EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS BASED LESSON PLAN

Elements of the Lesson

Evidence that Documents the Elements

Standard
MDE grade level or CCSS

Objectives/Targets I can statements

What am I going to teach?
What will the students be able to do at the end of the lesson?
How will the objectives be assessed? How will they use/apply
their new knowledge?
What formative assessments will I use to inform instruction?

CCSS.MATH.CONTENT.5.NF.A.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. For example,
recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
I can add and subtract fractions with like denominators.
I can add and subtract fractions with unlike denominators.

Lesson Management: Focus and Organization

What positive strategies, techniques and tools will I use?
What are my ideas for on task, active and focused student
behavior?

Before the lesson starts I will give the students my expectations of

their behavior. The students will be told not to eat any of the M&Ms
until instructed. The students will be asked to keep their noise level at
a 2. Which is a pre-determined volume, where only the person sitting
next to them can hear the student talk.
The students will be instructed to have their desk clear beside their
pencil. The students will be given all of the materials needed.
I will use proximity to keep the students on task.
Students who are on task and showing focused student behavior will
be actively working together with other students or engaged in class
discussion

During this lesson, if necessary, I will be implementing the classroom

management strategy of flipping cards.

Introduction: Creating Excitement and Focus

What will I do to capture student interest?
What prior knowledge needs to be accessed?
In what practice/review will students participate?

The students will watch the PBS video Find the Fraction!
http://wgvu.pbslearningmedia.org/resource/61bfa094-811c-4885-86310c37852824d1/61bfa094-811c-4885-8631-0c37852824d1/
This video will be a slight review for the students and will get them into the right mindset
for the upcoming lesson.

Input: Setting up the Lesson

Task analysis:
What information does the learner need? If needed
how will it be provided?
How is the lesson scaffolded? [step-by-step)
Thinking levels: questions to engage students thinking
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Accommodations: implementing differentiation principles
Remediation/Intervention
Extension/Enrichment
Learning styles
Methods, Materials and Integrated Technology
Instructional methods
Engagement strategies
Materials needed and prepared
Integrated technology list

The students will watch the introduction video. The teacher will then discuss
equivalent fractions that we learned about in the previous lesson.
The teacher will now introduce the activity, Fun Fractions with M&Ms.
The teacher will model for the students getting the M&Ms out of the bag and
counting how many there are total.
Then the teacher will answer the first question of step three on the activity sheet:
What fraction represents the number of red M&Ms in the bag.
Next, the teacher will ask what they should do if the question asks, Non Blue or
Green? Expected answer: Add every color besides blue or green
The teacher will instruct the students to complete the worksheet but do not
complete step eight (eating the M&Ms). The teacher will explain to the students
that they will be giving the students a few additional M&Ms to make a mixed
number.
The teacher will tell the students that when they have completed the worksheet to
raise their hand and the teacher will give them additional M&Ms to make their
mixed numbers.
One whole fraction or one, will be the number of M&Ms they originally had. Ex- if
the student originally had 12 M&Ms and I gave the student 5 more their mixed

number would be 1 12 .

The students will then be given an activity worksheet and a bag of M&Ms to work
with.
As the students are completing they will raise their hand and the teacher will give
them more M&Ms to work with.
After the students complete this portion of the activity they may eat the M&Ms.
As students finish for an extension students can work on a color by fraction
worksheet, where the students color in all the spaces with an equivalent fraction
the same color.
As an additional extension I will have the students create more mixed numbers
for just the specific color of M&M.
Once the majority of students have completed the worksheet the teacher will go
over the worksheet as a whole class, really focusing on the mixed number at the
end of the activity.
Thinking Levels:
Remembering: What do you need to add or subtract a fraction?
Understanding: What is your total number of M&Ms? What is your denominator?
Applying: How will you know what your numerator is?
Analyzing: What would happen if you ate some of your M&Ms? What would
happen if I gave you more M&Ms?
Evaluating:
Creating:

Modeling: I DO
Show/Tell: visual/verbal input (i.e. demonstrate/tell)
How/What: questioning and redirecting techniques

The teacher will model counting out the M&Ms and complete some of the worksheet with the
students. This will help them to understand the expectations of this particular activity. This will
give an opportunity for the students to clear up an misconceptions.

Checking for Understanding

Teach some stop and check resume teaching
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented

The teacher will be checking in with students while they work to make sure the students
are on the right track and meeting the expectations of the activity. The teacher will use the
thumbs up or thumbs down method of formative assessment before setting the students
free to work and after the activity has come to an end and discussed with the class.

Guided Practice: WE DO
What do the teacher and student do together?
Modeling first then with a gradual release of responsibility

Collaborative (YOU DO TOGETHER) and/or Independent

Practice (YOU DO)
What practice(s) will be demonstrated/modeled?
How will connections be made?
How will students demonstrate target?

Closure
How will I review the I can statements?
How will connections be made to future learning?

Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments informed your instruction?

Reflection
Using your assessment data, what will you change?

The students will complete the activity independently. They will each be given a bag of
M&Ms to use. They will count out the M&Ms and use them for the activity. It is important
that the students make the connection between the word problems and knowing when to
add and subtract fractions.

What is the most important thing I need before adding or subtracting a fraction?
Tomorrow we will discuss adding fractions using a number line.

The evidence that supports that the students met the objective will be monitored while
circulating the room as the students are working on the activity. I will be able to see which
students are able to add and subtract fractions and which ones are not. I will also collect
their worksheets as another form of assessment. This will give me a deeper look into
their thinking.

How well did the students perform? Were all students

engaged?
How was my timing?
How many students struggled? What will I do to help those
who struggled?
What will I do to extend the learning for those who met target?
What did everyone know? What did no one know? Were there
any surprises?

(2014/2015)