Planning for Learning

1. Standard: 5.NF.A.1:  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 with at least 85% accuracy.

1.1. Grade Level: 5th Grade

1.2. Subject: Math

2. SWBAT add fractions with unlike units using the strategy of creating equivalent fractions with at least 85% accuracy.

2.1. Big Idea: Rectangular fractional models are useful to create smaller like units by means of partitioning.

2.2. Scaffolding Strategy: "Give Time to Talk" strategy.

2.3. Key Factors and Explanation: By allowing students to process the new material and discuss the components and applying prior knowledge of the topic with a partner, they can help each other make sense of the application of the new concept.

3. SWBAT Add fractions with sums between 1 and 2 with at least 85% accuracy.

3.1. Big Idea: Students find equivalent fractions in order to add two fractions together, resulting in sums between 1 and 2.

3.2. Scaffolding Strategy: "I do, we do, you do"

3.3. Key Factors and Explanation: Demonstrating the technique, then working on problems together, and then having the students to try the procedure on their own, helps to build the students' knowledge of the concept in a comfortable manner.

4. SWBAT subtract fractions with unlike units using the strategy of creating equivalent fractions with at least 85% accuracy.

4.1. Big Idea: Two fractions can be subtracted by finding equivalent fractions using visual models.

4.2. Scaffolding Strategy: Concept Maps

4.3. Key Factors and Explanation: By providing the students with a reference sheet of guided examples, the students will feel more confident in applying the concepts.

5. SWBAT subtract fractions from numbers between 1 and 2 with at least 85% accuracy.

5.1. Big Idea: Students find equivalent fractions in order to subtract two fractions, resulting in sums between 1 and 2.

5.2. Scaffolding Strategy: "I do, we do, you do"

5.3. Key Factors and Explanation: Demonstrating the technique, then working on problems together, and then having the students to try the procedure on their own, helps to build the students' knowledge of the concept in a comfortable manner.