David Knapp

Add Simple Fractions

Daily Lesson Plan for: J

Date:

Goal(s):
5. NBT.A Understand the place value system.5. NF.B.3 - Interpret a fraction as division of the
numerator by the denominator (a/b = a b).
Goal(s):
Given a number with simple fractions J will be able to compare and order fractions of like
denominators in 4 out of 5 prompts.
Given a number with simple fractions with like denominators, J will be able to add and/or
subtract the fractions in 4 out of 5 prompts.
Materials
/
Activities

Tim
e

Lesson Plan
Attention Cue: Are we all set to go J?
Review:

3
mins

Explain the strategy you would use in creating

equivalent fractions.

Explain a strategy you could use to mentally

picture a comparison of 1/5 and 1/2 (i.e.
imagining the amount of shaded whole).

Advanced Organizer:

Motivation
board

3
mins

Motivation board elements of each quarter

placed in game board, stickers specific to
skill(s) for board score/graph
Also we will be using a token economy (target
behavior = completing written assignments)
and a self-monitoring device (SCORE).

Scaffold
Feedback
& Adaptations

O
T

Pre-game: Expectations/goals

2
mins

Since fractions like decimals are used to

represent parts of a whole number we will
we want to be able to explain the
processes/strategies we use and be able to
justify how we add and subtract fraction
numbers.

1st Quarter: Teacher Instruction:

Whiteboard
8
mins

Dry erase
markers

J will draw fraction problems from a pile of

addition and subtraction prompts with like
denominators. We will work on the
whiteboard while modeling the process with a
think out loud strategy (cognitive
modelling).

Preprinted
Fraction
cards

2nd Quarter: Guided Practice

Preprinted
Fraction
cards
&
Answer
scorecard

8
mins

Fractions Quizmo:
Adding fractions with like denominators in
bingo game format

3rd Quarter: Independent Practice

Picture
fraction
problems
on
individual
cards

8
mins

Using shaded pictorial representations of

fraction numbers in addition and/or
subtraction problems; correctly solve for the
sum/difference of each fraction prompt; write
the fractions on paper.

4th Quarter: Assessment/Evaluation:

6
mins

Given a worksheet with 5 addition and/or

subtraction fractions, with like denominators,
J will be able to correctly solve for the sum or
difference in 4 out of 5 prompts.

Post-game: Lesson Closure:

3
mins

Explain the strategy you would use in adding

and subtracting fractions.

220:174g Instruction/Assessment SelfReflection

220:170g Management Self-Reflection

Student Progress

Student Progress

Quantitative:

Quantitative:

5 out of 5

2 out of 2

Qualitative:

Qualitative:

J seemed to grasp this concept very easily and Even with the change in our time/schedule
was able to complete all 5 problems correctly.
(right before the end of school day), J was on
task throughout the lesson.
Instructional Decision:

Instructional Decision:

Move to adding fractions with unlike

denominators and simplifying fractions.

Token economy has been effective. J was on

task and completed assignments.

Teacher Reflection for Instruction/Assessment

Teacher Reflection for Management

Instruction:

Planning:

What?

What?

Why?

Why?

Changes?

Changes?

Guided practice:
Delivery:
What?
What?

Why?
Why?
Changes?
Changes?
.
Independent practice:
What?

Why?
Changes?

Evaluation:
What?
Given a worksheet with 5 addition and/or
subtraction fractions, with like denominators, J
will be able to correctly solve for the sum or
difference in 4 out of 5 prompts.
Why?
I found that this was a good measure of the
strategy J learned and was presented in a way
where he could clearly show what he knows.
Changes?
Have more tests that have been developed in
this way.

