Teacher Daily Lesson Plan (TEAM Model)

Teacher Daily Lesson Plan (TEAM Model) Teacher Name 6th Grade

Today’s Date: Lesson Plan Title: Adding & Subtracting Mixed Numbers

Concept/Topic to Teach:  Adding & Subtracting Mixed Numbers with Problem Solving

Mastery (Looks like- Sounds like)  TSW solve word problems involving adding and subtracting mixed numbers with at Expectations of Students: least 80% accuracy.  TSW defend how math properties are used to show that two expressions are equivalent (problem solving journal) with at least 80% accuracy. “I Can…” statements- stated to  I can solve problems involving the addition and subtraction of mixed numbers students: (lesson).  I can use math properties to show two expressions are equivalent (problem solving journal).  These are displayed in the power point and on the board. Hook:  Brain Pop (Overview of Mixed Numbers)- Technology Standards Addressed:  General Goal: The goal is to master TN standard 0606.2.2, which states that students need to solve problems with adding and subtracting mixed numbers.  The goal of the problem-solving journal is to master TN standard 0606.1.4, which states students should be able to model math properties. This is an ongoing skill for the school year.

 Specified Objectives: 1. TSW solve problems involving the addition and subtraction of mixed numbers with at least 80% accuracy (lesson). 2. TSW defend how math properties are used to show that two expressions are equivalent with at least 80% accuracy (problem solving journal). Step-By-Step Procedures Beginning

*TTW give countdowns from five during transitions.

1. Board Work Review- Adding & Subtracting Fractions with Unlike Denominators. This is a review of the previous day’s lesson. TTW use popsicle sticks to randomize choosing students to explain the problems on the board. TTW reward effort during student explanations. 2. Problem Solving Journal- Defend your solution to the TCAP review problem on math properties. TTW choose a popsicle stick to select a student to explain the problem to the class. 3. Hook- Brain Pop on Mixed Numbers (Overview) Middle 4. Design a foldable of your choice to take notes on adding & subtracting mixed numbers. 5. Communicate “I can…” statements to the class while they are designing their foldable (visible on board & pp). 6. Model (I do) how to add and subtract mixed numbers. Apply (practical thinking) these skills to real life situations with problem solving. Point out relevant information to students in the word problems. Make connection to previous day’s lesson. TTW include modeling problems on a transparency as a visual. 7. Ask questions during modeling to check for understanding. 8. Guided Practice (We do): TTW circulate through the room at this time. Have students answer problems after each chunk on their foldable to check for understanding. Go over these problems in whole group. Use popsicle sticks to choose students to explain on the board. 9. Partner 1-2 (CP): Mixed Number Word Problems (Teacher Created) - Use page protectors and markers to show your work. Explain how you solved verbally to your partner (analytical thinking). TTW communicate expectations for partner work while going over directions. TTW give students feedback while they are working on the assignment. End (Assessment) 10. Ticket-out-the-Door (You do-Formative): Solve a word problem involving the addition and subtraction of mixed numbers. 11. Independent Assignment (You do-Summative): Problem Solving 5-3 (Explain solutions.) Required Materials: copies of word problems for partner 1-2 copies of problem solving 5-3 paper page protectors expo markers Modeling:  Model (I do) how to add and subtract mixed numbers. Make connections to previous day’s lesson. Connect these skills to problem solving.  Have students follow my model by practicing problems on their foldable.  Ask questions during modeling to check for understanding. Questioning: Solve problems with adding and subtracting mixed numbers. Defend how math properties are used to show that two expressions are equivalent. Design a foldable of your choice. Apply the skill of adding & subtracting mixed numbers to problem solving. Explain how you solved the word problem to a partner. Plan for Independent Practice: Independent Assignment: Problem Solving 5-3 Students will be given a ticket-out-the-door on the lesson concept. TTW give feedback during this time. Closure: Teacher will have students reflect on what is important to remember about adding and subtracting mixed numbers at the end of the lesson to summarize. Assessment Based on Objectives:  TTW use the independent assignment to measure mastery of the lesson objective.  TTW make informal observations as students complete their math journals.  TTW informally assess by waking through the classroom while students answer practice problems on their foldable. TTW provide feedback as needed.  TTW make informal observations during partner work. TTW provide assistance as needed.  TTW look at the ticket-out-the door to determine if students understand how to apply the skill of adding and subtracting fractions to mixed numbers. Adaptations (For students at varying  Students who need extra help will receive individual attention from the teacher. learning rates): TTW provide feedback and assistance as needed.  Students also have the opportunity to work in a peer tutoring setting. Mastery (Evidence most students  TTW use the above-indicated methods under independent practice. demonstrated mastery of objectives):  TTW check the ticket-out-the door to check for understanding.  TTW use the DEA weekly assessment on Friday to determine mastery of TN standard 0606.2.2 and TN standard 0606.1.4.