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FRAMEWORK
Objective: Given fraction strategy cards, students will be able to successfully add or subtract
two fractions in four out of five opportunities.
Rationale: Student is working towards her mathematics annual goals designated on her IEP,
working towards grade level content. Currently, Rebecca is working at a third grade level with
fractions.
IEP objective(s):
R will accurately add two fractions with differing denominators to indicate the correct
sum by changing the denominator to a common number and then solving the problem
accurately in 4 or out of 5 measured opportunities.
R will accurately subtract two fractions with differing denominators to indicate the
correct difference by changing the denominator to a common number and then solving
the problem accurately in 4 out of 5 opportunities.
State/Common Core Standards:
Numbers and Operations-Fractions: Grade 4
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.
Prerequisite knowledge and skills: R has been working on defining what a fraction is,
simplifying fractions, and working with common denominators. Additionally, a majority of our
attention has been focused on changing improper fractions to mixed numbers and vice versa.
Picture strategies have been developed to make these changes within fractions.
Learner factors:
Limited transfer of skills in and out of the classroom
Memory from previous lessons
Attention difficulties
Access:
The use of visuals to assist instruction
The use of repeated practice in various formats; isolation and in context
Small group and separate setting
Bounce ball seating for attention
Materials:
White Boards/Markers/Erasers
Adding and subtracting worksheets
Strategy Cards
Possible adjustments:
Strategy cards will be provided for look backs
Extension: As an extension, R will work with an addition problem containing one mixed
fraction and one improper fraction. This will require
Instructional follow-up: Students will be using this skill in their homework assignments and
work on DreamBox, both of which are different from the general classroom.
Explicit Instruction Lesson Plan
Objective: Given fraction strategy cards, Rebecca will be able to successfully add or subtract
two fractions in four out of five opportunities.
OPENING
Gain students attention (A&H, p. 24):
1. Begin by having a do now on the board, In your math notebook, change 1 3/6 into an
improper fraction
Student-friendly statement of the lesson objective (scripted; A&H, p. 25):
2. Explain that today we are going to be reviewing adding and subtracting fractions.
Student-friendly statement of the relevance of the lesson objective (scripted; A&H, p. 25):
3. Continue, We are going to make strategy cards for adding and subtracting fractions that
you will be able to use in class when you are given problems to work on independently.
Review of critical prerequisite skills (A&H, pp. 26-27):
4. Before starting, go over the do now. Ask Rebecca to talk through her thinking.
5. Correct any misconceptions and review the strategy cards for changing mixed numbers to
improper fractions and vice versa.
6. Allow time to practice one of each of these problems. Rebecca should be capable of
solving independently, ask her to explain her thinking.
DEVELOPMENT
Clear explanation of key concept (scripted):
7. Say, When we are adding and subtracting fractions, there are two important rules for
each. While we are reviewing our addition and subtraction problems, I want you to be
thinking about what these rules might be.
Prompted or Guided Practice/We Do
8. State, I know you have some experience with this, since you have been working on
similar things in class, so you can help talk me through it.
9. Put up an example problem; 3/8 + 4/8. Allow Rebecca to talk through the problem with
you, explaining her thinking.
10. For the next problem, the denominators will be different; 5/6 + 1/8. Ask if we are able to
complete the problem in the same way. Why or why not? (Expected response: We are not
able to add straight across, we need to change the fractions so they both have common
denominators).
11. Allow Rebecca to practice a few problems with different denominators (Independently
and explaining her thinking). Ask if we can create two rules for adding fractions that
would help us remember. Write collaborated rules on our index card (strategy card)
a. Adding Fractions with like denominators
i. Add numerators straight across, keep the denominator the same.