Tennessee Tech University
Lesson Plan Template
Name: Kristen Cacyuk
Date: 11/10/2014
Lesson Title: Fraction Computation Strategies: Adding and Subtracting Fractions
Grade Level: 4th Grade
Length of Lesson (Minutes): 60 min.
Common Core State Standards or State Standards
(Include the number and the entire standard. Highlight relevant portion emphasized in this lesson.)
STANDARD: GRADE 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 model. 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.
Suggested Standards for Mathematical Practice (MP):
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MP.1 Make sense of problems and persevere in solving them.
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strategically.
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Central Focus of Unit/Learning Segment
(The single instructional theme or essential question across the planned learning segment that is aligned
with content standards and relevant learning objectives.)

Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
 Develop an understanding of fraction equivalence, addition and subtraction of
fractions with like denominators.
Lesson Objectives
(Observable statements that specify what students will be able to do at the conclusion of a lesson. Such
objectives should be aligned with relevant content standards and should include verbs that allow for
measurement of students’ achievement of the desired outcome.)
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Lesson Plan Template
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Students will understand fractions are parts of a whole.
Students will add and subtract fractions with like denominators.
Students will use manipulatives to represent composing and decomposing
fractions with like and unlike denominators.
Language Demands
Language Function & Key Learning Task
(Identify a language function central to the learning segment and a key learning task that provides students
with the opportunity to practice using it. A language function is the purpose for using language in the
learning task or what students will use the language to do; it’s typically represented by an action verb in the
lesson objective. Examples include, but are not limited to: analyze, argue, categorize, compare/contrast,
describe, explain, interpret, justify, model, predict, question, retell, summarize…)
Content/Academic Vocabulary
(List and define the content vocabulary taught in the lesson.)
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Numerator - the number above the line in a common fraction showing how many
of the parts indicated by the denominator are taken, for example, 2 in 2/3.
Denominator - the number below the line in a common fraction
Whole - All of something. Complete.
Least Common Denominator -
Discourse & Syntax
(Describe how students will use one or both of the following. Include language that you will expect students
to use verbally and in written form.)
 Discourse (how students talk and verbally communicate in knowledge construction in ways
specific to discipline)

Syntax (set of written conventions specific to discipline for organizing symbols, words, & phrases
together into structures, for example, sentences, formulas, staffs in music, etc.)
Supports
(What opportunities AND supports will you provide for students to use the language function, practice and
apply content language/academic vocabulary, and integrate discourse and syntax? Describe how you &
students will use these supports. (i.e., graphic organizer, anchor chart, foldable, chart, model, word wall,
and strategies such as think, pair, share, etc.). Consider how you will use/differentiate these supports to
meet the needs of learners with different levels of language learning.)
Materials/Resources
(What do you need for this lesson?)
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Adding and Subtracting Fractions Anchor Chart
Fraction Operations Foldable
Scissors
Pencil
Smarties candy (one pack for each student)
“Mrs. Cacyuk’s Class of Fraction Smarties” worksheet
“Rex Romper’s Believe It or Not!” worksheet
Interactive Smart Board
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Lesson Plan Template
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“Adding and Subtracting Fractions” BrainPop video
ABCYa.com Virtual Manipulatives App on Ipad
Assessment/Evaluation Criteria
Formative Assessment
(A range of assessment procedures used by teachers during the learning process in order to modify
teaching and learning activities to improve student achievement occurring throughout the lesson.)
Students will model adding and subtracting fractions with “Smarties”, and will model
using virtual manipulatives on the interactive Smart Board.
Summative Assessment
(Summative assessments occur at the end of the lesson to determine what students know and do not know.
What evidence will you collect and how will it document individual student learning/mastery of lesson
objectives? Include evaluation criteria such as a checklist, rubric, answer key, % earned for mastery, etc.
Attach copies of any documents that will be used as evidence.)
Students will complete and turn in “Rex Romper’s Believe It or Not!” worksheet.
Academic Feedback
(Based on your formative and summative assessments, How will you monitor and/or give academic
feedback? How will students use the academic feedback? What opportunities are you giving students to
use academic feedback?)
Instruction
(Include a suggested time for each major activity in the plan below.)
Be sure to include both formative and summative assessment within your instructional plan. This
plan should be highly detailed and carefully sequenced with information so that another teacher
could implement your plan. The plan explains both student and teacher actions.
Set/Hook/Motivator (15 min.)
(This brief section at the beginning of the lesson grabs the students’ attention and focuses their
thoughts on the learning objectives by utilizing knowledge of students’ academic, social, and
cultural characteristics.)
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Begin by sharing the “I can” statements with the class:
“I can represent fractions as part of a whole, and solve problems
involving addition and subtraction of fractions.”
Show the “Adding and Subtracting Fractions” BrainPop video.
http://www.brainpop.com/math/numbersandoperations/addingandsubtra
ctingfractions/
Read/Discuss the Adding and Subtracting Fractions Anchor Chart.
HigherOrder
Thinking
Questions
Identify high
order thinking
questions that
cannot be
answered
with a yes or
no.
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Lesson Plan Template

