Name: Fiona Ouma

February 25, 2013

Roxanna Elementary School
Part 1: Learning Plan
Subject: Math
Topic: Addition and Subtraction of fractions
State/Common Core Standard: CCSS.Math.Content.5.NF.A.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. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad +
bc)/bd.)
The state core standard states that students should be able to perform addition and subtraction of
fraction problems with like and unlike denominators. My lesson will teach students how to add
and subtract fractions. I will give the students a step by step instruction that will them achieve the
above state core standards.
National/Professional Standard: NCTM Standards
1. Number and Operations
2. Algebra
4. Measurement
6. Problem Solving
7. Reasoning and Proof
8. Communication
10. Representation
Andrews, A. G., Maletsky, E. M., Bennett, J. M., Burton, G. M., Luckie, L. A., Roby, T.,
Newman, V. (2006). Math (Vol. 2). Orlando, USA: Harcourt.
Local curriculum expectation/objective: To add and subtract fractions that have like and unlike
denominators.
Lesson Learning Targets:
Knowledge targets: Students will learn how to add and subtract like and unlike fractions.
Skill targets: Students will be able to find a least common denominator for unlike
fractions before they perform addition and subtractions of the given fractions.

Understanding targets: Students will understand that in order to add and subtract
fractions with accuracy, they need to be able to write equivalent fractions and write fractions in
their simplest form.

Assessment Plan
To assess the students, I will write a couple of problems on the board and students will
work on their individual white boards to solve the problems. I will ask some students to explain
some of the problems to the rest of the class using the methods they just learned. I will also
provide a worksheet in which students will solve the problems individually in class. I will walk
around the class and see if students have fully understood the concepts. If I see any common
mistakes I will bring it to the attention of students and correct them. I will give students one or
two activities involving fractions where they will work as a group to figure out the solutions.
This collaboration will enable me to see students levels of understanding i.e. see if they
understanding the concept to the extent that they are comfortable to explain it to their group
members. Lastly, I will give students a few problems for homework. This will give me feedback
on whether each student understood the concepts or if there are some students that need more
help.

Part 2: Instructional Planning

Introduction: The 5th grade Math class in Roxanna South Elementary school will be able to add
and subtract fractions of like and unlike denominators. The students will also be able to identify
the numerators and denominators in fractions in order for them to compute addition and
subtraction. After students identify the numerators and denominators in a fraction, they will

build on their knowledge by learning how to find the least common denominator (multiple) if the
fractions they are solving have unlike denominators. Finally, students will simplify their fractions
and leave their answers in the simplest form.
Prior to planning my lesson on addition and subtraction of fractions, I figured out how much
background knowledge students had on fractions. During my observations my cooperative
teacher introduced basic concepts about fractions to the students. Before my lesson, students had
a clear understanding on parts of a fraction. They also knew how to find equivalent fractions and
the greatest common divisors. Introducing the concept of addition and subtraction was
appropriate because students already had a clear understanding on the basic concepts of
fractions.
Modeling: I will write a worksheet that will guide me and my students through the Math lesson.
For my copy, I will write important concepts that students should always remember when adding
and subtracting fractions. The key concepts that I want my students to remember about adding
and subtracting fractions are:
*For fractions with like denominators add or subtract the numerators and then the denominators
remain the same.
*For fractions with unlike denominators, first find the least common divisor (multiple) which is
usually one of the denominators.
*If the denominators dont have a common divisor, then find their product which then becomes
your least common divisors.
*Remember to reduce your fractions in its simplest form.

I will emphasize on students using the correct terms when working with fractions. Some of the
vocabularies I will emphasize on include numerators, denominators, divisors, multiples, and
simplifying.
Guided Practice: I will perform many examples on the board. This repetition will help students
to fully grasp the concepts. Students will reach a point where they want to show their
understanding. I will let them perform problems on the board. After students perform many
examples on the board with complete accuracy, I will be able to know if they have reached a
point where they can independently solve the problems.
I also know that as a teacher, the materials we teach seem easy because we have prepared for
them and done them so many times. I want to remember that some concepts are new to some
students and therefore there will be some students who will not understand the concepts right
away. In that occurrence, I want to give the struggling students more one on one attention and
maybe even have another student explain the concept for them. I believe that hearing the same
explanation from peers sometimes help the struggling students to understand the concepts better.
Independent Practice: In lessons and activities where students work in groups, it is easy to
assume that all the students fully understand the concepts. This is because during group works
students work as a team. In those teams, there is a diverse range in the understanding of the
concepts that students just learned. The students who fully understand the concepts tend to rush
through the questions and do the majority of the questions. The students who havent fully
grasped the concepts tend to be passive participators.
Therefore, independent practice is important because it gives the teacher the opportunity to easily
identify the students who need help by looking at their thought process when they solve the
problems. During independent practice, I will give students problems to solve on their own. I

