Lesson Plan 7

Activity Title:	Subtraction with Fraction Action Grade Level: 4
Rationale:	Students will use and encounter fractions in their everyday lives. They will need to understand that these fractions will have to be applied within their everyday lives. Also, students will encounter certain mathematical vocabulary with which they need to be familiar with in their lives. This lesson will further develop concepts of fairness and let the students think of ways in which to keep the largest amount for themselves. In doing so, it will prepare the students for the understanding of the ordering of fractions with like denominators.
Goals:	Students will apply knowledge and number sense including numeration and operations. Students will investigate, report, represent, and solve problems using number facts and their properties by solving one and two step problems involving fractions.
Objective:	Students will identify fractions at the symbolic level and subtract fractions with like denominators. Students will be able to identify and explain the vocabulary of subtrahend and minuend.
Readiness/Pre-assessment:	Students should know how to add, subtract, multiply, and divide. Also should understand the concepts of subtrahend and minuend as we have reviewed these in our units on subtraction with whole numbers. We have been working on these concepts since the beginning of the year, and I know most students have adequate skills in these areas. Students should have encountered fractional vocabulary in third and fourth grades. Their fractional encounters should also have been with the concepts of subtracting fractions with like denominators. Prior lesson introduced in this unit will further increase their knowledge of subtracting fractions.
Materials and equipment needed:	Fraction strip page attached/measuring cups/rice or beans/scissors /index cards with the phase I have ...what will I have?
Introduction:	Review the lesson from the day before. Use Cuisenaire Rods to demonstrate concepts discussed and learned from the prior day. Tell the students now they will get to play a game called I have ...what will I have? I will first demonstrate the rules of the game (attached) and show the students how they will play.
Instruction:	Have the students divide into groups of four. Each group should receive a fraction strip which they need to cut up into pieces. However, tell the students to keep like pieces together. Next, each group should receive several measuring cups that are alike such as 4-1/4th cups and a 3/4th cup, a whole, and two half cups, 5 to 6 1/3 cups and so on and so on. Group should also receive a bowl of rice or beans. Each group should receive an index card and the group try to solve the problem they decide upon. However, I will need to have already made clear during my demonstration that if I start with a denominator using fourths that whatever I take away must also have a denominator of fourths as we are learning how to subtract fractions with like denominators. Tell the students that later we might explore subtraction of fractions with unlike denominators. Also explain to the students that they can use their fractional pieces if needed to help with the solving process of their problem.
Evaluation of Lesson:	I will want to see if this lesson would stay within the time frame allotted for it. Did the students meet the objectives of understanding the concept of subtracting fractions of like denominators using this lesson? Did they understand the concept of subtrahend and minuend using this lesson? What questions did they ask? Did I answer knowledgably so as they could understand? Did I give clear, concise demonstrations and directions?
Of students:	I will observe each group and see if they understand first the rules of the game and how to go about solving the problem presented on their cards. Next, I will give out additional cards and have the students individually come up with a solution. This will allow me to assess each student on an individual basis.
Individualization:	Remediation: Have these students to work in a group that I oversee if they are having problems understanding the concepts of subtracting fractions or the rules of the game. I will work with them until they understand whatever the problem and then have them work with others that grasp the concepts to demonstrate their understanding to each other. .
	Enrichment: Ask these students to think of other situations in which you would need to subtract fractions and then have them come up with their own game to demonstrate to the class. Allow the class to play each game.
	Special Needs: These students may need to use Cuisenaire rods instead of the fraction strips provided. Make sure these are assessable. Make sure to work individually with these students. Also make sure pairs include a peer that usually grasps new concepts quickly in order to help with demonstrating. Work with resource teacher to make sure they receive follow up on each concept introduced within the classroom using manipulatives at all times.
Self-Reflections:	_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ This section will be to reflect on how the lesson went with the students and if I would have any changes etc. the next I would use this lesson.

1.	Each player will receive an index card in which the phase I have (a certain fractional number), but my mom told me that I had to share. She did not say I had to share fairly though so I will take away (a certain fractional amount)How much do I have left for me?
2.	The students will then use manipulatives such as measuring cups and some object to be measured. cuisenaire rods, or fraction strips to demonstrate the fraction they have and the fraction that they would take away. They will read the card fill in the amounts they have chosen. Other students within the room can also use they manipulatives in order to discover the answer to the question posed. The student who comes up with the correct answer then reads their card and the amounts chosen. The game continues until all groups or each student has had a turn. People who have already answered may not answer again until each student has had a turn. However, they should continue to use their manipulatives for demonstration of their understanding of the questions posed.
3.	To encourage the discovery of fraction subtraction by the student allow them to come up with their beginning fractional amount and the amount they want to share. This will help the students to work at a concrete level in the subtraction of fractions.However, as cards are laminated (they will be for classroom use), the teacher or the student can later fill in the fractional amounts the students begin with using dry erase pens for one option of playing this game (abstract).