Adding and Subtracting 22 Mixed Numbers · should add five more thirds by moving to the right five...

© Teacher Created Materials 21196—Focused Mathematics Intervention Level 4—Teacher’s Guide

Lesson

22Adding and Subtracting Mixed Numbers

Materials • Student Guided Practice

Book (pages 153–159)

• Math Fluency Game Sets

• Digital Math Fluency Games

• Fraction Wall (filename: fractionwall .pdf)

• scissors

• index cards

Teacher BackgroundStudents should have previous experience adding and subtracting with fractions . They should also have worked with fractions that are equal to whole numbers (e .g ., 4

4 = 1) . It is important that students understand the unit fraction as the building block to all fractions . Students will rely on this understanding as they convert mixed numbers to improper fractions and improper fractions to mixed numbers .

Learning ObjectivesNumbers and Operations—Fractions

• Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction .

Mathematical Practices and Processes

• Reason abstractly and quantitatively .

• Model with mathematics .

• Look for and make use of structure .

Progress MonitoringThe Student Guided Practice Book pages below can be used to formally and informally assess student understanding of the concepts .

Name: _______________________________

___________________________ Date: _______________

_____

Mixed Number Practice

Directions: Add or subtract. Use a number line to help you.

12 1

4 + 1 24 = _______

22 1

2 – 1 12 = _______

31 2

3 + 2 13 = _______

42 3

4 – 1 14 = _______

Directions: Solve.

5 Troy rode his skateboard for 2 14 hours on Saturday. On Sunday, he rode

for 1 34 hours. How long did he ride his skateboard on both days?

Solution: ______________________________________________________________

Explain how you solved.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

© Teacher Created Materials 21205—Focused Mathematics—Student Guided Practice Book

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Lesson

22

hours on Saturday. On Sunday, he rode

153

Name: __________________________________________________________ Date: ____________________

© Teacher Created Materials

21205—Focused Mathematics—Student Guided Practice Book

__________________________________________________________

Quick CheckDirections: Choose True or False for the equation. 1

2 45 + 1 1

5 = 3 35

True

False

2

4 12 – 2 1

2 = 2 True

False

Directions: Solve.

3 Lisa had 3 23 gallons of paint. She used 1 1

3 gallons for a project. How much

paint is left?

Solution: _____________________________________________________________

4 Hans is helping clean up after his birthday party. There are 2 24 cheese pizzas left

over. There are 1 24 meat pizzas, too. How many pizzas are left over?

Solution: _____________________________________________________________

Lesson

22

155

Name: __________________________________________________________ Date: ____________________

More Mixed NumbersDirections: Add or subtract. Use a number line to help you.

1

1 15 + 1 3

5 = _______

2

3 13 – 2 1

3 = _______

3

2 12 + 1 1

2 = _______

4

3 34 – 1 1

4 = _______

5

2 45 – 1 2

5 = _______

Directions: Solve.

6 Omar had 3 23 pies left to sell. A customer came and bought 1 1

3 pies. How many pies does Omar have left to sell?

Solution: ______________________________________________________________

21205—Focused Mathematics—Student Guided Practice Book © Teacher Created Materials

Directions:

1

1 15

2

3 13

3

2

4

3

5

2

Directions:

6 Omar had

Solution:

Lesson

22

154

Name: ________________________________________________

__________ Date: ____________________


_________________________________________________

_________ Date:

_________________________________________________

_________ Date:

_________________________________________________

_________

Refocus

Directions: Convert the mixed number to an improper fraction. Use a number line.

1 3 12

improper fraction: _______

2 2 23


3 2 34


4 1 45


Directions: Solve. Use a number line to help you.

5 3 35 – 1 2

5 = _______

6 2 14 + 1 2

4 = _______

Lesson

22

156

Name: __________________________________________________________ Date: ____________________

Independent PracticeDirections: Solve.

1 Ricardo had 3 45 cups of cream. He used 1 1

5 cups in a recipe. How much cream

is left?

Solution: ______________________________________________________________

2 Lola played with her friend. First, they went to the beach for 2 34 hours.

Then, they rode bikes for 1 34 hours. How long did Lola play with her friend?

Solution: ______________________________________________________________

3 Desi needs to read for 4 12 more hours to reach his goal. Last weekend, he read

for 2 12 hours. How much longer does he need to read?

Solution: ______________________________________________________________

4 Chin is making soup. She adds 1 25 cups of carrots. She adds

1 35 cups of onions. How many cups of vegetables did she add?

Solution: ______________________________________________________________


cups in a recipe. How much cream

______________________________________________________________

______________________________________________________________

______________________________________________________________

Lesson

22

157

Name: __________________________________________________________ Date: ____________________


Real WorldMath in the

Look Back and Explain

Solution

Make a Plan

Unpack the Problem

Math Team PracticeThe math team has a big competition coming up! The table below shows how many hours they practiced each day this week. How long did they practice altogether?