Fill-in the “Add/Subtract” portions of the “Fraction Operations” foldable.
Instructional Procedures (25 min.)
(This is the body of the lesson plan; it is the way in which information is shared with students and
the methods used to help them assume a level of mastery of that material .)
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Give each student a pack of “Smarties” candy and a copy of the
worksheet “Mrs. Cacyuk’s Class of Fraction Smarties.”
Explain the instructions of the activity, reiterating that the pack of
“Smarties” equals a whole and each individual candy is a piece making
up the whole, and make sure that all students understand the activity.
Once students have had time to fill-in the activity sheet and complete the
fraction problems, have different students explain their answers to the
class.
Closure (20 min.)
(The closure provides an opportunity for STUDENTS to demonstrate that they’ve met the learning
objectives for the lesson by actively engaging in a short task. Examples of tasks include exit
tickets, think-pair-share, use of clickers, etc. The closure can include your summative
assessment.)
Students will complete “Rex Roper’s Believe It or Not!” worksheet from “Funny
and Fabulous Fraction Stories” using fraction bars and/or fraction circles virtual
manipulatives. We will complete “Ketchup Saves Boy’s Life” and “Dog Eats
Homework (Really!)” portions of the worksheet as a group using virtual
manipulatives on the interactive Smart Board.
“What to Do if YOU Are Exposed” and “Where Does Homework Go?” portions
of the worksheet should be completed at home as a homework challenge.
End by repeating the “I can” statements with the class: “I can represent
fractions as part of a whole, and solve problems involving addition and
subtraction of fractions.”
Adaptations to Meet Individual Needs
(How will you adapt the instruction to meet the needs of individual students?)
How do
you know
that is your
answer?
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Lesson Plan Template
High-Level Learners:
On-Level Learners:
Struggling Learners:
English Language Learner:
Other individual needs of the students/class you are teaching?
Management/Safety Issues
(Are there any management and/or safety issues that need to be considered when teaching the lesson?
What supports and behavioral management strategies are you providing to your students to facilitate a
smooth and structured lesson. Provide classroom-wide strategies as well as those needed for specific
students.)
Rationale/Theoretical Reasoning
Rationale
(Describe suggestions and research-based best practices for teaching the specific content in your lesson.
This should not be generic information that could be applied to any lesson .)
Theory
(Include a description of the theory and how it specifically applies to your lesson. Theorists such as Piaget,
Vygotsky, Dewey, Gardner, etc.)
Common Misconceptions or Difficulties
(What are some common areas in which students are likely to have misconceptions or difficulties pertaining
to the specific content that you are teaching?)
Students think that it does not matter which model to use when finding the sum or
difference of fractions. They may represent one fraction with a rectangle and the other
fraction with a circle. They need to know that the models need to represent the same
whole.
Resource: http://www.katm.org/baker/media/4_FlipBook_Updated_2014.pdf
References
(List the sources used in this lesson for activities, vocabulary, rationale, theory, misconceptions, etc.)
http://www.brainpop.com/math/numbersandoperations/addingandsubtractingfractions/
http://www.katm.org/baker/media/4_FlipBook_Updated_2014.pdf
http://www.moveitmaththesource.com/realfractions/butterflyfractio.html
https://msdiazclass.wikispaces.com/file/view/Fractions+Funny+Stories.pdf (Pgs 28-30)
Tennessee Tech University
Lesson Plan Template
http://4mulafun.blogspot.com/2013/02/fractions-are-fun.html
www.abcya.com – virtual manipulatives app
Reflections/Future Modifications
(To what extent did the class learn what you intended them to learn? Describe student progress toward
mastery of objectives. What trends can you identify?)
(How did students use the language function, vocabulary, syntax, and discourse that you identified in the
Language Demands section of this lesson plan?)
(What will be your next steps instructionally? What goals do you have for immediate and long-term reteaching and instruction based on feedback you provided to students with varied needs?)
(What did you learn about your students as learners? What have you learned about yourself as a teacher?)
(Provide principles from research and/or theory specific to the content of your learning segment and
students’ needs to support your statements.)