Adding and Subtracting with Mixed Numbers

Materials/Equipment: QR code stations ,

smartboard, supplemental aids, iPads or other

QR reader

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

Visual/Spatial
Logical/Math
Musical
Interpersonal

Curriculum Integration:
Music
Social Studies
Science
Writing

Math
Reading
Theatre
Art

PE
Health
Technology

Blooms Taxonomy:

Knowledge/Remember
Analysis
Comprehension/Understand Evaluate
Application
Create

TEKS Achieved: 5.3(H) Represent and solve

addition and subtraction of fractions with unequal
denominators referring to the same whole using
objects and pictorial models and properties of

Classroom Strategies:

Cooperative Groups
Hands-On
Technology
Centers
Independent Activities Simulation
Charts/Graphs/Maps Lecture
Problem Solving
Whole-group
Peer tutoring
Pairing

operations;
Submitted by:Arwa Muhammad
Grade Level: 5
Subject/Topic: Math
Rationale: Students need to be able to add and subtract with both fractions and mixed numbers.

Objectives:

TSW solve additions and subtraction problems with mixed numbers

Introduction (Anticipatory Set/Motivation): What do we remember from Math that we have been
working on this week?
Information Giving: Review adding and subtracting mixed numbers
Modeling: Solve example as students watch: 8 7/8 3 3/8 = 5 1/2
Check for Understanding: How would the answer change if I change a number?
8 7/8 3 4/8 = 5 3/8
Guided Practice: Solve a word problem as a group. Students will come up and help me solve the
question. Kit says, If I spend 2 3/7 weeks with my grandma during summer vacation, how many
weeks can I spend with my aunt if there are 6 4/7 weeks in summer vacation?
Independent Practice: QR code stations- students will go to each station and solve the questions
on their own with the use of math supplements
Closure: We will go over the questions and answers as a class
Enrichment/Extension: Students will create their own mixed number addition or subtraction
problem and answer it
Accommodations:
1. Use of multiplication chart
2. Use of fraction chart
3. Access to notes
Assessment/Evaluation (Students):
Students will turn in their answers from the independent activity
Observations through independent practice
Student answers and participation throughout the activity

1.

Charles used 1 3/8 cups of walnuts and 1 7/8 cups of raisins to make trail mix. How many
cups of trail mix did he make?

2. Kayla walked 1 miles from home to school. Then she walked 1 miles from school to the
store. Finally, she walked 2 miles from the store to the library. How many miles did Kayla
walk to get from school to the library?

3. Mary had 5 7/8 gallons of paint. If she used 2 3/8 gallons to repaint the walls, how much
paint is she left with for the next time she paints?

4. What is 3 1/5 1 4/5? Use the fraction bars below to help you solve it.

5. Evan is walking 2 1/8 miles to his aunts house. He already walked mile. How much farther
does he need to go? (Think equivalent fractions)

6. Xavier the dog ran 2 1/8 miles on Monday, 3 2/8 miles on Wednesday, and 1 and 1/8 miles on
Friday. How many miles did he run in the week?