Lesson Plan/Reflection #26

Daily Lesson Plan for: J
Lesson # 26

Date: Tuesday, April 22, 2014

Goal(s):
5. NBT.A Understand the place value system.5. NF.B.3 - Interpret a fraction as division of the
numerator by the denominator (a/b = a b).
Goal(s):
Given a number with simple fractions with unlike denominators, J will be able to add and/or
subtract the fractions in 4 out of 5 prompts.
Given a number with simple fractions J will be able to simplify fractions in 4 out of 5 prompts.
Materials/
Activities

Time

Lesson Plan
Attention Cue: Are we all set to go J?
Review:

4
mins

Name at least one important thing to remember

when adding or subtracting fractions.
Advanced Organizer:
Motivation board elements of each quarter
placed in game board, stickers specific to
skill(s) for board score/graph

Motivational
board

Also we will be using a token economy (target

behavior = completing written assignments)
and a self-monitoring device (SCORE).
Pre-game
2
mins

Scaffold Feedback
& Adaptations

1st Quarter: Teacher Instruction:

Place Value
Chart
Number line
8
mins

Whiteboard
& markers

I will go step
by step
demonstrating
adding or
subtracting
fractions with
unlike
denominators while thinking
out loud
(cognitive
modeling).

Demonstrate the least common multiple

strategy as well as the strategy of multiplying
the denominators by each other.

2nd Quarter: Guided Practice:

3 baskets
1 small foam
basketball

J enjoys the
good natured
competition of
games these
types of
activities work
as academic
review, skill
building and
self-esteem
enhancement.

12
mins
Preprinted
fraction
addition &
subtraction
cards
Fraction
Game:
Also emphasize the need to simplify
fractions as part of final solutions.. Use
domino game to practice this skill.

Simplify
Dominoes

3rd Quarter: Independent Practice:

Preprinted
fraction
addition &
subtraction
cards

6
mins

1. Choose 4 fraction problems from the bag.

(* 2 passes possible in a pass you
can return the problem and get different one.)
2. Write the problem on your paper and solve.
Show ALL your work.

Provide
immediate
feedback
remind J of our
SCORE selfmonitoring
device.

4th Quarter: Assessment/Evaluation:

Worksheet

4
mins

Given a worksheet with 4 addition and/or

subtraction fractions, with unlike
denominators, J will be able to correctly solve
for the sum or difference in 3 out of 4 prompts.

Post-game: Lesson Closure:

Explain the process of adding or subtracting
fractions with unlike denominators in your own
words.

Other review/extension skills:

220:174g Instruction/Assessment SelfReflection

220:170g Management Self-Reflection

Student Progress

Student Progress

Quantitative:

Quantitative:

4 out of 4

2 out of 2

Qualitative:

Qualitative:

J grasps how to turn fractions into like On task and engaged

denominators before adding.

Instructional Decision:

Instructional Decision:

Multiplying decimals

Token economy working

Teacher Reflection for

Instruction/Assessment
Instruction:
What?

Teacher Reflection for Management

Planning:
What?
Why?

Why?
Changes?
Changes?
Delivery:
What?
Guided practice:
Why?
What?
Changes?

Why?

Changes?

Independent practice:
What?
Choose 4 fraction problems from the bag.
(* 2 passes possible in a pass you can
return the problem and get different one.)

Why?
Jayleen did not need any help once we got to
this part of the instruction.

Changes?
None
Evaluation:
What?
Why?
Changes?

Lesson Plan/Reflection #27

Daily Lesson Plan for: J
Lesson # 27

Date: Thursday, April 24, 2014

Goal(s):
5. NBT.A Understand the place value system. 5. NBT.A.4 Use place value understanding to
round decimals to any place. 5 NBT.B Perform operations with multi-digit whole numbers and
with decimals to hundredths.
Goal(s):
5. NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as
much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Given decimals numbers to the tenths, hundredths and/or thousandths place value, presented
either vertically or horizontally, J will be able to correctly identify that multiplying by power of
10 increases the numbers value and shifts its place value position x number places to the right
and that dividing by power of 10 decreases the numbers value and shifts its place value position
x number places to the left in 5 out of 6 prompts.
Given decimals numbers to the tenths, hundredths and/or thousandths place value, presented
either vertically or horizontally, J will solve for the product and correctly place the decimal
point - in 5 out of 6 prompts

