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Background Name: Karen Content: Math, adding and subtracting fractionsGrade(s): 5th gradeNumber of students in class: 11Class description: There are 11 students in the 5th grade math class who all have IEPs. They are normally in the classroom in an inclusion setting but it is important to pull them out in small groups to make sure that they really understand the topic at hand. I am pulling out the students to check their understanding of adding and subtracting fractions with unlike denominators. Standard, Indicator and Objective from the SC: Standard: 6.0 Knowledge of Number Relationships and Computation/Arithmetic Indicator: Apply Knowledge of FractionsObjective(s): Add and subtract proper fractions and mixed numbers with answers in simplest formLesson Objective: Students will be able to add and subtract fractions with unlike denominators by practicing in a whole group as well as with independent practice as measured by a 5-question exit ticket at the end of the class period. Materials: Pre Assessment finding common denominatorsQuick time test on subtractingWorksheet on adding fractionsWorksheet on subtracting fractionsExit TicketPre-Assessment: Students will have a short worksheet on their desk when the walk in the room. The worksheet will have fractions on them and they are to find the common denominator of each set of fractions. We will then go over the correct answers by calling students up individually to the board to show how they found the correct common denominator to the group of fractions. This will allow me to see how comfortable the students are with finding common denominators and see if we need to work on this before we talk about adding and subtracting. Anticipatory Set/Motivation: I will give the students a quick subtraction worksheet with easy subtraction problems on them. I will give students three minutes to work on the problems to get their minds ready to learn about subtraction. If the students are working on the problems the whole time without talking to each other and putting in effort I will give those students a treat after they have finished working before we begin on the problems. Instruction:Direct Instruction: I will put a fraction addition problem on the board where the fractions have a common denominator. I will go over the steps with the students on how to solve the problem and then I will go over how to reduce the problem. Then I will put another problem on the board and show the students how to find a common denominator and then go through the entire problem explaining what to do. (I will go through guided practice/independent practice with adding fractions) Then I will repeat the above steps with subtracting with fractions. First doing a problem with a common denominator and then a problem without a common denominator explain the steps as I go along. Guided Practice: I will put a fraction addition problem on the board with a common denominator and call a student up to do they steps on how to solve the problem. Then I will place a problem without a common denominator on the board and have a student come up and explain their steps on how to solve this problem. I will chime in when necessary if a student seems to be having trouble with a specific step. (the students will then complete a worksheet for the addition of fractions) I will then complete the same steps using subtraction up at the front of the board. Independent Practice: I will hand out a worksheet to the students to complete on adding and subtraction fractions with unlike denominators. I will float around the room to see how the students are doing and will be able to answer any questions that they may have. Closure: I will go around the room and have the students say their answer for each question. If the student does not get the problem right we will put the problem on the board and go over it as a whole class in case someone else may have a question on that particular problem. Assessment: I will give the students an exit ticket that has 5 questions on it so I am able to collect it to see if they really understood the topic that was being taught to them. ................
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