Lesson Plan 9

Activity Title:	Informal Assessment of the Subtraction of Fractions and the Ordering of fractions with like numerators and denominators.
Rationale:	As students have received instruction in the above mentioned topics, this lesson will further work as an informal assessment for me to evaluate student understanding and development of these concepts.
Goals:	Students will apply knowledge and number sense including numeration and operations. Students will also investigate, report, represent, and solve problems using number facts and their properties by solving one and two step problems involving fractions.
Objective:	Students will learn to identify fractions at the symbolic level and subtract fractions with like denominators by using models and pictures to further their understandings of these concepts. Students will be able to compare and order fractions which are given with the same numerators or the same denominators and explain their findings.
Readiness/Pre-assessment:	Students should know how to add, subtract, multiply, and divide. Also should understand the concept of “equal.” 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 adding and subtracting fractions with like denominators. All of our previous lessons have further developed and enforced the concepts of subtracting and ordering fractions.
Materials and equipment needed:	Cuisenaire rods and worksheet attached to evaluate the subtracting part of the assessment. Stations set up around the room with egg cartons set up with a problem modeled which the students will decide what fractional parts are represented and whether or not they are greater than/less than/or equal too. Assessment sheet for stations are attached.
Introduction:	Tell the students that today they will get the chance to “Strut their stuff” and demonstrate to me whether or not they know all about the subtracting of fractions and the ordering of fractions. Tell them that they will be allowed to use materials that they have previously used. Thus, this will lessen any anxiety and also help the students remember concepts more clearly if they are allowed to use the manipulatives they feel most comfortable with.
Instruction:	First, supply the students with cuisenaire rods. Have the students use the cuisenaire rods to draw pictures of various subtraction problems that they make up. Have them write a short sentence of how they decided upon their answer. Be sure to model a demonstration problem on the overhead projector using the cuisenaire rods. Next, divide the students up into groups of four and have them take their clipboards, handout sheet and pencils and rotate the various stations. However, stress that each student will work individually. Each student will begin filling out their papers according to the station number which they are at following the direction modeled by me at the beginning of the lesson. Each group will be allowed a set time at each station (15 minutes) in which to arrive at their answers. At each station I will have egg cartons set up to model various problems like the ones worked on during the lesson entitled “A Fraction of an Egg.” Students may draw pictures to demonstrate their answers or either they may write the actual number symbols to show their understanding.
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 subtraction of fractions? Did the students meet the objectives of understanding the ordering of fractions? What questions did they ask? Did I answer knowledgably so as they could understand? Did I give clear, concise demonstrations and directions? Did the students have questions concerning the handouts?
Of students:	I need to make sure that each student is clear on the directions that will be gone over at the beginning of the assessment. I need to make sure that each student is clear on how to fill out their handout sheet. Furthermore, I need to evaluate if the students understood the concept of subtracting fractions with like denominators and the ordering of fractions with like numerators and denominators. I will do this by seeing if students show at least an 80% correctness on the modeled handout. Furthermore, I will assess still can demonstrate the concept of adding subtractions by giving them just the written form of the problems with no manipulatives.
Individualization:	Remediation: For those students that do not receive at least 80% correctness on handout be prepared to go back and review the already established concrete methods employed. .
	Enrichment: Have a challenging station in which you provide a problem written in the abstract form. See if the students can explain how they arrived at their answer. Need to understand that the questions will not be counted against them. However, in order to meet requirements must have a written explanation included.
	Special Needs: Make sure that I am available during the assessment to address any questions and frustrations that they may have. Understand that certain individuals may have special “testing” requirements that will need to be followed at this time. Be sure to share results of assessment with resource teacher so as they can further give these students extra remediation in this area.
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.