Monday Tuesday Wednesday Thursday Friday

1 14 1 2

434 1 3

4 day off

Lesson

22

158

Name: __________________________________________________________ Date: ____________________

Ref lection 1 How did using a number line help you add and subtract mixed numbers?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2 What is a question that you still have about adding and subtracting

mixed numbers?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lesson

22

159

229

Adding and Subtracting Mixed Numbers (cont.)

Warm-Up min. 1 . Provide each student with a copy of the Fraction Wall . Have them cut out the various

fractional parts to create fraction tiles . They should organize the tiles into groups (e .g ., a halves pile, a thirds pile, a fourths pile, etc .) .

2 . Have students practice adding and subtracting fractions with a concrete model . They should use their fraction tiles to model the equation . You can use the equations below or make up equations of your own . Write the equation on the board, provide students with time to solve, and then review the solution as a class .12 + 1

2 (= 22 or 1)

22 – 1

2 (= 12 )

14 + 2

4 (= 34 )

33 – 2

3 (= 13 )

26 + 3

6 (= 56 )

34 – 1

4 (= 24 )

23 + 1

3 (= 33 )

45 – 2

5 (= 25 )

48 + 2

8 (= 68 )

56 – 4

6 (= 16 )

Language and Vocabulary min. 1 . Write the following vocabulary terms on the board:

proper fraction mixed number improper fraction

2 . Define and provide examples for each term . For example:proper fraction: parts of a whole; the numerator is less than the denominator, meaning that the fraction is less than 1; e .g ., 3

5 , 26 , 1

2

improper fraction: the numerator is greater than the denominator, meaning that you have more parts than just one whole; e .g ., 4

3 , 54 , 4

2

mixed number: called mixed because it contains a whole number and a fraction; e .g ., 1 2

3 , 2 14 , 4 4

6

3 . Provide students with three index cards and have them label each with one of the vocabulary terms . Then, one at a time, write a variety of different types of fractions/mixed numbers on the board . Students should hold up a card to identify if the number is a proper fraction, improper fraction, or mixed number . Use the numbers below or make up numbers of your own .

68 (proper fraction)

1 24 (mixed number)

1210 (improper fraction)

2 13 (mixed number)


83 (improper fraction)


4 38 (mixed number)


21196—Focused Mathematics Intervention Level 4—Teacher’s Guide © Teacher Created Materials

Lesson

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Lesson

22Adding and Subtracting

Mixed Numbers (cont.)

Whole-Group Lesson min. Focus 1 . The following lesson will address this focus question:

How can you add and subtract mixed numbers?

2 . You may wish to write the focus question on the board and read it aloud to students . Explain that you will revisit the focus question at the end of the lesson .

1 . Say, “Today, we are going to add and subtract with mixed numbers . First, we will work with improper fractions .” Write the equation 4

3 + 5

3 = _____ on the board . Say, “Let’s

use a number line to solve .” Identify that the first number you need to plot is 43 .

Explain that you will label the number line until you reach 43 , but then leave it open .

Say, “Because we are adding, we cannot be sure how many thirds we need .”

2 . Ask students to predict what to do next . If needed, help them recognize that they should add five more thirds by moving to the right five parts . Ask guiding questions, such as, Why should we move in that direction on the number line to add? Why should we move that number of parts? Show students how to draw more third parts on the number line as you add . The completed number line should look like the following:

• •0 1

323

33

43

53

63

73

83

93

3 . Have students identify the sum . ( 93

) Repeat this process to add and subtract with more improper fractions (see below) . Explain that when we subtract, we make the fraction smaller . So we plot the first fraction, then move to the left toward 0 .

64

+ 64

= 124

105 – 7

5 = 3

5

• •0 1

424

34

44

54

64

74

84

104

94

124

114

• •0 1

525

35

45

55

65

75

85

105

95

I Do

231


Lesson



Whole-Group Lesson (cont.)

4 . Write 1 13

+ 1 13

= _____ on the board . Ask, “What is different about this equation?” (The addends are mixed numbers.) Say, “One strategy to add (or subtract) mixed numbers is to change them to improper fractions . Then, we add or subtract using the number line .”

5 . Draw a number line labeled with thirds ( 13

, 23

, 33

) . Ask, “What whole number is 33

equal to?” (1) Say, “If we think of 1 as 33 , our mixed number shows 3

3 plus another 13 . What is this equal to?” ( 4

3) Rewrite the equation as 4

3 + 4

3 = _____ and solve

using the procedure in Steps 1–2 .

• •0 1

323

33

43

53

63

73

83

6 . Have students identify the sum . ( 83

) Say, “Our sum is an improper fraction . To change it to a mixed number, let’s look at our number line again .” Label the whole numbers on the number line to help students convert 3

3 as 1 and 63 as 2 . Then,

count by thirds until you reach 86

( 13

, 23

) . Write the mixed number 2 23

as the solution to the equation from Step 4 .

7 . Repeat Steps 4–6 to solve the subtraction equation 2 24

– 1 14

= _____ . Encourage students to reason about the number of fourths in each whole number to convert to improper fractions . For example, “How many fourths are in one whole?” ( 4

4) “How

many in two?” ( 84

) “Now, add two more fourths . What is the total?” ( 104 ) Repeat

to convert 1 14 into 5

4 .

