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Co-Teaching Explicit Instruction Lesson Plan

Date: N/A
Subject: Math
Grade Level: 5th Grade

Teacher: Monley Wu
Co-Teacher: N/A
Students will engage in:
independent activities
Cooperative learning
peer tutoring
visuals
simulations
other ____________

pairing
hands-on
whole group instruction
technology integration
project
lecture
centers

SWD 1 Ashley Williams


Disability: Autism Spectrum Disorders
Accommodations/Mods:
Use wheels and gears instead of pizza. (Or
somehow include simple machines into the
lesson)
Use manipulatives
Verbal Discussions
Please see below for a more detailed plan of
accommodations and modifications for
Ashley.
SWD 2 Maria Colon
Disability: Speech and Language Disorder
Accommodations/Mods:
Providing a checklist
Provide a vocabulary sheet with picture
example
Reading aloud directions
Manipulatives
Please see below for a more detailed plan of
accommodations and modifications for
Ashley.
NY Core Standards: CCSS.Math.Content.5.NF.A.2 Solve word problems involving addition and subtraction of fractions
referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to
represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Goal: Students will be able to add fractions with unlike denominators.


Objectives: Content Objectives: Fifth grade students of all different levels will be able to add fractions with unlike
denominators with little to no error.
Language Objectives: Fifth grade students will be able to understand and use "the sum of" and lowest common denominator
during discussions through visual support.
IEP Goals/objectives:
Fifth grade students with disabilities will be able to add fractions with unlike denominators with little to no error while given
support through various methods.
Ashley will be able to add fractions with unlike denominators through verbal discussions. (Teacher goal: Have Ashley try to
show her work on paper.)
Maria will be able to add fractions with unlike denominators with various supports.
Procedures Followed:
Key
Words/Phrases
or Materials
Needed:
Co-Teaching Method
General Educator
Special Educator
SMART
This part should be based on how the
Board
Parallel
1 Teach, 1 Support
students are doing.

Fraction tiles
Station
Alternative

Fraction
1 Teach, 1 Observe
Team
It should first start off with one teacher
Rhyme on
teaching and one teacher observing and
chart paper
collecting purposeful data. The co-teacher
Fraction card
can hold a list with the students names and
deck
the co-teacher and check off when a student
Exit slip
demonstrates understanding of the problems
Two paper
presented. (Students will be working on the
plates per
whiteboard, so data will be collected from
student
student work on the whiteboard.) The data
Worksheet
will be taken from the students answers
(attached)
during the we do. Once data has been
collected, the teachers should break into
alternative teaching where the special
educator will take a small number of students
for intense instruction while the general
education teacher will continue to teach the
rest of the students.
Students who are working with the special
education teacher will be students with
disabilities and also the students who are
struggling to another area in the room and
provide more scaffolding and support. The
co-teacher will be teacher the same material.
The second model that may be used is
parallel teaching. The general education can
take the half of the class that is higher level
and provide content (i.e. numbers) that are
more challenging while the special education

teacher can take the half of that class that is


lower level and provide more scaffolding and
support. The same material will be
presenting to the students.

Opening
Include
behavioral
expectations

Attention
Cue Signal

Review

The whole lesson will be presented on the SMART Board, even the pictures
show in this lesson.
Who here loves pizza?
Before we begin lets review the rules when we are at the meeting area.
Ask students for meeting area expectations. Remind them that it is on a
chart.
To assess students' prior knowledge, the teacher will review what a fraction
is and the components of a fraction (numerator and denominator) with the
whole class.
Continuing to work with the whole class, the teacher will then review how
to add fractions with common denominators. In the first problem, the class
will review how to model addition with fraction tiles. Write 2/6 + 3/6 on the
board. How many fraction tiles do you need to show 2/6? 2. How many do
you need to show 3/6 ? 3. Have students place fraction tiles for 3/6 next to
fraction tiles for 2/6. How many sixth fraction tiles show the sum of 2/6 +
3/6? 5. What is the sum of 2/6 + 3/6? . In the second problem, the
class will solve another addition fraction problem with common
denominators without the fraction tiles.

Body

Preview

Fractions are necessary in every day life because everything does not fit into
a perfectly defined number. Such tasks as cooking, building, sewing and
manufacturing use fractions for measurements that potentially change the
outcome of the product.

I do

The teacher will present the lesson by explaining that there are 3 simple
steps to add fractions:
Step 1. Make sure the bottom numbers (denominators) are the same. If the
denominators are not the same, use the lowest common denominator
strategy. Multiply the denominators together, ex. + (3 x 6 =18). Then
multiply the numerator by the same number the denominator was multiplied
by.
Step 2. Add the top numbers (the numerators), put the answer over the
denominator.
Step 3. Simplify the fraction (if needed).
Present the students with a simple problem: + .
Step 1: The bottom numbers are different. See how the slices are different
sizes?

We need to make them the same before we can continue, because we


CANT add them like that.
The number 6 is twice as big as 3, so to make the bottom numbers the
same we can multiply the top and bottom of the first fraction by 2, like this:

Important: You multiply both top bottom by the


same amount,
to keep the
value of the
fraction the
same.

Now the fractions have the same


bottom number (6), and our question
looks like this:

The bottom numbers are now the same so we can go to step 2.


