Paige Gilmore

Type of Setting: Elementary School

Number of students: 20
Special Needs: One student with Autism
Grade Level: 4th
Subject: Math
Topic: Adding Mixed Numbers
Purpose: The purpose of this lesson is for student to be introduced to the process of adding
mixed numbers.
Objectives:
1. After reviewing the activity, lets practice writing mixed numbers, student will be able
to look at a picture and write the corresponding mixed number.
2. After playing the game, On A Roll, student will be able to change mixed numbers into
improper fractions and improper fractions into mixed numbers.
3. After completing the worksheet and completing their problems on the board, students
will be able to complete all steps and successfully add mixed numbers
Common Core Standards:
CCSS.Math.Content.4.NF.B.3.a
Understand addition and subtraction of fractions as joining and separating parts referring to the
same whole.
CCSS.Math.Content.4.NF.B.3.c
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number
with an equivalent fraction, and/or by using properties of operations and the relationship between
addition and subtraction.
Prior knowledge: Students already have mastered what improper and proper fractions are. They
know how to find the LCD and how to simplify fractions.
Procedures:
1. Start the class by telling students, over the past few days we were learning about turning
mixed numbers into improper fractions, and last night they should have learned how to
add them together.

2. To review improper and proper fractions and mixed numbers I will play this video.
a. https://www.youtube.com/watch?v=ggYdPef3Nuk
3. We will have a short discussion on what the student watched last night on the Prezi and
answer any questions students wrote down in their math notebooks (that is part of the
assignment every night). At this point also go over the activity lets practice writing
mixed numbers that should have been completed in their math notebooks.
a. *Question*- Why are mixed numbers important and what do they tell us?
4. Start by playing a game On A Roll to reinforce the changing of mixed numbers into
improper fractions and vice versa. (Game board attached)
a. Make sure to model how to play so students understand
5. During the game walk around to answer questions and observe each group to make sure
students are doing it correctly. Stop to help students who seem to be having trouble.
6. Ask each group to chare one of their highest mixed numbers and how they got it.
7. Once the students complete the game and share, put students into groups of 4.
8. Explain that now that the students have mastered changing mixed number into improper
fractions, and improper fractions into mixed numbers the can now add mixed numbers.
9. Give each group a worksheet with addition problems that they must complete together.
a. Do the first problem together on the board. Model how you want them to show
their work and include ALL steps in their work. All steps=full credit for the
assignment
10. Once students have completed the worksheet assign each group one problem they must
complete on the board in front of the class.
a. Each student must participate and complete one step
i. Changing the numbers into improper fractions
ii. Finding a common denominator
iii. Adding the fractions
iv. Changing the answer back into a mixed number
11. Have groups decide which student does which part and let them show the class on the
board.
12. Once everyone has gone, collect their work.
13. Ask students if they can tell the class in their own words what we went over today.
14. Let students know that tomorrow we will work on subtracting of mixed numbers
Assessments:
1. While going over the lets practice writing mixed numbers activity I will observe
students answers and also collect math notebooks to check answers
2. I will observe students while playing On A Roll to see if the understand the concept of
changing mixed numbers into fractions and vice versa.
3. I will observe students working in groups to complete the worksheet and while they are
showing their work on the board. I will also collect the worksheet to give students credit
for completing and to check work.
Accommodation: For the student with Autism in the class, they will have an aid sit in with their
group. While I would still want the student to participate in the group and have them show their

work on the board, I would let the aid guide the student in the problems to provide extra support.
I would also give the student extra time to complete the worksheet if he/she could not work a the
groups pace.
Materials:
Computer
Projector
On A Roll game
Dice
Worksheet