• •0 1

424

34

44

54

64

74

84

104

94

Students should identify a difference of 54 , converted to the mixed number 1 1

4 .

I Do(cont.)

Language Support

Using the index cards from the Language and Vocabulary activity, have students copy an example of a proper fraction, improper fraction, and mixed number on each card . Tell students to use these cards as a reference for key vocabulary during the lesson .

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Lesson




1 . Refer students to the Mixed Number Practice activity sheet (Student Guided Practice Book, page 153) . Say, “Let’s solve more equations together .” Write the equation from Question 1 on the board: 2 1

4 + 1 2

4 = _____ .

2 . Ask, “What should we do first to solve?” (Convert the mixed numbers to improper fractions .) Say, “We are working with fourths . How many fourths are in one whole? Two wholes?” (Two wholes is equal to 8

4, and one more fourth makes 9

4 .) Have them

rewrite the addend . Repeat with the second addend, rewriting it as 64

. Write the new equation ( 9

4 + 6

4 = _____) on the board .

3 . Ask, “How can we use a number line to add?” (First plot 94

, then add six more fourths by moving to the right six parts .) Students should also recognize that they will need to draw more fourth parts on the number line as they add .

4 . Allow students to complete their number lines on the activity sheet as you observe . Choose a student who correctly modeled the equation to show the number line on the board .

• •0 1

424

34

44

54

64

74

84

104

94

124

134

144

154

114

5 . Have students identify the sum . ( 154 ) Then, work together to label each whole

number ( 44

as 1; 84

as 2; 124 as 3) to convert the improper fraction into a mixed

number (3 34

) . Have students write the solution on their activity sheet .

6 . Repeat this process to add and subtract, solving Questions 2–4 together . Then, refer students to Question 5 . Ask them to identify how they will find out how long Troy rode his skateboard . (by adding 2 1

4 and 1 3

4) Students should solve independently

or with a partner . Discuss solutions as a class .

7 . Students will complete the activity sheet by explaining how they solved . To help students explain their reasoning, provide them with the following sentence frames:

• I used the equation _____ to solve. I rewrote the mixed numbers as fractions by _____.

• I used a number line to _____.

We Do

233


Lesson




Closing the Whole-Group LessonRevisit the focus question for the lesson: How can you add and subtract mixed numbers? Students should identify that in the lesson, they added and subtracted mixed numbers by changing them to improper fractions and then using a number line . Students should explain that to change the mixed numbers to improper fractions, they thought about how many fractional parts were in each whole (e .g ., How many thirds are in one whole?) . Then, they used the number line to add (moving toward the right, toward larger numbers) or subtract (moving toward the left, toward smaller numbers/0) . Finally, they changed the improper fraction back to a mixed number, using the number line as a visual tool .

Progress Monitoring min.

1 . Have students complete the Quick Check activity sheet (Student Guided Practice Book, page 155) to gauge student progress toward mastery of the Learning Objectives . Provide students with unlined paper to show their work on the selected response questions .

2 . Based on the results of the Quick Check activity sheet and your observations during the lesson, identify students who may benefit from additional instruction in the Learning Objectives . These students will be placed into a small group for reteaching . See instructions on the following page .

1 . Refer students to the More Mixed Numbers activity sheet (Student Guided Practice Book, page 154) .

2 . Have students share their solutions and reasoning . If students have difficulty explaining their reasoning, remind them to use the sentence frames from Step 7 of the We Do section and the vocabulary terms .

You Do

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Lesson

22

Digital Math Fluency GamesMath Fluency Game Sets

Math Fluency Games

Extend LearningHave students complete the Lesson 22 Extend Learning (filename: extendtask22 .pdf) . They will be challenged to add and subtract with more than two terms . Explain that they can use the same strategy on the number line .

Adding and Subtracting Mixed Numbers (cont.)

Differentiated Instruction min. Gather students for reteaching . The remaining students will complete the Independent Practice activity sheet (Student Guided Practice Book, page 157) to reinforce their learning and then play the Math Fluency Games .

Refocus PPT

Revisit the focus question for the lesson: How can you add and subtract mixed numbers? Provide students with additional practice converting mixed numbers to improper fractions using number lines as a visual tool . Use the fraction 1 1

2 . Draw and label a number line .

0 12

22

32

42

52

Ask, “How many 12 parts are in one whole?” If needed, remind students that the

denominator tells us how many equal parts the whole is divided into . Once students identify two halves in one whole, show them this on the number line . Write the number 1 under 2

2 .

Say, “Since 1 12 is one whole plus 1

2 more, that is equal to 32 .” Practice with other mixed

numbers . For example: 1 24 ( 6

4), 1 1

3 ( 43

), and 1 35 ( 8

5) . Then, support students as they

complete Questions 1–6 on the Refocus activity sheet (Student Guided Practice Book, page 156) . In Questions 5–6, students will extend practice into adding and subtracting mixed numbers by first converting them to improper fractions .

235


Lesson



Math in the Real World min. 1 . Refer students to the Math in the Real World: Math Team Practice task (Student Guided

Practice Book, page 158) . Have a student read the task aloud . Tell students to explain or summarize the task to their partner . Have a few students share their summaries .