Step 2: Add the top numbers and put them over the same denominator:

Show the students the picture form as well:

Step 3: Simplify the fraction:

After presenting the first problem, the teacher will display this rhyme on
chart paper. The teacher will read the rhyme first, then class will read it
together.
A Rhyme to Help Students Remember:
If adding or subtracting is your aim,
The bottom numbers must be the same!
Change the bottom using multiply or divide,
But the same to the top must be applied,
And dont forget to simplify,
Before its time to say good-bye.
Then to provide even more support, the teacher will play a video from
Brainpop. Brainpop Video
We do

After the rhyme and the video, the teacher will present two more addition
fraction problems. On the first of the two problems, the students will solve
the problem with teachers guidance. On the second problem the students
will solve the problem with minimal to no teacher guidance. This is all done
independently.
This is when the co-teacher who is observe should observe how all students
are doing. He/she will be collecting data based on student answers and
working method. If the co-teacher feels and sees that a student is struggling,
the students will be placed into a smaller group where more scaffold and
support can be provided.

You do

*Provide
immediate

Students will work in pairs to solve 3 problems (see attached worksheet).


(Students who did well on the unit pre-assessment may work
independently.) Each pair of students will draw 6 cards from the fraction
card deck and create their own addition problems using two cards. They
will solve the addition problems using the three steps strategy. The steps
will be placed on the SMART Board. Some students will receive then a
checklist to follow the steps.

1. Stop after the incorrect response.


2. Show or tell the student the correct response.

corrective
feedback
for incorrect
responses.
Closing

3. Repeat the original cue or question and provide assistance if needed, as the student gives the correct
response. If students give an incorrect response, repeat steps 1-3.
4. Praise the students for correct responses.
Sources: Discrete trial error correction, Cindy Myers, SLC SD; Error correction cycle, Utah Running Start
Review
Evaluation:
The teacher will hand out an exit slip with the following problem:
You are going to make and sell cupcakes:
A friend can supply the ingredients, if you give him 3/7 of the sales.
And a market stand costs 2/8 of the sales.
How much is that altogether?
This section will be done independently. It will be used as an assessment to
show whether the students have an understanding.

Preview

Independent
Work

Answer: 19/28 of sales go in ingredients and market costs.


Students will be able to apply the skills learned in this lesson to subtracting
fractions with unlike denominators. This will be a future lesson. So in order
for the class to move to this future lesson, they must have an understanding
of adding fractions with unlike denominators.
Expansion:
Questions:
What fraction is equivalent to ? Explain how you know.
What fraction is equivalent to ? Explain how you know.
For homework, students will use two paper plates. They will draw lines to
divide one plate into fourths and the other into eighths. Have students cut out
the plates to join of one plate and of the other.
Question: Describe what you see. How many eighths are in ? (Answer: 2)
Question: How can you find + ? Explain. (Possible Answer: Draw a line
through the part to show it in eighths; 2/8. Then count the number of
eighths; 5. So the sum is .)

How will you change your lesson to accommodate the needs of students with disabilities? Below are examples of what can be
done with Ashley and Maria in this lesson. Obviously not everything can be used in one lesson. Both teachers will need to think
of what is best situated for the two students depending on the lessons. (The ones in bold are the ones that can be utilized in this
lesson,)
Student Name
Disability
Accommodations/Modifications (with the Special Education teacher)
Ashley Williams Autism
If there is a change in the schedule, you must let Ashley know ASAP.
Spectrum
In her IEP, it states that she is very interested with simple machines, which
Disorder
includes wheels, gears, and pulleys in particular. So when the teacher uses
examples, she can refer to them as wheels or gears to incite interest in Ashley.

Maria Colon

Speech and
Language
Disorder

Since Ashley does not like worksheets, perhaps there can be pictures of wheels or
gears for her to grab her attention. If not perhaps the teacher can print out the
pictures of gears or wheels and have her cut them up into pieces. This way she
can actually utilize the pictures of the gears and wheels.
She should work independently since she does not like to work with other
students.
Since she doesnt show her work, maybe Ashley can verbally explain herself or
use the pictures of the gears/wheels to show it. Then perhaps after she records
her answers, she can listen to herself and put her answer on paper. Or the
teachers can give her choices on how she would like to show her work.
Ashley will be provided with manipulatives to support their learning.
Since Ashley has poor writing, the teacher can provide technology for her to type out
answers when explaining her thoughts.

Additional time should be provided for Maria.


Since Maria has difficulty processing and understanding directions, she should
be provided with a list of the steps required to add fractions with unlike
denominators. Also, on the list with the steps to adding fractions with unlike
denominators should have picture support (visual).
Provide a vocabulary sheet with picture examples. Time can be given in the
lesson to review the vocabulary (Language Objectives).
Maria will be provided with manipulatives to support their learning.
With the vocabulary words, the teacher can translate the words into Spanish.
This way Maria may have a better understanding of what the math vocabulary
words mean.
Read aloud the directions to Maria.
How will you increase Opportunities to Respond: During the time at the meeting area, students will be able to respond through
participation of discussions. There will be turn and talks where students can converse and share their answers and explain their
process. Teachers can pick a popsicle stick out of a cup with student names on it to incite participation. Teacher can use the
response cards for a quick assessment.
Data Collection Procedure: Participation, discussion, worksheet from the students working in pairs, the exit slip at the end of
class, and the end-of-the-unit assessment.
Baseline/Monitor Assessment Data:
Data will be used for grouping. Data will also be used to see what areas the students need to focus on the most.
Reflection - after lesson taught
Student Performance
Teacher Effectiveness
N/A
N/A
N/A

*Please note that in the video I did show my student the slides on the computer. However she was the only student. If I had a group, the
SMARTBoard would definitely have been used.

Name _____________________________________

Date__________________

Adding Fractions with Unlike Denominators


Directions: Draw 8 cards from the fraction card deck and create your own addition problems
using two cards for each section. Then solve the addition problems using the three steps
strategy.

Step 1

Step 2

Step 3