Materials/
Activities

Time #

Lesson Plan
Attention Cue: Are we all set to go J?
Review:

7
mins

The value of a digit changes depending on

where it is located in a number. In a base
ten system, multiplying or dividing a
number by 10 changes the value of the
digit by one whole place value position, by
100 two places, by 1000 three places.
In a previous lesson we practiced
identifying where the decimal would
move if we multiplied or divided
decimals by powers of 10.

Scaffold
Feedback
& Adaptations

OT

We can use what we learned using

multiples of 10 to expand our knowledge
of basic multiplication and/or division
facts with decimals.
Rules of multiplying decimals by 10, 100,
1000:
1. Count as many zeros you are
multiplying the decimal by
2. Move the decimal point RIGHT as
many times as you counted zeros
Rules of dividing decimals by 10, 100,
1000:
1. Count as many zeros you are
multiplying the decimal by
2. Move the decimal point LEFT as many
times as you counted zeros

Multiplying & Dividing Decimals by

Multiples of 10
(Sung to "Row, Row, Row Your Boat")
Right, right, right you go
When you multiply
Decimals, decimals, decimals, decimals
By multiples of 10.
Left, left, left you go
When you must divide
Decimals, decimals, decimals, decimals
By multiples of 10.

Advanced Organizer:

Motivation board elements of each

quarter placed in game board, stickers
specific to skill(s) for board score/graph
Motivation
board

3
mins

Also we will be using a token economy

(target behavior = completing written
assignments) and a self-monitoring device
(SCORE).

Pre-game: Expectations

2
mins

Just as there were strategies we could use

to multiply and divide decimals with
powers of 10; there are very specifc rules
for where to place your decimal point in
your answer when you are multiplying or
dividing other decimal numbers today
we are going to look at the strategies for
multiplying with decimals.

1st Quarter: Teacher Instruction

Place Value
Chart
10
mins
Whiteboard
&
Dry erase
markers

Using whiteboard
AND cognitive
modeling (talk
out loud
throughout),
demonstrate the
strategy/reasoning
used in
multiplying
decimal numbers.

Using whiteboard
AND cognitive
modeling (talk
out loud
throughout),
demonstrate the
strategy/reasoning
used in
multiplying
decimal numbers.

2nd Quarter: Guided Practice

3 fabric
baskets

10
mins

Small foam
basketball

Using preprinted cards with decimal

problems (multiplication) we will take
turns identifying the location of the
decimal point in the answer.
If answered correctly the player shoots
for the correct basket labeled by number
of place value positions (tenths,
hundredths, thousandths).
** Place the piece of paper with the
problem in the correct place value area
(i.e. answer to the tenths, hundredths,
thousandths)

3rd Quarter: Independent Practice

Worksheet

6
mins

Worksheet with multiplication problems

using decimal numbers
solve for product,
place decimal point
correctly, and
explain
reasoning/strategy
used.

4th Quarter: Assessment/Evaluation

Worksheet

6
mins

Given decimals numbers to the tenths,

hundredths and/or thousandths place
value, presented either vertically or
horizontally, J will be able to solve
multiplication problems including

Provide
immediate
feedback ask
for J to use talk
out loud
technique to
demonstrate
strategy.

placing decimal point in correct position in 5 out of 6 prompts.

Post-game: Lesson Closure

3
mins

Explain a strategy for determining the

location of the decimal point in the
product when multiplying with decimal
numbers.

Extension:
Fraction
Game:
Dominoes

Simplifying/comparing fractions - using

domino game

220:174g Instruction/Assessment SelfReflection

220:170g Management Self-Reflection

Student Progress

Student Progress

Quantitative:

Quantitative:

6 out of 6

2 out of 2

Qualitative:

Qualitative:

J really keyed into the strategies needed here

very quickly.