2 . Ask students to think about what information they will need to solve the task and what the task is asking them to do . Then, have them share with a partner . Ask a few students to share out . Students should identify that they know how many hours the team practiced each day . They need to find out how long they practiced during the whole week . Have students work in groups of two or three to complete the task .

3 . As students are working, circulate and ask focusing, assessing, and advancing questions:

• How can you write an improper fraction for these mixed numbers?

• How can you use a number line to solve?

Sentence Frames for Explaining Reasoning • To change the mixed number to an improper fraction, I _____.

• I _____ to find the total time practiced.

• I used a number line to _____ .

4 . Observe how students are solving the task, and choose a few groups who solved the task in different ways to share their solutions and reasoning . Try to have the solutions move from concrete representations to more abstract representations . For example, have students share solutions using the visual representation (number line) and then the symbolic representation (equation used to solve) . Students should also explain how they changed the mixed numbers to improper fractions . Make sure students explain their reasoning as they share solutions .

5 . As groups are sharing their solution paths, reasoning, and strategies, ask questions:

• How is this task different from other tasks you solved in the lesson?

• Who can restate _____’s strategy/solution path/reasoning?

Lesson Reflection min. Have students summarize their learning about adding and subtracting mixed numbers with like denominators, and provide feedback on any questions they still have about the content on the Reflection activity sheet (Student Guided Practice Book, page 159) .

236

Name: __________________________________________________________ Date: ____________________

Mixed Number PracticeDirections: Add or subtract. Use a number line to help you.

12 1

4 + 1 24 = _______

22 1

2 – 1 12 = _______

31 2

3 + 2 13 = _______

42 3

4 – 1 14 = _______

Directions: Solve.

5 Troy rode his skateboard for 2 14 hours on Saturday. On Sunday, he rode

for 1 34 hours. How long did he ride his skateboard on both days?

Solution: ______________________________________________________________

Explain how you solved.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________


Lesson

22

153

Name: __________________________________________________________ Date: ____________________

More Mixed NumbersDirections: Add or subtract. Use a number line to help you.

1

1 15 + 1 3

5 = _______

2

3 13 – 2 1

3 = _______

3

2 12 + 1 1

2 = _______

4

3 34 – 1 1

4 = _______

5

2 45 – 1 2

5 = _______

Directions: Solve.

6 Omar had 3 23 pies left to sell. A customer came and bought 1 1

3 pies. How many pies does Omar have left to sell?

Solution: ______________________________________________________________


Lesson

22

154

Name: __________________________________________________________ Date: ____________________


Quick CheckDirections: Choose True or False for the equation.

1

2 45 + 1 1

5 = 3 35

True

False

2

4 12 – 2 1

2 = 2True

False

Directions: Solve.

3 Lisa had 3 23 gallons of paint. She used 1 1

3 gallons for a project. How much paint is left?

Solution: _____________________________________________________________

4 Hans is helping clean up after his birthday party. There are 2 24 cheese pizzas left

over. There are 1 24 meat pizzas, too. How many pizzas are left over?

Solution: _____________________________________________________________

Lesson

22

155

Name: __________________________________________________________ Date: ____________________


RefocusDirections: Convert the mixed number to an improper fraction. Use a number line.

1 3 12


2 2 23


3 2 34


4 1 45


Directions: Solve. Use a number line to help you.

5 3 35 – 1 2

5 = _______

6 2 14 + 1 2

4 = _______

Lesson

22

156

Name: __________________________________________________________ Date: ____________________

Independent PracticeDirections: Solve.

1 Ricardo had 3 45 cups of cream. He used 1 1

5 cups in a recipe. How much cream is left?

Solution: ______________________________________________________________

2 Lola played with her friend. First, they went to the beach for 2 34 hours.

Then, they rode bikes for 1 34 hours. How long did Lola play with her friend?

Solution: ______________________________________________________________

3 Desi needs to read for 4 12 more hours to reach his goal. Last weekend, he read

for 2 12 hours. How much longer does he need to read?

Solution: ______________________________________________________________

4 Chin is making soup. She adds 1 25 cups of carrots. She adds

1 35 cups of onions. How many cups of vegetables did she add?

Solution: ______________________________________________________________


Lesson

22

157

Name: __________________________________________________________ Date: ____________________


Real WorldMath in the

Look Back and Explain

Solution

Make a Plan

Unpack the Problem

Math Team PracticeThe math team has a big competition coming up! The table below shows how many hours they practiced each day this week. How long did they practice altogether?

Monday Tuesday Wednesday Thursday Friday

1 14 1 2

434 1 3

4 day off

Lesson

22

158

© Teacher Created Materials 21169—Focused Reading Intervention Level 4—Teacher’s Guide© Teacher Created Materials 21169—Focused Reading Intervention Level 4—Teacher’s Guide

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© Teacher Created Materials 21169—Focused Reading Intervention Level 4—Teacher’s Guide267

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Lesson

28Identifying Supporting

Evidence Learning Objectives Language Conventions: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Language: Choose punctuation for effect.

