Brittany Meland Grade 5 Adding Fractions Goal(s) of the Lesson: TSWBAT add fractions with common denominators.

TSWBAT add fractions with uncommon denominators. Relationship of the Lesson to the Curriculum Framework: 5.NF.1 se e!ui"alent fractions as a strategy to add and su#tract fractions. Introduction to the Lesson/Rationale for the Lesson: This lesson will ta$e the fundamental ideas for adding fractions and will e%tend it to adding fractions with uncommon denominators. Source of activit /idea: Acti"ities were ada&ted and modified from the following we#sites' htt&'((www.coolmath.com(&realge#ra()1*fractions(fractions*1+*adding*su#tracting*different* denominators*)1.htm htt&'((www.coolmath,$ids.com(fractions(fractions*1)*adding*with*li$e*denominators*)1.html htt&'((www.mathsisfun.com(fractions-addition.html Lesson Plan 4%&ected Student 5eactions

Time

Teacher Mo"es' .Ste&s/ 0earning Acti"ities/ Teacher1s 2uestions3

Suggested Teacher 5es&onse .6oints to highlight/ su&&ort to offer/ etc.3 1.The teacher will introduce the "ery Students will The teacher should common &i77a scenario. 8f we ha"e ho&efully associate highlight "oca#ulary one &i77a and eight students/ we one slice to 1(; since terms such as $now that the &i77a needs to #e there are ; students numerator/ di"ided into eighths. 8f two students and 1 whole &i77a. 8f denominator/ &art/ and eat &i77a and then three more eat + students eat/ that is whole. These &i77a/ how much &i77a has #een +(; of the &i77a. 8f < "oca#ulary terms eaten9 :ow much &i77a has #een more eat/ that is <(; should #e used eaten9 of the &i77a. To throughout the lesson* determine how much this will hel& to &i77a is left/ they maintain consistency should add the + and in language. The < .numerators3 to get teacher should also 5 and $ee& the highlight the fact that denominator the same with common .;3. Therefore/ their denominators/ the

Brittany Meland Grade 5 answer should #e 5(;. denominator stays the same while the numerator is the only num#er that changes ."ia addition3. The teacher should e%&lain that when we are adding fractions we need to ha"e the same denominator. 8n this case/ one slice is e!ual to 1(< and another slice is e!ual to 1(?. To add these/ we need to find a common denominator. To do so/ we need to thin$ a#out what ? and < ha"e in common. Well/ < is half of ?. Therefore/ <%+ is ?. So if we multi&ly the denominator < #y +/ our new denominator will #e ?. But we@re not done yet. 8f we do something to the #ottom we must do it to the to&. Therefore/ we must multi&ly our numerator 1 #y + which will e!ual +. Aur new fraction is +(? so we $now that + slices from the &i77a di"ided into si%ths is e!ual to one slice of the &i77a di"ided into thirds. BBBThis lessons focus is on changing one num#er to ha"e the same denominator as another num#er. The lesson following this

+. The teacher will introduce a new &ro#lem. 8f 8 ha"e one &i77a that is sliced into si%ths and one &i77a that is sliced into thirds/ and 8 ta$e a slice of each &i77a/ what fraction of a whole &i77a would 8 ha"e9

Students may #e confused with the idea of ha"ing two &i77as that are di"ided in different ways.

The teacher will sol"e this &ro#lem using an interchangea#le chart that is set u& li$e this' --- = -----% > ---

--- =---> --The line in red re&resents the first fraction .students will #e gi"en num#ers and can set u& their fraction3. The line in green re&resents the second fraction. The line in #lue re&resents the fraction that needs to #e multi&lied. The white s&ace re&resents the num#er that will #e multi&lied #y the numerator and denominator. The line in orange re&resents the fraction that was not changed. The line in #lac$ re&resents the new fraction with the common denominator. This is what the finished chart will loo$ li$e' 1(< = 1(?

Brittany Meland Grade 5 1(< % + > +(? 1(? = +(? > <(? The teacher will introduce the following song to hel& students' "If adding or subtracting is your aim, The bottom numbers must be the same! Change the bottom using multiply or divide, But the same to the top must be applied, And don t forget to simplify, Before its time to say good bye" The teacher will ha"e students &air u& and sol"e the following &ro#lems' <(; = 1(, <(5 = +(1) <(C = +(< Students will use the chart with interchangea#le num#ers to sol"e. Dom&aring and Eiscussing .FAfterF3 The teacher will as$ three grou&s to share their findingsG one grou& for each &ro#lem. Students will model what ste&s they too$ to sol"e the &ro#lems. The teacher will as$ !uestions such as' HWhat are the denominators9I HWhat do these num#ers ha"e in common9I HWhat can we multi&ly this denominator #y to get -9I HWhy are you multi&lying the numerator as well9I Students may not #e a#le to efficiently e%&lain their &rocess. The teacher will re* teach as necessary. Students may forget one ste& of the &ro#lem. will introduce finding a common denominator for #oth num#ers. The teacher will assess through o#ser"ation and monitoring. 8f the teacher sees a mista$e occurring/ she will wait to see if the mista$e is corrected. The teacher will not let students go further than one ste& &ast the mista$e #efore inter"ening.