Mini Unit Lesson Plans

Jessica Beck
Lesson Plans
Date: 4/9/19
Name of Teacher Candidate: Jessica Beck
Grade Level:
5th Grade
Lesson Title:
Fraction Review
Curriculum Areas Addressed:
Adding and subtracting fractions in mathematics
Time Required: Instructional Groupings: Are you using whole group, small
20 minutes group, partners, quads, homogeneous, heterogeneous? NAEYC
4a
Small Group
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
NAEYC 5c
MGSE5.NF.1 Add and subtract fractions and mixed numbers with unlike denominators by finding a
common denominator and equivalent fractions to produce like denominators.
As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) NAEYC 5c
How do you find the common denominator to ensure the ability of adding and subtracting fractions?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.) NAEYC 5c
Be able to classify the steps to solve addition and subtraction fraction problems with unlike denominators.
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.) NAEYC 5b
Denominator
Numerator
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.) NAEYC 5b
Listening- The students will have to listen to the five steps to add or subtract fractions with unlike
denominators.
Speaking- The students will respond to questions and participate in a guided discussion over how to add
and subtract the fraction problems on the board.
Writing- The students will be writing down the five steps to add or subtract fractions with unlike
denominators.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.) NAEYC 5b
The students are given a paper to trace their hand on. They will write each of the steps to add or subtract
fractions on each of the fingers. There are five steps, so one step will be on each finger to create an
organized cheat sheet.
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.) NAEYC 3b
For the Assessment I will be taking a ticket out the door with three problems. I will also assess through
observation on who I can see is getting answers easier than others throughout the lesson. I will also observe
which students are participating more than others.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.) NAEYC 3b
Using their ticket out the door I will evaluate their level of understanding with a number scale with one being the
lowest level of understanding and three being the highest. I will put them into these levels based on if they got all
three of the questions correct, two of the questions correct, or one or less of the questions correct.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.) NAEYC 4c
I have a hand clapper that I will be bringing. The students will walk in and begin to get their homework
checked. Once that is finishing up, I will pull out my hand clapper and clap it to get their attention. I will
then ask them why I might have a hand clapper. I will let them discuss and then bring them back in after a
few comments.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.) NAEYC 5c
Today we are going to review adding and subtracting fractions. How many of you think you’ve got it down
completely still? (observe how many students have their hands raised) First we are going to go over the
basic five step fraction problem. This is where you will see how five fingers might come in!
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.) NAEYC 4c and NAEYC 5c
-Hand out printer paper to each student.
-Have each student trace their hand and label each finger from 1-5.
-On the board, have a fraction problem up, go through each of the five steps: 1. Find the least common
denominator. 2. Write the equivalent fractions. 3. Add or subtract the numerators. 4. Denominator stays
the same. 5. Simplify.
- Have the students write each of these steps in the fingers in the correct order.
-Once they are done with writing the steps down have them color their hand however they would like to.
-Tell the students to keep it in their notebooks to use as a reference and to study it so they can remember
what to do on the milestones.
- Once the students have their hand filled out, colored, and taped into their notebooks, put up three
problems on the board. Each of the fraction problems will be slightly different: 2/3 + 4/6, 3 – 1 3/4 , and
3 1/3 – 1 4/6. Do each of these with the students while using the vocabulary they need to know which is
stated under the vocabulary section.
- Hold a discussion while doing these three problems on the board. Observe which students are
participating less than others.
- Once the students are done, give them a ticket out the door with three fraction addition or subtraction
problems, which must be completed before they leave.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
Ask the students to give a small thumb that is either up, sideways, or down according to how they are
feeling on the topic. Assure the students that we will be working on this more if they are feeling uneasy.
Tell the students the five steps again while using your hand to go through the finger steps. Tell the students
to study the steps for the next lesson.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not
create. Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts,
assignments, slides, and interactive white board images.) NAEYC 5c
-Paper to trace their hand on.
-Crayons for the students to color and decorate their hands.
- The ladybug camera and the whiteboard to go over fraction problems.
- Ticket out the door paper.
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
NAEYC 5a
-I used the math textbook that the students use to practice fraction problems on my own it is called, Go
Math Georgia.
- I used the Georgia Standards page to look at tips for teaching fractions to students to further increase my
knowledge and what inquiry to use to review adding and subtracting fractions to students.
Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development: NAEYC 4b
Humanists such as Carl Rogers and Abraham Maslow would support my activity in my lesson because the
students are being given an opportunity to make their own choice on how they would like to be creative on
their hand. I believe they would also support the freedom I am giving the students to discuss the problems
when I am doing them with them on the board. They will be encouraged to express their thoughts.
Connections to Technology and/or the Arts: NAEYC 4b
-I had the students choose how they wanted to decorate their cheat sheet hand organizer which connects to
art because they are able to be creative with it.
- I will use technology by using the white board to go over practice problems with students.
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest
speaker, grade level coordinator, community experts, families, etc.) NAEYC 5a
I collaborated with my partner teacher to create this lesson.
Date: 4/11/19
Grade Level:
5th Grade
Lesson Title: In Depth Practice with Different Types of Fraction Problems