will go round and look at the steps the students take when solving the problems. This will give
me the opportunity to correct the simple mistakes that students usually make to the student who
made the mistake and also as a reminder to the whole class.
It is also during independent practice that students realize whether they can solve the questions
by themselves or if they need a one on one explanation again. I like independent practice because
students come up with very specific questions that help them understand the concepts better.
Closure: To conclude my lesson, I will restate my learning goals by having the students restate
them to me instead of me restating my goals to them. For instance, my ultimate goal for the
lesson is for students to be able to add and subtract fractions. Instead of me talking over the
students, I will ask them specific questions on a step by step procedure of adding and subtracting
fractions. Their answers will be indirectly restating my learning target goals and giving me
verbal feedback on whether I accomplished my goal of ensuring that students can independently
add and subtract fractions of like and unlike denominators.
Preparation: My fifth grade Math class is composed of twenty three students; eleven boys and
twelve girls. There is only one student who has an individualized education program. From my
observations, I realized that my fifth graders are intelligent. However, I also realized that they
work at different paces. Some are faster in Math while others take longer when solving certain
problems. I will need erasable markers to write on the board when teaching and showing
examples. Students will also need their individual white boards, and erasable markers for when I
want them to solve fractions.
For my lesson activity, I need six colored worksheets printed off for an activity idea I found on
pinterest website. For this activity, I will have five groups with four students each and a group
with three students. Before the lesson begins, I will stick six paper stars around the classroom

with a fraction answer in the middle. I will have students in each group solve two addition
fractions or two subtraction fractions or one of each. They will then find their answers and then
find a star in the classroom that represents their answer. Students will then move to their stars
which I will use to form groups for my next activity.
I have three pans of baked brownies. Each group will divide the brownies depending on the
number of students in their group. Then from there I will incorporate addition and subtraction of
fractions so that students dont just cut the brownies and eat them up. After the brownies I will
ask students relevant questions so that they can make connections to the concept of adding and
subtracting fractions. The question asking should help students engage and be active participators
during the lesson.
My fifth grade class tends to be chatty sometimes. Therefore, I need strategies that will help me
manage them when the lesson is in progress. As beginning teachers, sometimes it is challenging
to balance the love and care we have for students with the firm foundation we need for them so
that they dont get away with what they would normally not do when they are with their regular
teachers. For my class, I will constantly remind students to pay attention and look at what is
happening on the board so that they can easily understand what is being taught. I believe that
simple reminder can be powerful when students start to get off topic or when they want to chat
with their desk mates.
During one of my lessons in my last internship, I realized that when I was assisting a student
who was struggling with a concept, I did not engage the rest of the students. The rest of the class
was talkative because they did not have any problems to work on. This took away their
engagement and I realized it wasnt their fault; I just didnt have a strategy to guide my students.

For this lesson, I want to make sure that when I am helping individual students, I have something
ready for the rest of the class to work on. Maybe I could write a few problems on the board that
they could solve on their own or discuss in group.

Summary Reflection
For each lesson/unit plan, include the following reflective summary:
What was effective in the lesson plan design and lesson delivery?
How well did the students learn what you wanted them to learn?
How do you know that they learned? (Provide examples/evidence of how you
determined that they learned.) THIS IS THE MOST IMPORTANT PART OF
YOUR REFLECTION! How valid is your claim about how well they learned the
knowledge, skills, and understanding expected? You need to be able to clearly defend
your claim.
What did you learn to improve future lessons?

Citation
Andrews, A. G., Maletsky, E. M., Bennett, J. M., Burton, G. M., Luckie, L. A., Roby, T., . . .
Newman, V. (2006). Math (Vol. 2). Orlando, USA: Harcourt.