NDNU Lesson Plan Form
Teacher: Lily Ying
Subject: Math
Central Focus: Operations with Fractions
Grade Level: 9th /Algebra readiness
Subtracting mixed numbers with like/unlike denominators
EDU 4407: Remember to add RATIONALE SECTION!!!
State Adopted Academic Content Standard:
Grade 5 : 2.0 Students perform calculations and solve problems involving
addition, subtraction, and simple multiplication and division of fractions and
decimals:
2.3 Solve simple problems, including ones arising in concrete situations, involving the
addition and subtraction of fractions and mixed numbers (like and unlike denominators
of 20 or less), and express answers in the simplest form.
State Specific Goal(s) and Objective(s) for the lesson:
The student will be able to subtract fractions, with like and unlike denominators. The
student will recognize when answers are not in simplest or reduced form and simplify, if
needed, by dividing with the greatest common factor.
Pre-Assessments connecting to prior knowledge/prior learning:
Prior to the lesson, students have learned about fractions and equivalent fractions.
Students have learned to change fractions with unlike denominators to equivalent
fractions with common denominators. They have also learned to reduce or simplify
fractions by finding the greatest common factor (GFCs). The students will have
completed the lessons on adding fractions with like denominators. The connection will
be made that adding and subtracting fractions are very similar.
Identified Academic Language to be addressed:
Fractions
Denominators
Common denominators
Numerators
Subtracting
Reducing or simplifying
Equivalent fractions
Learner Characteristics:
a. Special Needs: There are 6 students who have special needs designations.
(will modify when I have access to files) Therefore, my strategies are applied
to the class in general. This class consists of students who have difficulties
with math concepts and academic language and require the extra attention,
Comment [O1]: Remember to explain in the
Context Commentary and Planning Commentary
why you have “grade 5” listed. Out of curiosity, is
there any way you can find a similar 9th grade
standard?
Comment [k2]: For the EDU 4407 class: Please
make sure this is in ABCD format
Comment [O3]: And how is this assessed so that
majority of your students got it? In other words,
what task did you give to your students that assesses
their prior learning?
encouragement and time. Varies techniques are used to accommodate for
the class:
- Instruction notes are provided for all students to minimize the amount of
note taking required. Students will still need to “fill in the blanks” on key
concepts or terms being emphasized.
- Vocabulary terms are called out in the notes and I will provide examples
and ask students to give me examples
- Guided practice problems are reviewed with the class on the SMART
board allowing the students to see the math concepts.
- I will circulate during classwork time to assess students’ understanding of
the concepts and review, if needed, through questioning strategies.
b. English Language Learner: There are 5 students who are designated ELLs in
this class. However, their CEDLT scores are not available at this time. Since
all the students possess a good grasp of conversational English language (no
translations are needed), varies techniques used to accommodate for these
students are similar to those for the entire class:
- Instruction notes are provided for all students to minimize the amount of
note taking required.
- Instruction is given in simply language, with verbal and non-verbal cues,
where possible. Instructions are also repeated to allow students to hear
it again.
- Examples for each of the concepts are worked on together as a class,
allowing the students to see the math concepts.
- If needed, students help other students translate the concepts in their
native language.
c. Once the classwork/homework has been assigned, check in with students to
monitor progress and understanding. I will also encourage students to try a
few problems if they are having a difficult time getting started.
d. While not pertaining to this particular lesson, students are allowed extra time
to complete their homework outside of class and when appropriate, to take
their tests.
Lesson Delivery:
Time
5 minutes
Teacher action
Warm-up
- Put warm-up exercise on the SMART
Board .
- Review answers to warm-ups with the
class
Introduction-connection of content to
previous learning
Student action
- Students complete the warm-up
exercises on their warm-up sheet
- Students correct their warm-up
exercises
Comment [O4]: What do you mean by this?
5 minutes
15 minutes
10 minutes
10 minutes
1 minutes
- Review homework from previous day to
check for understanding.
- Review and remind students of what
adding fractions involve, and to make sure
to reduce to the simplest form.
Discuss how the same principles for
adding fractions will also apply to
subtracting fractions – ie, have the same
denominators in order to add or subtract.
Instruction
- Review the basics of subtracting
fractions, with like and unlike
denominators. Remind students to find
the LCMs for the denominators, in order
to rewrite as equivalent fractions with like
denominators for subtraction.
- Guide students in a couple of examples
and then start them on the classwork.
Remind students to simplify their answer.
- Students will work on classwork to
practice subtracting fractions.
Assessments
- As mentioned above, assessment of the
previous day’s lesson will occur when
reviewing/correcting the previously
assigned homework.
- Questioning strategies – During
instruction, probe on students’
understanding of concepts through guided
questions.
- Also, probe for students’ understanding
of the concepts as the class works on the
assigned problems; review concepts as
needed.
Closure
- Remind students to complete the
homework, using notes on subtracting
fractions.
- Students will correct answers, if
needed, on their homework
- Students will participate in
discussion.
Comment [O5]: Is this on the smart board?
- Students to take out notes and
participate in guided practice.
- Students will participate in solving
example problems.
Comment [O6]: And how do you plan to do this?
By demonstrating on the smart board and asking
students to check if they got it?
- Students will work on assigned
problems during class and can start on
homework, if there is time.
- Students are expected to work
individually but may ask another
student for help, if appropriate.
EDU 4407: LAST THING TO DO TO MAKE THIS ASSIGNMENT COMPLETE IS TO WRITE UP
YOUR REFLECTION (AFTER YOU DO YOUR LP PEER FEEDBACK ACTIVITY)
Comment [O7]: You mean pre-assessment?
Comment [O8]: I take this as your informal and
formative assessment?