Reading Informational Text: Explain how an author uses reasons and evidence to support particular points in a text.

Writing: Write an informational piece about your favorite genre.

Progress MonitoringThe Student Guided Practice Book pages below will be used by students throughout the lesson to formally and informally assess student understanding of the concepts.

Materials • Student Guided Practice

Book (pages 168–173)

• A Mysterious Past (filename: amysteriouspast.pdf)

• Audio CD (Track 28)

• Literacy Game Sets

• Digital Literacy Games

• lined paper

Skill Overview: Identifying Supporting EvidenceWhen good writers present information, they provide evidence to support their claims. It is important for students to identify the author’s use of supporting evidence to determine the believability of the claims and to add to their overall understanding of the text. In A Mysterious Past, students will collect evidence to support the various claims made by the author.

Name: _________________________________________ Date: _________________

Information from A Mysterious PastSupporting Evidence

Sir Arthur Conan Doyle introduced readers to a new type of character.

He wrote stories about Sherlock Holmes.Sherlock Holmes solved mysteries.These stories inspired TV shows, books, and movies.

Agatha Christie wrote more than 60 mystery books.

As TV spread, crime shows moved from the stage to people’s homes.

Here’s the Evidence Directions: Complete the chart below by writing at least one piece of

evidence from the text to support the information presented by the author.

21178—Focused Reading —Student Guided Practice Book


Lesson Lesson

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170

Name: _________________________________________ Date: _______________

B

Quick Check 1 Which of these best creates complete sentences from the run-on sentence below?He found clues to the mystery they helped him solve the case. A He found clues to the mystery they helped him solve the case. B Clues to the mystery they. C He found clues to the mystery they. D He found clues to the mystery. They helped him solve the case.

2 Which of these sentences is the strongest command?

A Put that over there. B Put that down! C Put that on the table, please. D Will you please put that on the table?

3 Which of these is evidence that supports the claim below? Everyone loves a good mystery! A Mystery writer Agatha Christie is the second-best-selling author in the world. B People hired him to solve cases that mystified others. C The stakes are high for the characters. D But wherever they are, we love to watch!

4 Which of these supports the claim below? But wherever they are, we love to watch!

A Readers loved trying to solve the crimes before the characters did. B Many are even fighting for their lives. C CSI, one of the best known, has aired for over 12 years. D Sherlock Holmes was a very intelligent detective.


21178—Focused Reading —Student Guided Practice Book

Lesson Lesson

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173

B

Name: _________________________________________ Date: _______________

Word Work Part 1: Complete Sentences

Directions: A complete sentence contains a subject (noun) and an action (verb). Rewrite each run-on sentence into two complete sentences. 1 Sherlock Holmes was a very intelligent detective people hired him to solve

cases that mystified others.

_____________________________________________________________

2 Agatha Christie wrote more than 60 mystery books many were about a woman named Miss Marple.

_____________________________________________________________

3 She wasn’t a policeman she wasn’t a detective she was simply very smart.

_____________________________________________________________

4 Crime shows moved from the stage to people’s homes today, there are many crime shows on TV.

_____________________________________________________________

5 Some are fighting for justice others are fighting for freedom.

________________________________________________________

Part 2: Language and VocabularyDirections: Add a period or an exclamation point to the end of each sentence. 1 Everyone loves a good mystery ____

2 This is the best day ever ____

3 I’m going to rest a while ____

4 We just love to watch mysteries ____

5 Sometimes I like to cook ____

© Teacher Created Materials 21178—Focused Reading —Student Guided Practice Book

Lesson

28Lesson

169

Written ResponseWritten ResponseDirections: What is your favorite genre of writing—mystery, science fiction, historical fiction, or something else? Why? Provide at least three reasons to support your choice.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

______________________________________________

______________________________________________

______________________________________________

Name: _________________________________________ Date: _________________

21178—Focused Reading —Student Guided Practice Book © Teacher Created Materials

Lesson Lesson

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172

A crime. A clue. A detective

asking questions. Everyone loves

a good mystery! Creepy plot twists

and suspicious characters have made

crime stories popular for hundreds

of years. Over time, audiences have

moved from books and plays to TV

shows and movies. But whatever the

format, they have eagerly consumed

these juicy tales.

In the 1800s, Sir Arthur Conan

Doyle introduced readers to a new

type of character. Sherlock Holmes

was a very intelligent detective.

People hired him to solve cases that

mystified others. These were the first

popular crime stories. Readers loved

trying to solve the crimes before

the characters did. Over the next

hundred years, these stories inspired

TV shows, books, and movies.

In the 20th century, Agatha

Christie wrote more than 60

mystery books. Many were about

a woman named Miss Marple. She

wasn’t a police officer. She wasn’t

a detective. She was simply very

smart. Christie’s stories were also

turned into movies and TV shows.

She even wrote a play called The

Mousetrap. This mystery is the

longest-running play in history.

As TV’s popularity spread, crime

shows moved from the stage to

people’s homes. Today, there are

many crime shows on TV. CSI, one

of the best known shows, has aired

for more than 12 years. The stories

on these shows are compelling. The

stakes are high for the characters.

