Lesson Plan #3

Name: Olivia Yancey

Date: 11/10/16
Lesson Title: Subtracting with
Estimated Time: 51 min.
Mixed Numbers
Grade/Subject: 6th Grade Math
Central Focus: To perform fraction operations involving proper, improper and
mixed numbers within expressions, real world scenarios, and equation solving.
Content Standards: [5-NF1] Add and subtract fractions with unlike denominators
(including mixed numbers) by replacing given fractions with equivalent fractions in
such a way as to produce an equivalent sum or difference of fractions with like
denominators.
Learning Objectives: I can subtract mixed numbers that require renaming.
Academic Language:
Vocabulary & Symbols: Regrouping and renaming: the process during
subtraction of mixed numbers where the fractional part of the number borrows
from the whole number.
Language Function: EVALUATE
Language Demand: Students will evaluate subtraction problems involving mixed
numbers that involve regrouping.
Discourse: When subtracting with mixed numbers, we will describe the action of
borrowing as regrouping and renaming.
Syntax: When first conceptualizing the regrouping, we will use color blocks to
show how a whole number can be regrouped.
Whenever we borrow to regroup and rename, we will cross out the number we
borrowed from to remind us that the number needs to be decreased by 1.
Monitoring Student Learning: Formative, Summative, and SelfAssessments prior to, during, and after learning:
Students will exhibit full understanding of the objective by subtracting a
mixed number from a mixed number that involves regrouping and renaming
and also subtracting a mixed number from a whole number and then putting
their answer into simplest form.
Evidence will be collected informally through observation during class and
through the questions they ask when going over the homework, and
formally through the use of the clickers and its data collection software.
Tracking of achievement levels for the whole class, small groups, and
individuals will be done through the use of the clicker data collection
software.
Description of assessments:
Informal Formative: individual practice questions.
Formal Formative: Homework workbook page 30 or Practice C worksheet;
the quick assess the following day.
What is being assessed:
Students ability in regrouping and renaming a mixed number when necessary
while subtracting with mixed numbers and then simplifying all answers.
Assessment accommodations:
Students who have a debilitating deficiency in their multiplication skills will be
able to use a multiplication chart.
Students with IEPs or who are on tier 3 intervention may be assigned a shorter

assignment.
Feedback:
Type of feedback that will be given to students:
If a student gets stuck on how to start the problem, ask them where do we
need to start our subtraction and if there is enough of a fraction there to
do that subtraction?
Then ask them what do they do in normal subtraction when there is not
enough of a number there? (This guides them toward the concept of
regrouping/renaming)
If they struggle with borrowing cross out the number they are borrowing
from and discuss how we need to borrow (whole number) 1 from the whole
part of the mixed number. Then ask them, In the context of this problem,
what would be the fraction representation of whole number 1?
If they forget to regroup the new fraction part together, remind them that
the fraction that = 1 gets added to the fraction part that was already there.
Remind students to not forget to simplify their final answer.
Instructional Supports:
L.T. 5.3 Notes
L.T. 5.3 Fraction Operation Worksheet
L.T. 5.3 Quick Assess
Connection to Prior Academic Learning and Related Skills:
This material connects to so much previous material. In the previous lessons,
students have worked on adding and subtracting fractions with unlike
denominators, but that skill was introduced in 5th grade. They also have also dealt
with equivalent fractions and rewriting fractions to have a different denominator
since third grade and was reviewed in the previous chapter.
The whole concept of regrouping can be connected to borrowing when you
subtract with decimals and even whole numbers.
Common Errors:
Not borrowing in order to subtract and instead just subtracting the smaller
fraction from the bigger fraction (out of order).
Forgetting to regroup the fraction.
Regrouping the fractions but not decreasing the whole number by 1.
Incorrectly subtracting.
Connections to Cultural/Personal/Community Assets:
Instructional Strategies & Learning Tasks that Support Diverse Student
Needs
Procedure:
Time
Teacher Action)
Student Action
25
Have the students come in grab
The students will get their clicker;
min.
their clicker and get out their
get out their learning targets,
homework, red pen, and learning
homework, red pen, pencil, and
targets.
clicker.
Have the students who did the
workbook page check their
homework with the solutions that

The students who chose to do the

workbook page begin checking their

are under the document camera.

Then switch to the practice c sheet
under the document camera and
while those students are checking,
take questions from the workbook
page.

Tell the students that there will be a

quick assess and encourage them
to ask questions.
Hand out 5.2 quick assesses. Have
students do all their work and write
answers on the sheet, but also
have them enter the answers into
their clickers.
Set the timer for 10 minutes.
Take up the quick assesses, give
out the days notes, and tell the
students to take a minute and read
the excerpt at the top of the page.

work and making any corrections.

The students who did the practice c
sheet sit quietly and maybe help
their partner if he or she is stuck
correcting a problem.
Then the students who chose the
practice c worksheet begin checking,
and the workbook students ask any
questions they might have from the
homework. Then the practice c
students may ask any questions.
Students may ask any final
questions before the quick assess.
The students put their homework
away.
Students have 10 minutes to take
the quick assess and enter the
answers in their clicker.
When they are finished, they will
turn their paper over and raise their
hand for it to be picked up.
Students will read the excerpt at the
top of the page quietly and
individually.

20
min.

Once all the students have had the

opportunity to read the excerpt, ask
the students if they feel like they
understood what they just read.
Then, walk through it and explain
how the whole regrouping
concept is essentially the same
thing as borrowing and point out
how the fraction strips are a great
way to visualize the need to borrow.
Rework the problem in the fraction
strip example using the 5 steps
they learned the day before. Point
out that the steps stay the same,
but in order to do step 4 we might
need to regroup.
Then work the first three problems

Students will share their feelings

about what they just read, if it made
sense just to read it or if they were
completely lost. One student will
share what the topic is that we will
learning today.
The students follow along with the
discussion and raise their hand if
they have a question or comment.
Students will follow along and work
along with the problem under the
document camera.
Students will work along on their
sheet and may ask questions after

on the worksheet together under

the document camera and point out
the differences between all three.
The first problem already has the
same denominator, the second will
require us to change denominators
and the 3rd has a whole number
minus a mixed number.
Let them work through the next
three on their own. Walk around
and assist those who are
struggling. After a few minutes
show the answers and let them
know if they did not get those
correct and cannot find their
mistake, to come work with us
during homeroom or 8th period.
5
min.

Hand out the 5.1 quick assesses

and have students assess
themselves on 5.1 on their learning
targets.

each example problem.

Students may point out the
differences between the 3 types of
problems.

Students will work individually on

the next 3 problems. If they get
stuck they may raise their hand and
ask for help.

While the 5.1 quick assesses are

being handed out, the students may
begin on their homework.
When they get their 5.1 quick assess
back, they will assess themselves on
L.T. 5.1 and then put it somewhere
safe in their binder.
Closure: Tell the students that tomorrow they will need to be prepared for
another quick assess. And then we will be working on solving addition and
subtraction equations. So, it is very important that they really work hard on their
homework.
Differentiation Strategies: Taking individual time to read the notes excerpt,
talking it through, physically acing the scenario out the board provided the diverse
learning styles to each have a way to conceptualize the process that we are about
to go through.
Accommodations/ Modifications: Students with IEPs and 504 will receive their
accommodations as outlined in those documents. Preferred seating will be given
to specific students. Resource teachers will be available to certain classes.
Students in tier 3 intervention may have a shorter assignment.