of Legos at the top
of the stack. The number that is the denominator will be the number of Legos at the bottom of
the stack. Let's do one together." Teachers will show the student a fraction, 1/6. Teachers will say,
"For instance, if the fraction is 1/6, what is the numerator?" Student will answer. Teachers will say,
"there is a one in the numerator which means there will be one Lego at the top of the stack. The
denominator has a six, which means there will be six Legos for the bottom of the stack. Try this
next one on your own." The student will then be given a card with 3/4 written on it. The student
will construct a stack of Legos and describe what it means to the teachers. Then the teachers will
teach the student how to add fractions with common denominators. The teachers will show the
student an addition problem with 2/4+1/4. Teachers will say, "When adding fractions, if they have
the same number on the bottom then you only add the top numbers. In other words if the
denominators are the same you only add the numerators.Let's try one with the Legos." The
teacher will then demonstrate and then allow the student to complete the worksheet.
The teachers will use Legos to demonstrate how to add fractions with common denominators. The
teachers will add stacks of Legos to show to add the numerators to each other in order to find the
sum of fractions. The teachers will go over worksheet with student, setting expectations to use
new vocabulary words.

PRACTICE AND APPLICATION:

(Meaningful activities, interaction, strategies, practice and application, feedback)
Throughout this lesson, the student will have the opportunity to use manipulatives in order to gain
understanding of the concept, as well as demonstrate understanding of their knowledge of the
learned concept. The teachers will model how to do each activity. However, when working on the
Legos worksheet, the student will have an opportunity to demonstrate his knowledge. He will also
be asked to explain his thought-process behind each step in his work, using his knewly gained
vocabulary.
-worksheet
-vocabulary worksheet
-shape manipulation
-Legos activity

REVIEW AND ASSESSMENT:

(Review objectives and vocabulary, assess learning)
Completed work will be discussed and reviewed by the student and the teachers. Assessment of
skills will be measured through verbal and gestural responses to questions regarding the
concepets and the vocabulary covered about fractions, including numerator, denominator, and
mixed number.

EXTENSION:
This lesson can be extended by daily practice using the same materials. The content can gradually
become more challenging as the student masters the content. This can be done by expanding the
range of manipulative used, eventually leading to using only numerals in the fractions.
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content
Comprehensible for English Learners: The SIOP Model.)

2008 Pearson Education, Inc.