Adding and Subtracting Fractions using mixed numbers, improper fractions, and general fractions.
Time Required: Instructional Groupings: Are you using whole group,
20 minutes small group, partners, quads, homogeneous,
heterogeneous? NAEYC 4a
Small Group- Half the class
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the
number and the text of each of the GPS/CCGPS that is being addressed. If only a portion of a standard is
addressed, include only the part or parts that are relevant. NAEYC 5c
MGSE5.NF.1 Add and subtract fractions and mixed numbers with unlike denominators by finding a
common denominator and equivalent fractions to produce like denominators.

What is the process of adding and subtracting general fractions, mixed numbers, or improper fractions?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking
skills, skills of the discipline. These represent the skills that will be assessed.) NAEYC 5c
Students will be able to solve addition and subtraction fraction problems with a variation of fraction types.

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols
specific to the content area. These may be derived from the standards.) NAEYC 5b
Mixed Number
Improper Fraction
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary,
functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing,
listening, and/or speaking to demonstrate their disciplinary understanding. Identify the following way/ways that
students will participate in learning tasks to demonstrate disciplinary understanding: reading, writing, listening,
or oral language.) NAEYC 5b
Listening- The students will need to listen to my instructions for the game of scoot/musical chairs.
Speaking- The students will be asked questions before the game on the five steps to add or subtract unlike
denominator fraction problems. I will also ask the students if they have any questions over the game.
During the game the students will be given a large amount of individual attention where they can express
how they feel over the topic.
Writing- The students will be recording their answers from each task of the game on an organized sheet.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into
structures, such as sentences, tables, or graphs. Identify the supports that will be provided for students to
organize the information – charts, graphs, diagrams. These must relate to the Language Function.) NAEYC 5b
The students will be given a recording sheet where they will record their answers from each task from the
game. The students will be able to use the back of the sheet to show their work but the front will purely be
for recording answers.
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the
lesson’s objectives? How will you provide feedback for the students? What type of assessment will be used? What
evidence will be collected to demonstrate students’ understanding/mastery of the lesson’s objective? What
constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning
objectives listed above. Each learning objective should be assessed. DO NOT restate the learning objective.)
NAEYC 3b
I will take up their recording sheets at the end of the activity and use those to determine which students
may still need some extra guidance. I will also be engaging with students individually throughout the
activity which will give me an idea on which students are understanding and which ones are not.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor
judgments about the learner’s degree of success on an assessment.) NAEYC 3b
I will be making a checklist of how many students seem to be on the right track when I observe or help
them individually and which students may need more help.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson
procedures including strategies/planned supports for whole‐class, small group, and individual instructions; and
differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
NAEYC 4c
To hook the students in I will play kids bop for about a minute. When the music stops I will ask the
students if they have ever played musical chairs.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be
directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop
student interest.) NAEYC 5c
If you know what musical chairs is then you might recognize some similar patterns during the activity we
are doing today. We will be practicing adding and subtracting fraction problems with a variety of different
types of fractions including mixed numbers and improper fractions through a game which is similar to
musical chairs and scoot.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson –
what the teacher will do as well as what the student will do. Describe the strategies which will be used to support
students’ learning. Knowledge of students’ cognitive, social, emotional, and physical development along with
their cultural backgrounds should be evident.) NAEYC 4c and NAEYC 5c
- Give each student a recording sheet for the activity.
- Go over two fraction problems on the board using a discussion method to guide them in practicing
adding and subtracting mixed numbers and improper fractions.
- Give Instructions to the Scoot game: 1. When the music is playing you are wandering throughout
the room either lunging or walking, and when it stops go to the nearest task card. 2. Do the task to
the best of your ability and begin moving once the music starts again. 3. Record all your answers
on the recording sheet. You may show your work on the back of the paper.
- Once you have done this for 15 minutes, collect the recording sheets from the students.
Today we practiced adding and subtracting fractions at a deeper level. Tomorrow we will relate these types of
problems to some real life situations so if you are struggling with this material, look over it tonight and come in
with some questions tomorrow.
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you
did not create. Attach key instructional material needed to understand what you and the students will be doing.
Examples: class handouts, assignments, slides, and interactive white board images.) NAEYC 5c
-Cards around the room with tasks.
-Recording sheets
- Pandora (Kids Bop)
-Ladybug camera and the SMART board
(List any websites and sources of materials and background information that you will need or use as the teacher
to engage the students.) NAEYC 5a
-I went on Khan Academy to see his way of teaching fractions.

