Student Teacher: Jessica Schmidt

Lesson Plan Background and Context

SETTING
School: Bowen Elementary School
Grade Level/Subject: 5th/Fractions
Classroom: Learning Center

Date: April 15, 2015

Lesson Duration: 30 minutes
Number of students: 1

FRAMEWORK
Objective: Given a game board with multiplication and addition of fraction problems, Rebecca
will be able to successfully identify the appropriate strategy to use and solve the problem on 8
out of 10 opportunities.
Rationale: In order to be able to complete questions regarding fractions independently, both in
the classroom and at home, it is essential for Rebecca to automatically recognize strategies she
can apply to any given problem.
IEP objective(s):
R will accurately add two fractions with differing denominators to indicate the correct
sum by changing the denominator to a common number and then solving the problem
accurately in 4 or out of 5 measured opportunities.
R will accurately subtract two fractions with differing denominators to indicate the
correct difference by changing the denominator to a common number and then solving
the problem accurately in 4 out of 5 opportunities.
State/Common Core Standards:
Numbers and Operations-Fractions: Grade 4
3. Understand a fraction a/b with a>1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.
Prerequisite knowledge and skills: Thus far, Rebecca has been working on adding, subtracting,
and multiplying fractions. Although we have seen success during each lesson, we are working on
the transfer of strategies between one-on-one instruction to independent work in the classroom.
Together, we have made strategy cards for each operation and for changing improper fractions
into mixed numbers.
Learner factors:
Limited transfer of skills in and out of the classroom
Memory from previous lessons
Attention difficulties
Access:
The use of visuals to assist instruction
The use of repeated practice in various formats; isolation and in context
Small group and separate setting
Bounce ball seating for attention
Materials:
White Boards/Markers/Erasers

Adding and subtracting worksheets

Strategy Cards
Game board/pieces
Dice

Possible adjustments:
Strategy cards will be provided for look backs
Extension: As an extension, R will work with an addition problem containing one mixed
fraction and one improper fraction. This will require
Instructional follow-up: Students will be using this skill in their homework assignments and
work on DreamBox, both of which are different from the general classroom.
Explicit Instruction Lesson Plan
Objective: Given a game board with multiplication and addition of fraction problems, Rebecca
will be able to successfully identify the appropriate strategy to use and solve the problem on 8
out of 10 opportunities.
OPENING
1. Post Objective and Agenda on the board.
2. Begin by explaining that today we are going to play a game to review multiplication and
addition strategies.
3. Before we start, I want to quickly review the strategies we use when we come across
different fraction problems.
a. Adding two fractions with like denominators
b. Adding two fractions with unlike denominators
c. Multiplication of two fractions
d. Multiplication of a fraction and a mixed number
DEVELOPMENT
4. Remind student that the purpose of the game is so we can immediately recognize what
strategy to use when we come across a problem.
5. Explain, as we get really quick with these problems, we can throw in more problems that
include subtraction and multiplication.
6. Explain the rules of the game:
a. The object of the game is to get to be the first one to the end of the board.
b. Both players begin on the start tile.
c. The first player rolls the dice to determine how many spaces they can move and
moves their game piece.
d. The player must then state the strategy they would use to solve the problem on the
board and solve the problem.
i. If the player is correct, she may stay on the space.
ii. If the player is incorrect, she must move backwards two spaces.
e. If a player lands on the space with an arrow, she may only follow the arrow and
skip the allotted spaces if she answers the problem correctly.
7. Begin playing the game, add challenge cards if student is completing problems easily.
8. Ensure that student is acting as a mentor in the playing process.

CLOSING
9. Commend student progress thus far.
10. Remind student that when we see problems like these in class or on our homework youll
know exactly what strategies to use and that you can always look back on your strategy
cards.
Extension
-Challenge cards may be added to the game set to include additional operations and their
strategies for further review.