Very focused

Instructional Decision:

Instructional Decision:

J saw the relationship between multiplying

whole numbers and decimals; I feel we can
move on.

Keep it the same

Teacher Reflection for Instruction/Assessment

Teacher Reflection for Management

Planning:

Instruction:
What?

What?

Why?

Why?

Changes?

Changes?

Guided practice:

Delivery:

What?

What?

Using preprinted cards with decimal problems

(multiplication) we will take turns identifying
the location of the decimal point in the answer.

Why?

Changes?
Why?
Jayleen enjoyed this game and was able not
only to identify where to put the decimal, but
also find the answer/product.

Changes?
None
Independent practice:
What?
Why?
Changes?
Evaluation:
What?
Why?
Changes?

Lesson Plan/Reflection #28

Daily Lesson Plan for: J
Lesson # 28

Date: Friday, April 25, 2014

Goal(s):
5. NBT.A Understand the place value system.5. NF.B.3 - Interpret a fraction as division of the
numerator by the denominator (a/b = a b).
Goal(s):
Given 4 fraction problems listing 3 fractions, J will be able to place them in correct order, in
either greatest to least or least to greatest in 3 out of 4 prompts.
Given 4 fraction problems comparing 2 fractions, J will be able to identify which is greater,
lesser or equal, in 3 out of 4 prompts.
Given a worksheet with 4 fractions and a list of possible equivalent fractions, J will be able to
correctly identify the equivalent fractions in 3 out of 4 prompts.
Given a number with simple fractions J will be able to simplify fractions in 4 out of 5 prompts.

Materials/
Activities

Time

Lesson Plan
Attention Cue: Are we all set to go J?
Review:

2
mins

Can you explain our SCORE self-monitoring

device?
Advanced Organizer:

Motivational
board

Motivation board elements of each quarter

placed in game board, stickers specific to
skill(s) for board score/graph
Also we will be using a token economy (target
behavior = completing written assignments)
and a self-monitoring device (SCORE).

Scaffold Feedback
& Adaptations

Pre-game

3
mins

Today we are going to review some of the

things we have covered in the last few weeks;
using some of the strategies you seemed to
most enjoy and we are going celebrate your
100% on our token economy board.
Way to Go!

1st Quarter: Teacher Instruction:

Whiteboard
& markers

8
mins

Comparing .. If in doubt (1) draw a picture

or (2) change them into having like
denominators
Example: 3/4 ? 1/12 .
If not sure change the into denominator of 12
by multiplying denominator and numerator
BOTH by 3 . So it becomes 9/12 compared
to 1/12
Ordering .. First try to use mental math
and/or estimation; then if not sure (2) draw
pictures or (3) change them into like
denominators.
Example: 3/6 1/8 1/20 .
Think 3/6 of a pizza is half, 1/8 of a pizza is
smaller than half, 1/20 of a pizza is less than
half alsobetween 1/8 and 1/20 the slices on
the 1/8 pizza are bigger than the 1/20 slices so
in order from smallest to largest mental math
tells us that the order would be:
1/20, 1/8, 3/6
Try together . 1/3, 2/10, 1/9
1/8, 6/8, 2/4

I will go step
by step
demonstrating
each review
activity with
fractions while thinking
out loud
(Cognitive
modeling).