This activity connects to Jean Piaget’s behavioral theory because the students are having to use
environmental influences to self-regulate.
I am using technology to play the music and stop the music and also for when I am guiding a discussion at
the beginning of the lesson I am using the SMART board.
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist,
counselor, guest speaker, grade level coordinator, community experts, families, etc.) NAEYC 5a
I collaborated with my partner teacher.
Date: 4/12/19
Grade Level:
5th Grade
Lesson Title:
Word Problem Review
Fraction Word Problems
Small Group- Half the class
MGSE5.NF.2 Solve word problems involving addition and subtraction of fractions, 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 + ½ = 3/7, by observing that 3/7 < ½.

What strategies can you use for addition and subtraction fraction word problems?
You will be able to demonstrate strategic thinking for solving fraction word problems.

Subtraction Key Words: difference, more than, less than, how many more, fewer than, how many left over.
Addition Key Words: total, all together, in all, sum, more than, combined, added to.
Speaking: The students will be able to collaborate with a partner when trying to escape the fraction world.
Listening: The students will listen to me explain the strategic words for them to figure out whether the
question is asking them to add or subtract.
Writing: The students will be writing down the key terms for addition and subtraction word problems into
a graphic organizer that I will allow them to use during the activity. They will also be writing down their
answers and how they got them.
They will be writing down terms on a graphic organizer. They will also be documenting their answers to
two word problems they receive along with their explanation on how they got the answer.
NAEYC 3b
I will assess where the students are at with word problems by looking through the documents they turn
into me. I will also be able to tell whether the addition word problems are confusing them more or if the
subtraction word problems are more challenging for the students. I will also be able to tell from
observation which of the students “escaped” the fraction world.
I will evaluate the level of their understanding according to how well the students did on the activity. For
the students that “escaped” I will give them a check mark on a check list and if they did not then I will
leave it blank so for the next lesson I know which students might need more individual instruction.
NAEYC 4c
The students will walk in I will be handing them “badges” and there will be caution tape over part of the
room. I will then read a letter to them that says, “Welcome Detectives. On the way to Mrs. Cobo’s class we
got lost in a terrible world. It’s called fraction world. You are our best detectives and I have no doubt that
you will make it out of Fraction world by solving the two cases. Please give it your best efforts, and
detectives, be careful with those simple mistakes and think strategically.”
Before we try to escape, we are going to go over some strategies for solving word problems with fractions.
-Give the students a graphic organizer to fill out.
-Go over all the key terms from the vocabulary section on the SMART board with the students and have
them write each of them down in their organizer. These will be their clues!
- Give them the two problems. There will be different versions of the sheet so everyone will not have the
same answer. Students will be able to collaborate with others that have the same two word problems.
Everyone will at least have one addition and one subtraction word problem but they will have to figure out
which is which.
-Once students start to finish, check their work. If the students get the two problems correct, they will
receive a golden chocolate coin in return for their hard detective work to congratulate them on escaping.
- Once time is up, take up all the papers whether the students finished or not.
At the end, ask the students to raise their hand if they can tell you a strategic word. Mention to the students that
word problems with fractions will be on the milestones we will be practicing word problems with fractions again
in more depth the next meeting time.
-Caution Tape
-Paper badges
- A letter to the “detectives”
I went to an escape room over spring break which sparked an idea in me!
This connects to constructive play because students are given the chance to solve their own problem, to
escape the fraction world. This also includes symbolic play which is commonly combined with constructive
play.
I did not use technology in this particular lesson but I did use arts because the lesson is dramatized. The
students are acting as detectives throughout the entire lesson.
I collaborated with my partner teacher on creating this lesson.
Date: 4/16/19
Grade Level: 5th Grade
Lesson Title:
In Depth Word Problems
The students will be continuing to learn about addition and subtraction fraction word problems.
Small group- half the class

