UMU Lesson Plan Template

Name: ​Emily Rich Date: ​

February 26, 2020
Grade Level: ​4 Class Period: ​
Block 2
Subject: ​Math Lesson # & Title: ​
Lesson 6 Adding Mixed Numbers
Function of the Lesson (check all that apply):
■ Introduce New Skill or Content
■ Practice
■ Review
□ Remediation/Re-teaching

Context for Learning and Planning Rationale:

This lesson takes place with the second block of fourth grade students. This class is inclusive with five students on Written
Education Plans. The desks and chairs are sized appropriately for the students and are arranged in the center of the classroom
in two E’s. There is a walkway down the center and all around the outside of the desks. The right side of the classroom is
open carpet space by the Smart Board so that students can gather for whole group lessons. All students keep their math
materials inside the desks. The teacher’s desk is in the front corner of the classroom, facing the students. There is a half circle
table situated in the front left corner of the class. This space is used for small group lessons or meeting with individual
students. The back corner of the classroom houses a class library that is used during homeroom, SAIL and/or Academic
Assist time. All students have their own laptops that travel with them from class to class. There are a variety of math posters
on the walls, from prime and composite numbers, how to break down a story problem, and place value. There are also four
white boards that cover the walls and are used often by both students and teachers. This lesson is the third lesson in the
learning segment. It aligns with lesson 5 from the instructional manual. They have experience working with fractions, as they
have just wrapped up Chapter 8 on equivalent fractions and have learned about adding and subtracting like fractions and will
now apply their knowledge to adding mixed numbers. In following along with the MyMath curriculum as well as the pacing
schedule, the lesson 9-5 is next.

Content Standards:
4.NF.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. b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a
visual fraction modelG. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. c. Add and
subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and subtraction. d. Solve word problems involving
addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction
models and equations to represent the problem.

Learning Objectives:
Students will add mixed numbers with like denominators with 80% accuracy.

Academic Language:
Numerator- Top number in a fraction that represents the part of the whole, Denominator- The “downstairs” or bottom number
in a fraction that represents the whole, Like fractions- Fractions with the same denominator, can be easily added and
subtracted, Improper fractions- Fractions with a numerator that is larger than the denominator, Whole numbers- Number in
front of the fraction in a mixed number, Whole fraction- Numerator and denominator are the same, resulting in a fraction that
equals one whole, Sum- The answer to an addition problem, Decompose- To break down a large number or fraction into
smaller parts

Revised January 2018

Assessment Plan, Formative Assessment:
Following the practice problems and the teaching of two ways to add, conduct a Fist to Five to assess students’ level of
confidence with the learned material. Make note of who has rated themselves below a 3. Provide assistance to those students
in the following practice problems if necessary.

During the Trashketball game, walk around the room and place a check by their name if they correctly answer the questions
for that round. If they do not correctly answer the questions, place a tally next to their name and provide immediate support.
Provide them a chance to revise their work following assistance and recheck in with them at the end of each round.

Assessment Plan, Summative Assessment:

The homework will be used as a summative assessment. The students will have some time at the end of class to begin their
homework and ask any more questions they might have. This assignment is to be completed as independently as possible.
This will provide a good idea of students’ level of mastery of adding fractions with like denominators and whether or not it
will be appropriate to move on to subtracting like fractions.

Procedures, Lesson Introduction: 5 minutes

1. Begin class by presenting students with an equation reflecting what today’s lesson will be about. Ask students to
make any observations, using the vocabulary from this unit.
2. State the goal for today: Students will learn how to add mixed numbers.