Some are fighting for justice. Others

are fighting for freedom. Many are

even fighting for their lives. The

stories may be played out on a small

screen at home. Or they may be on

a big movie screen. But wherever

they unfold, we love to watch!

stories may be played out on a small

screen at home. Or they may be on

a big movie screen. But wherever

they unfold, we love to watch!they unfold, we love to watch!

Fun Fact

Mystery writer Agatha

Christie is the second-best-selling

author in the world. The only author

who has sold more than her is

Shakespeare. And he’s had more

than 400 years to rack up sales.



Lesson 28

168

B

Name: _________________________________________ Date: _______________

Favorite Fun

Directions: Answer the questions by providing evidence about one of your

favorite things.

1 Name of your favorite sport, hobby, TV show, movie, or song.

_____________________________________________________________

2 Why is this your favorite?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3 Give three pieces of evidence to support your claim.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Challenge: Create a magazine advertisement of your favorite thing.


Lesson Lesson

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Identifying Supporting Evidence (cont.)

21169—Focused Reading Intervention Level 4—Teacher’s Guide © Teacher Created Materials

Lesson Lesson

28

Warm-Up Activity min.

Remind students that high-frequency words are the most commonly used words in texts. Repeated exposure and recognition of these words is essential to fluent reading. Write each high-frequency word on the board. Have students read each word slowly three times. Then, randomly point to a different word and have students read it as fast as they can. Continue in this manner, pointing at words in different sequences as students quickly read them.

many certain other today there

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Word WorkComplete Sentences min.

1. Say, “When writing, it is important to use complete sentences. A complete sentence contains a subject (noun) and an action (verb). It is sometimes tempting to combine two sentences into one or not use proper punctuation in a sentence. This is called a run-on sentence.”

2. Write the following on the board: She wasn’t a policeman she wasn’t a detective she was simply very smart.

3. Say, “This is an example of a run-on sentence. With the proper punctuation, it could be a complete sentence. It could also be written as three separate sentences.” (She wasn’t a policeman. She wasn’t a detective. She was simply very smart. She wasn’t a policeman; she wasn’t a detective; she was simply very smart.)

4. Share the following run-on sentences, and invite students to assist you in making each one into two complete sentences: Everyone loves a good mystery creepy plot twists and suspicious characters have made crime stories popular for hundreds of years. Mystery writer Agatha Christie is the second-best-selling author in the world the only author who has sold more than her is Shakespeare.

5. Have students complete Part 1 of the Word Work activity sheet (Student Guided Practice Book, page 169) for additional practice with complete sentences.

Language and Vocabulary min.

1. Say, “Authors often use punctuation to create effect in their writing. The use of an exclamation point conveys excitement or urgency.”

2. Have students turn to The Box (Student Guided Practice Book, page 42 ) and have them look for the use of exclamation points throughout the passage. Draw students’ attention to the way the exclamation points are used. For example, in the following sentences, the exclamation point is used to show excitement: Cool! Let’s bust it open! In the following sentences, the exclamation point is used as a command: Stop worrying! Don’t peek!

3. Say, “Authors use exclamation points to create emphasis and effect.”

4. Have students complete Part 2 of the Word Work activity sheet (Student Guided Practice Book, page 169) for additional practice with language and vocabulary.

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Evidence (cont.)

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Evidence (cont.)

1. Say, “When reading nonfiction, authors often provide evidence that back up the information they present. This evidence helps us gain more information and validate the claims.”

2. Say, “Mysteries are some of the most popular stories that people enjoy, but without supporting evidence, you wouldn’t know if that’s just my opinion or if it’s fact.”

3. Say, “If I told you how many mystery books were sold last year or how many people attended mystery-themed movies, that would be evidence for my claim that mysteries are the most popular stories. Today, you’ll focus on identifying supporting evidence as you read to better understand the author’s point in the passage.”

1. Make a claim, such as, “Our school is a great place to get an education.” Then, ask students to think of evidence to support it.

2. Prompt them to think about programs the school offers, events, teachers, and anything else that would provide evidence to support the claim.

1. Have each student write a claim about something they know (a favorite sport, kind of animals, a place to vacation). Have the student list evidence to support the claim. (Boston Terriers are the very best dogs. They are small, but not too small. They have a lot of energy and love to play. They are also friendly and like to snuggle.)

1. 1. 1. 1. 1. 1. 1. I Do

1. 1. 1. 1. We Do

1. 1. 1. 1. You Do

Whole-Group Lesson Before Reading min.

Help students to understand the concept of mysteries. Ask students to share about a mystery they had to solve, such as the location of a lost shoe or who left an anonymous note. Once my _______ _______. I figured it out when I _______. Allow students to share their stories.

Language Support



During Reading min.

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1. Say, “You will read a passage about mysteries today. The author makes many claims. You need to pay attention to the supporting evidence provided to best understand these claims.”

2. Have students read A Mysterious Past (Student Guided Practice Book, page 168) independently. If students need additional support reading the text, reread the passage aloud, or play the professional recording from the Audio CD.