Equivalent If in doubt (1) draw a picture or

(2) change them into having like denominators.
Example: 2/3 which is equivalent
2/6, 4/6, 4/9, 1/9
Look for multiples in the denominator and
simplify 2/ 6 and 4/6 (6 is a multiple of 3)
you multiply the denominator of (2/3) 3 by 2
to get 6 you would need to multiply the
numerator by the same number so 2/3 is
equal to 4/6
Try together:
2/12which is equivalent 1/6, 4/3, 8/10, 10/60
4/16 which is equivalent 4/32, 8/4, 2/4, 1/4
3/4 which is equivalent 1/2 , 6/12, 9/8, 24/32

Demonstrate the least common multiple

strategy as well as the strategy of multiplying
the denominators by each other.
Also emphasize the need to simplify
fractions as part of final solutions

2nd Quarter: Guided Practice:

Games:
Comparing fraction tug of war card game
Simplify
fractions
Dominoes
Equivalent
Fraction
dominoes
Comparing
fraction
tug-of-war
Card game

12
mins

J enjoys the
good natured
Equivalent fraction dominoes
competition of
games these
Also emphasize the need to simplify
fractions as part of final solutions.. Use the types of
activities work
second domino game (simplifying dominoes)
as academic
to practice this skill.
review, skill
building and
self-esteem
enhancement.

3rd Quarter: Independent Practice:

worksheet

8
mins

1. Given 4 fraction problems listing 3 fractions,

place them in either greatest to least or least
to greatest order.
2. Given 4 fraction problems comparing 2
fractions, identify which is greater, lesser or
equal, in 3 out of 4 prompts.

Provide
immediate
feedback
remind J of our
SCORE selfmonitoring
device.

4th Quarter: Assessment/Evaluation:

Worksheet

6
mins

Given a worksheet with 4 fractions and a list

of possible equivalent fractions, J will be able
to correctly identify the equivalent fractions in
3 out of 4 prompts.

Post-game: Lesson Closure:

5
mins

What was the skill that you most enjoyed

learning during our time? Is there a particular
task you really enjoyed was there one that
you felt didnt really help you learn?

Other review/extension skills:

220:174g Instruction/Assessment Self-

220:170g Management Self-Reflection

Reflection
Student Progress

Student Progress

Quantitative:

Quantitative:

4 out of 4

2 of 2

Qualitative:

Qualitative:

J was able to find different ways to determine

how to order fractions.

Nice job of working through process and

staying completely engaged.

Instructional Decision:

Instructional Decision:

Teacher Reflection for

Instruction/Assessment
Instruction:
What?

Teacher Reflection for Management

Planning:
What?
Why?

Why?
Changes?
Changes?
Delivery:
What?
Guided practice:
Why?
What?
Changes?

Why?

Changes?
Independent practice:
What?
Given 4 fraction problems, listing 3 fractions,

place them in either greatest to least or least

to greatest order.

Why?
I feel this independent practice was just like the
assessment. I want to find more ways to have
individual practice be more engaging.

Changes?
Find ways to have independent practice have a
game-like quality while practicing the targeted
skill(s).
Evaluation:
What?
Why?
Changes?

Management Plan
StudentCentered
and/or DI
Elements

Room & Rules

Lesson Transitions

Motivational
Chart
w/Goals

Self-Esteem
Activity

Week #7
J really likes
basketball
so we have
framed our
work as if it
were the
parts of a
Basketball
game.

Using the basketball

theme, we move from
each section of the
lesson to another as if
it were part of a
basketball game.

The
motivational
board we
designed
uses the
basketball
theme
throughout
using
basketball
stickers,
scoring, etc.)

1st Quarter: Teacher

Instruction

To monitor
his progress
each day J
places
stickers of
Basketballs
(with the
name of the
skill learned)
on a score
chart.

As a
continuation
of a
successful
self-esteem
activity in
weeks 1- 6
we played a
question &
share
information
basketball
game.

** We also
continued a
token
th
economy this
4 Quarter:
Assessment/Evaluation week with
the target
behavior of
Post-game: Lesson
completing
Closure
written
assignments.

We took
turns
shooting a
foam
basketball
into a small
basket while
asking each
other fun
questions or
sharing
thoughts.