Procedures, Lesson Body: 50 minutes

1. Students should hopefully be able to hypothesize how to add mixed numbers, using what they’ve learned about
adding and subtracting like fractions.
a. This would be most beneficial if students are able to state the steps themselves
2. Model the steps for students if they are unable to make the connection themselves.
3. Ask students to review the steps: Add whole numbers, add fractions
4. Pose the question: Will this simple method always work? Can you think of a situation where you might not get the
answer right away?
5. Show another strategy to add mixed numbers
a. Decompose each mixed number and then add up all of the parts
6. Practice problems on the board so that students get used to adding with various denominators and whole numbers
7. Following the practice problems and the teaching of two ways to add, conduct a Fist to Five to assess students’ level
of confidence with the learned material. Make note of who has rated themselves below a 3. Provide assistance to
those students in the following practice problems if necessary.
a. More practice problems if necessary
8. Trashketball game to practice skills and story problems.
a. Number your paper from 1 to __ for each round.
b. Solve each problem.
c. Send the designated person to the teacher to get the answers checked.
d. If you have something incorrect, go back to your team and fix it. Return to a teacher with your corrections.
e. Correct answers earn 1 point. You can earn bonus points by taking an extra shot.
f. There will be 3 shooting lines: Closest line = 1 point, second line = 2 points, farthest line = 3 points.
g. The team with the most points wins the game.
i. During the Trashketball game, walk around the room and place a check by their name if they
correctly answer the questions for that round. If they do not correctly answer the questions, place a
tally next to their name and provide immediate support. Provide them a chance to revise their
work following assistance and recheck in with them at the end of each round.
9. We will end class with Khan Academy and/or Simple Solutions.
a. During this time, I will conference with the students identified as gifted to work on enrichment story
problems and writing their own story problem.
i. Students recap what skills have been learned thus far
ii. Solve real world story problems from book. Use them as models for students to create their own
iii. Make real-world connection to baking- ask students if they have used miced numbers before
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 iv. Create own story problem
10. With remaining time, students will write the homework assignment in their agenda and if necessary get it signed.
They may begin their homework or look over it to see if they have any immediate questions.

Procedures, Lesson Closure: 5 min

1. As class comes to a close, ask students what was learned today, using the appropriate vocabulary: like fractions,
numerators, denominators, decompose, etc.
2. Ask where they might see fractions in their lives, refer to story problems for real world scenarios.
3. Tomorrow we will be using the knowledge we learned from today and applying it to subtracting mixed numbers.

Differentiation, Individualized Instruction, and Assessment:

The setup of this lesson is differentiated for this class in particular. Students in this class possess the ability to see the
relationship between the process of adding and subtracting like fractions and transferring that knowledge to adding mixed
numbers. I encourage the students to make this connection on their own, rather than modeling it explicitly for them. I also
want this lesson to be more student centered than teacher centered, providing opportunities to recap and restate their own
learning in their words.

This lesson also allows students to access the necessary skills in multiple ways. I guide students through two ways of adding
mixed numbers. The first way is the most obvious and the one that students can pick up on immediately, to add the whole
numbers and fractions. The second way decomposes each mixed number into a sum of whole numbers and fraction parts and
then add those pieces together to find the sum. Students are able to choose which process they like better to arrive at their
answer.

This lesson also supports student needs by enriching the lesson to extend students' thinking. I chose to use questioning as a
way of getting the students to think of different situations of applying the skill of adding mixed numbers. I could have
stopped after they figured out how to add the whole numbers and the fractions, but I wanted them to think of a time when it
might not work out so easily. I think that they will be able to connect that they might arrive at an answer with an improper
fraction and be able to explain what to do with this result. The part that many students have trouble with is explaining their
thinking. I want this group to be able to tell me the steps of the process they used and be able to explain how and why they
got their answer. I also include a mini lesson at the end with the students who are identified as gifted to work on more
real-world application problems. I challenge them to synthesize the knowledge they have gained so far in the unit to create
their own story problem, utilizing their learned skills.

The Khan program used at the end of class is a differentiated program that is specific to each individual. The students are able
to progress through the program and work on the skills at their own pace and level. They are watching tutorials, practicing
skills, and testing their knowledge with unit tests. Their growth progress is monitored weekly. Students are conferenced with
each week in addition to keeping track of percentages. They are able to ask any questions and receive additional support or
report their current skill level.