3. Draw a T-chart on the board. Label one side Text Information and the other side Evidence. Guide students in a second reading of the passage. Reread the second paragraph aloud. Say, “I’m curious about what the author tells us about Sir Arthur Conan Doyle. I’m looking specifically for the evidence the author provides.”

4. Write the phrase Sir Arthur Conan Doyle introduced readers to a new type of character in the Text Information column. Say, “Now, I need to look for evidence to support this information. If I keep reading, I learn that the character was Sherlock Holmes. I’ll write this in the Evidence column.”

1. Ask students to continue reviewing the second paragraph. Ask, “What other evidence can you find that supports the information that Doyle created a new kind of character?” (very intelligent, solved cases that mystified others)

2. As students provide evidence, add their ideas to the chart.

1. Have students finish rereading the rest of the story and, either independently or in pairs, complete the Here’s the Evidence activity sheet (Student Guided Practice Book, page 170).

1. 1. 1. 1. 1. 1. I Do

1. 1. 1. 1. 1. We Do

1. 1. 1. 1. You Do

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Evidence (cont.)

1. Remind students of the importance of supporting evidence in texts we read.

2. Say, “The author of A Mysterious Past wants to tell us about the popularity of mysteries. The author accomplishes this by telling about mystery writers of the past, the characters they wrote about, and how people loved them. The author even tells us about a popular TV show in more recent years to provide support of his or her claim.”

1. Ask students to think about mystery books they have read, such as The Boxcar Children, Cam Jansen, Nancy Drew, Magic Treehouse, Jigsaw Jones, and Nate the Great.

2. Invite students to talk about their favorites and identify the elements of the stories that qualify them as mysteries. (a puzzle to solve) If students are unfamiliar with mysteries, consider reading a short mystery story to them, such as The Missing Mitten Mystery by Steven Kellogg or one of the Nate the Great books by Marjorie Weinman Sharmat.

1. Say, “The author of the passage we read provides information about mysteries as well as evidence to support the information. Now, it’s your turn.”

2. Have students write about one of their favorite things by completing the Favorite Fun activity sheet (Student Guided Practice Book, page 171) either now or during the Differentiated Instruction portion of the lesson.

3. Ask, “What’s one thing you learned today about identifying supporting evidence when you read? Take two minutes to discuss with a partner.”

1. 1.

2. 2. 2.

1. 1.

2. 2.

1. I Do

1. 1. 1. 1. 1. We Do

1. 1. 1. 1. 1. You Do


After Reading min.

Have students complete a timed reading of the passage. This passage has 261 words. The fluency goal is 118 words per minute. See pages 16–17 of the Assessment Guide for instructions and the fluency rubric.

Assessment Opportunity


Writing min.

Tell students to think about the passage. Then, read aloud the prompt from the Written Response activity sheet (Student Guided Practice Book, page 172). You may wish to have students complete the digital version of the writing prompt found on the Digital Resources USB Device.

Fluency Practice min.

Utilize the strategy of student-adult reading. Read aloud the passage to model fluent reading, including an appropriate rate, expression, and phrasing. Then, have students chorally reread the passage.

Progress Monitoring min.

1. Have students complete the Quick Check activity sheet (Student Guided Practice Book, page 173) to gauge student progress toward mastery of the Learning Objectives.

2. Based on the results of the Quick Check activity sheet and the teacher’s observations during the lesson, organize students into groups and continue with the Differentiated Instruction support and the Literacy Games.


Tell students to think about the passage. Then, read aloud the prompt from the Written

Have students complete a timed reading of the passage. This passage has 261 words. The fluency goal is 118 words per minute. See pages 16–17 of the Assessment Guide for instructions and the fluency rubric.


, page 172). You may wish to have students complete the digital version of the writing prompt found on the Digital Resources

Utilize the strategy of student-adult reading. Read aloud the passage to model fluent reading, including an appropriate rate, expression, and phrasing. Then, have students chorally reread


Have students complete a timed reading of the passage. This passage has 261 words. The fluency goal is 118 words per minute. See pages 16–17

Assessment Guide for instructions and the


students complete the digital version of the writing prompt found on the Digital Resources

Utilize the strategy of student-adult reading. Read aloud the passage to model fluent reading, including an appropriate rate, expression, and phrasing. Then, have students chorally reread

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Cycling the City GameboardCycling the City Gameboard

Pedal to the Metal Gameboard

Literacy Game Sets

Digital Literacy Games

Literacy GamesDivide students into groups. Assign each group to one game. For instructions on how to organize, manage, and play the Literacy Games see pages 30–34.

Extend Learning 1. Ask each student to write a sentence about something they enjoy, such as

skateboarding or cooking.

2. Have students create an advertisment with three pieces of evidence to support their claim.

Extend Learning Extend Learning 1. Ask each student to write a sentence about something they enjoy, such as

Lesson


Evidence (cont.)

Differentiated Instruction min.

While the teacher meets with each group below, the remaining students will play the Literacy Games.

Reteach 1. Say, “The overall message communicated

by the author is that mysteries are popular and that people like to read and watch mystery stories.”