What do I need to include when I write my own word problem?
I will be able to choose which key words are meant for each word problem correctly.
Subtraction Key Words: difference, more than, less than, how many more, fewer than, how many left over.
Addition Key Words: total, all together, in all, sum, more than, combined, added to.
Speaking: The students will be able to answer questions when I am going over word problems on the
board.
Listening: The students will listen to instructions along with listening to me go over practice word
problems.
Writing: The students will be writing their own word problem.
The students will be able to look off of their cheat sheets from the previous lessons. They will be writing on
a new sheet of paper.
NAEYC 3b
I will observe which students are participating the most in the lesson when I am going over problems. I will look
through the papers they turned into me to figure out how they are doing.
Based off of if they did their assignment correctly I will either give them a 1 or a 2 on a checklist. If they
wrote one word problem correctly they would receive a 2 and if they got one or both wrong, I will give
them a 1. This will show me which students are understanding it and which ones need to be worked with.
NAEYC 4c
I will have the definition of an author and an illustrator on the board. This will be the first thing they see
when they walk in.
We are going to be authors and Illustrators today because we are going to create our own word problems
involving adding or subtracting fractions. Before we get to that, we are going to go over a few examples.
-Go over three different story problems. Point out Key words and work out the fraction problems with the
class.
-Hand the students a sheet of printer paper.
-Give the students instructions to the activity: 1. Write two word problems. One must include at least one
improper fraction and one must include at least one mixed number. 2. After you write one, solve it, and
then draw a picture of it. Then do this on the back for the second one. 3. Once you have finished
everything, turn it into me.
You are did a great job coming up with all different kinds of story problems. This is how relatable fractions are to
our lives and how they could be used every day. Study your cheat sheets tonight because tomorrow you will be
receiving a daily grade.
-The SMART board
- Crayons for the students to illustrate
- Paper
I had Mrs. Cobo go over different types of solving fractions so I could understand different methods the
students use better.

This lesson has an Eclectic Approach which is supported by Howard Gardner, because the students are
given the chance to make decisions and it encourages the children’s creative expression.
In this lesson I use the SMART board in my hook to bring my students in and get them curious. I also have
the students use Art through creative writing and expression through illustrating.
I collaborated with my partner teacher.
Date: 4/18/19
Grade Level: 5th Grade
Lesson Title: Closure Lesson
Curriculum Areas Addressed: Adding and Subtracting fractions with or without having a word problem
involved.
Time Required: Instructional Groupings: Are you using whole group, small
20 minutes group, partners, quads, homogeneous, heterogeneous? NAEYC
4a
Small group- half the class
MGSE5.NF.1 Add and subtract fractions and mixed numbers with unlike denominators by finding a common
denominator and equivalent fractions to produce like denominators.

How do you solve addition or subtraction fraction problems with any type of fraction or how the question
is asked?
You will be able to explain how you got your answers for the addition and subtraction fraction problems
whether they are in a word problem or not.

Numerator
Denominator
Improper Fraction
Mixed Number
Speaking: The students will be able to ask questions throughout the lesson whenever they feel the need to.
Writing: The students will be writing in their thoughts on the graphic organizer and in a nearpod on the
Chromebook.
Listening: The students will have to listen to my instructions.
The Students will be making a graphic organizer with four different sections. The sections are each labeled
Numerator, Denominator, Improper Fraction, and Mixed Number. Individually they must write what they
know about each term.
NAEYC 3b
I will be taking their Nearpod answers for a grade.
Their grade will determine which level they are in based on which letter grade they receive. This will
indicate which students need more help before the milestones.
NAEYC 4c
On the dry erase board I will have written next to a stack of post its, “WHAT DO YOU KNOW? Write a
fact that you find interesting and post it onto the board you do not have to put your name.” This will get
the students interested and will get them moving.
So today we are going to evaluate what we know about adding and subtracting fractions. We are going to
take up a daily grade so make sure you are trying your best.
-Hand out the graphic organizer with the four terms in each box.
- Have the students write their thoughts in what they believe each of the four terms mean. Give the
students a few minutes to complete this and then go over them.
-Have the students get the Chromebooks and log into Nearpod.
-Put up the Nearpod on the board and let the students get started,
Congratulate the students on their hard work and tell them to keep on practicing because these types of fraction
problems will be on the milestones and it is very important that they go into the test with these fresh on their
mind.
-A graphic organizer
-Nearpod
-School Chromebooks and the SMART board
-Post it notes
Mrs. Cobo got me more comfortable with using Nearpod and showed me how to do everything on it.

According to Sir Ken Robinson, this would be a formative assessment.

All of the students will use technology for the Nearpod.
Mrs. Cobo and I decided to do Nearpod at the end of the mini unit to integrate technology and to ensure
we could get a daily grade out of the mini unit.

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Jessica Beck

As a result of this lesson students will…

Other Relevant Information

Curriculum Areas Addressed:

As a result of this lesson students will…

Support for Academic Language

Other Relevant Information

As a result of this lesson students will…

Support for Academic Language

As a result of this lesson students will…

Other Relevant Information

Lesson Title: Closure Lesson

As a result of this lesson students will…

Support for Academic Language

Other Relevant Information

Connections to Technology and/or the Arts: NAEYC 4b

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