The Simple Solutions program is also a differentiation tool because students are exposed to a variety of skills that ask them to
apply their knowledge in a scaffolding manner. For example, students on lower lessons like lessons 1-15 are using basic skills
like adding, subtracting, place value, etc. while students who are on higher lessons like 16+ are working on more advanced
skills like angle measurements and decimals. Students are able to progress through the tasks at their own pace. Students can
ask questions at any time. Oftentimes mini lessons are conducted if many students are working on the same skill. Students are
conferenced with each week and are able to receive additional support.

Instructional Materials and Support:

White board and marker
Journals
MyMath book for HW
Trashketball game slides
Baskets
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Balls
Computers for Khan
Simple Solutions

Research and Theory Commentary:

To support the students identified as gifted, I used a couple strategies from Dr. Marcia L. Tate. The first is a combination of
brainstorming and discussion and reciprocal teaching. Research supports that students learn 90% of what they say of discuss
as they complete an activity and 90% of what they teach to others. This bulk of the lesson is the students discovering the
process of adding mixed numbers and adding to the conversation explanations of their work, teaching themselves and the
class. The second technique used is the combination of storytelling and visualization. The process of adding is much like a
story, there is a beginning, middle, and end. Students must visualize these steps and by having them restate the process it is
like they are telling a story. We then put it into actual word story form in the form of story problems. Students are looking at
examples of real-world situational story problems that have a problem and a solution. They are solving, using the same
step-by-step process, but applying the skill in a different way with context. Students are going a step further and creating their
own story problem, with a beginning, middle, and end and solving it. Again, using the same skills, but applying them in
another way.

Students are also assigned homework in this lesson, a task that is supported by Marzano. Since equivalent fractions are a new
concept and this unit will build the base for more advanced topics regarding fractions, it is important for them to build a
strong foundation. Their homework provides them with extra practice necessary to solidify their skills. Mistakes need to be
pointed out early so that students do not develop bad habits. Homework is for practicing what has already been taught; not
self teaching. This homework assignment reinforces their learning and is meaningful to their equivalent fractions essential
knowledge.

Cultural Responsiveness, Equity, and Inclusion Commentary:

The story problems used in the MyMath segments are real-world and illustrate situations in which fractions are used in
everyday life. This is helpful to students who may not have obvious experience with fractions. One of the examples uses
fractions in recipes, which many of the students have not seen. If students have been exposed to a situation like this, they are
able to share with their classmates, like baking brownies or cookies.

Every student is to be called on, using the popsicle sticks to ensure that students are provided the opportunity to participate.
Every student also has access to the materials that best fit their needs. Students may choose to work on personal skills using
Khan Academy or Simple Solutions. Students have access to three teachers to ask questions. Students have their own
workbooks and homework page. I have also structured the second class so that students are provided with enriched ways of
engaging with the lesson. They are doing more of the discovering, interpreting, and connecting instead of being explicitly
told how to do something. The lesson requires them to figure out how to add mixed numbers using their previous knowledge
and deciding whether or not they will always arrive at a simple answer. They also apply their knowledge of operations with
fractions to create their own story problems. They are able to work through the independent problems from the book in a
more interactive format of a game and can draw upon the knowledge of their peers to help them solve.

In compliance with the students’ WEP goal of participating in differentiated groups that will extend the curriculum, include
greater depth of knowledge tasks, and apply problems that relate to the real world this lesson incorporates two different
opportunities to do so. Students work collaboratively during the game to apply their skills of adding mixed numbers in an
application question format. Students also work more with story problems when they meet with me at the end of class to
develop their own real world story problems.

The lesson also supports multiple learning platforms. Initially, instruction is to be delivered to the whole group in the form of
a student-led mini lesson. This is where students learn the skill of adding mixed numbers. Students also have the opportunity
to work independently on practice problems and during the Trashketball game to complete the independent practice. During
the Trahketball game they are able and encouraged to collaborate with their peers in the small group setting. Students
identified as gifted also are pulled into a differentiated group to further develop their skills.
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Revised January 2018