2. Pick a favorite food like pizza and create evidence to support the claim that pizza is enjoyed by many people. (tastes good, lots of choices, convenient, readily available)

Reinforce 1. Have students select a favorite game

(electronic or board). Ask, “What makes this game fun to play?”

2. Say, “Another way to look at evidence is to see it as the pieces of information that convince someone of your point of view. Why is your game the best? Why should I play it? Your answers provide the evidence.”

3. Invite students to participate in a question and answer panel, using the questions and responses from above.

A crime. A clue. A detective asking questions. Everyone loves a good mystery! Creepy plot twists and suspicious characters have made crime stories popular for hundreds of years. Over time, audiences have moved from books and plays to TV shows and movies. But whatever the format, they have eagerly consumed these juicy tales.

In the 1800s, Sir Arthur Conan Doyle introduced readers to a new type of character. Sherlock Holmes was a very intelligent detective. People hired him to solve cases that mystified others. These were the first popular crime stories. Readers loved trying to solve the crimes before the characters did. Over the next hundred years, these stories inspired TV shows, books, and movies.

In the 20th century, Agatha Christie wrote more than 60 mystery books. Many were about a woman named Miss Marple. She wasn’t a police officer. She wasn’t a detective. She was simply very smart. Christie’s stories were also turned into movies and TV shows. She even wrote a play called The Mousetrap. This mystery is the longest-running play in history.

As TV’s popularity spread, crime shows moved from the stage to people’s homes. Today, there are many crime shows on TV. CSI, one of the best known shows, has aired for more than 12 years. The stories on these shows are compelling. The stakes are high for the characters. Some are fighting for justice. Others are fighting for freedom. Many are even fighting for their lives. The stories may be played out on a small screen at home. Or they may be on a big movie screen. But wherever they unfold, we love to watch!

Fun Fact

Mystery writer Agatha

Christie is the second-best-selling

author in the world. The only author

who has sold more than her is

Shakespeare. And he’s had more



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B

Name: _________________________________________ Date: _______________

Word Work Part 1: Complete Sentences

Directions: A complete sentence contains a subject (noun) and an action (verb). Rewrite each run-on sentence into two complete sentences.

1 Sherlock Holmes was a very intelligent detective people hired him to solve cases that mystified others.

_____________________________________________________________

2 Agatha Christie wrote more than 60 mystery books many were about a woman named Miss Marple.

_____________________________________________________________

3 She wasn’t a policeman she wasn’t a detective she was simply very smart.

_____________________________________________________________

4 Crime shows moved from the stage to people’s homes today, there are many crime shows on TV.

_____________________________________________________________

5 Some are fighting for justice others are fighting for freedom.

________________________________________________________

Part 2: Language and VocabularyDirections: Add a period or an exclamation point to the end of each sentence.

1 Everyone loves a good mystery ____

2 This is the best day ever ____

3 I’m going to rest a while ____

4 We just love to watch mysteries ____

5 Sometimes I like to cook ____


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Name: _________________________________________ Date: _________________

Information from A Mysterious Past Supporting Evidence

Sir Arthur Conan Doyle introduced readers to a new type of character.

He wrote stories about Sherlock Holmes.Sherlock Holmes solved mysteries.These stories inspired TV shows, books, and movies.

Agatha Christie wrote more than 60 mystery books.

As TV spread, crime shows moved from the stage to people’s homes.

Here’s the Evidence Directions: Complete the chart below by writing at least one piece of evidence from the text to support the information presented by the author.


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Name: _________________________________________ Date: _______________

Favorite Fun Directions: Answer the questions by providing evidence about one of your favorite things.

1 Name of your favorite sport, hobby, TV show, movie, or song.

_____________________________________________________________

2 Why is this your favorite?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3 Give three pieces of evidence to support your claim.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Challenge: Create a magazine advertisement below of your favorite thing.


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Written ResponseWritten ResponseDirections: What is your favorite genre of writing—mystery, science fiction, historical fiction, or something else? Why? Provide at least three reasons to support your choice.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

______________________________________________

______________________________________________

______________________________________________

Name: _________________________________________ Date: _________________


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Quick Check

1 Which of these best creates complete sentences from the run-on sentence below?He found clues to the mystery they helped him solve the case.

AHe found clues to the mystery they helped him solve the case.

BClues to the mystery they. CHe found clues to the

mystery they. DHe found clues to the

mystery. They helped him solve the case.

2 Which of these sentences is the strongest command?

APut that over there. BPut that down! CPut that on the table,

please. DWill you please put that on

the table?

3 Which of these is evidence that supports the claim below? Everyone loves a good mystery!

AMystery writer Agatha Christie is the second-best-selling author in the world.

BPeople hired him to solve cases that mystified others.

CThe stakes are high for the characters.

DBut wherever they are, we love to watch!

4 Which of these supports the claim below? But wherever they are, we love to watch!

AReaders loved trying to solve the crimes before the characters did.

BMany are even fighting for their lives.

CCSI, one of the best known, has aired for over 12 years.

DSherlock Holmes was a very intelligent detective.


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