Pre-game: goals and

expectations

2nd Quarter: Guided

Practice
3rd Quarter:
Independent Practice

Momentary Time Sampling of Students Learning Engagement

Date: 4/21
15
X

15
X

Quantitative Data
Summary

Qualitative Data Summary

100 %
Date: 4/22
15
X

15
X

Quantitative Data
Summary

Qualitative Data Summary

100 %
Date: 4/24
15
x

15
x

Quantitative Data
Summary

Qualitative Data Summary

100 %

Date: 4/25
15
15
X
X
Quantitative Data
Summary
100 %

Qualitative Data Summary

Graph 1 (of 2)
Daily Objectives

Instructional Management Plan for: J

Week of: April 21--April 25, 2014

100

Date

Not assessed

95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
3/
4

3/
5

3/
6

3/
7

3/
10

3/
11

3/
13

3/
14

3/
24

3/
25

3/
27

3/
28

4/
2

4/
3

4/
4

4/
7

4/
8

4/
14

4/
15

4/
17

4/
21

4/
22

4/
24

4/
25

Graph 2 (2 of 2)
On-Task Behavior

On-Task & Student Engagement Progress Monitoring Chart for: J

Week of: April 21 April 25, 2014

100

90
80

% of intervals

70
60
50
40
30
20
10
0

Date

3/
4

3/
5

3/
6

3/7

3/
10

3/
11

3/
13

3/
14

3/
24

3/
25

3/
27

3/
28

4/
2

4/
3

4/
4

4/
7

4/8

4/
14

4/
15

4/
17

4/
21

4/
22

4/
24

4/
25

Progress Report
UNI Weekly Progress Report #7
To: Mrs. Sallis
For: J
From: Mr. Knapp
CC: Mr. Schutte
CC: D. Eberline
Academic Skills Addressed in Daily Sessions and Progress
Date

Goal/Skills

April 21st,
2014

Identified equivalent fractions with J got these concepts quickly.

unlike denominators.
He correctly recognized that you dont add
Discussed and reviewed strategies the denominators together (which was an
for adding fractions with like
error pattern we found during our pre
denominators.
assessment 8 weeks ago).

April 22nd,
2014

Adding/subtracting fractions with

unlike denominators.
Simplifying fractions.

April 24th,
2014

April 25th,
2014

Progress

J has made quite a bit of progress in seeing

fractions as parts of whole numbers;
changing fractions with unlike denominators
into common denominators can be difficult.
J is making excellent progress but may need
review in the future with math problems
involving unlike denominators.

Multiplying decimals

J quickly recognized the similarities in the

process/strategy used in multiplying whole
numbers and decimals.

Review fractions; closure re:

motivation programs (token
economy, SCORE, theme
board).

We took this opportunity to play a few of

Js favorite academic games: equivalent
fraction dominoes and comparative fraction
war. We also discussed how successful he
has been in our lessons staying on task and
concentrating on our work.

Curriculum & Instruction: (Strategies, Materials, Observations and Information)

J continues to be motivated to improve his math skills; he enjoys working on math tasks
when he feels he can be successful. This week we reviewed fractions and learned new strategies
for multiplying decimal numbers. As we usually do, we worked together on the whiteboard,
talking about the processes involved in each math concept, and then practiced doing math
problems in a variety of ways. J continues to show progress and hopefully feels more confident
in his ability to succeed in math.
Instructional Management: (Motivational Tools Used and Results/On-Task Behavior/Other)
Over the past few weeks we have used a sports theme in our lessons. J has documented
his academic progress on a basketball scoreboard; he has charted his success in completing
assignments on a boxing ring diagram and we have used a self-monitoring device (to remind
himself to work slowly and recheck his material) based on the acronym/cue of SCORE.
Hopefully this approach has helped make learning math concepts fun for J.
J is a very pleasant young man who genuinely wants to improve his math skills. He
worked hard to complete every assignment. Throughout our work he has always been
cooperative, attentive, and on task. I have really enjoyed working with J.