Color Tile Fractions

Materials/Equipment: Curriculum Integration: Blooms Taxonomy:

Math journals, grid paper, baggies of color Math Knowledge/Remember Analysis
tiles, copies of task cards, Learnzillion video: Comprehension/Understand Evaluate
https://learnzillion.com/lesson_plans/6861#lesson, Application Create

Differentiated Learning:
Auditory Visual/Spatial
Classroom Strategies:
TEKS Achieved:
Logical/Math Cooperative Groups
Math
Verbal/Linguistic 3 (H) represent and solve addition and subtraction of Hands-On
Intrapersonal Interpersonal fractions with unequal denominators referring to the Lecture
same whole using objects and pictorial models and Problem Solving
properties of operations Whole-group
ELPS
Pairing
2 (C) learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions

Submitted by: Misty Lowe

Grade Level: __5__ Subject:____Math________

Rationale: The students will create designs that represent addition and subtraction of fractions with unequal denominators.

Objectives:
TSW represent and solve addition and subtraction of fractions with unequal denominators using color tiles.
TSW learn new academic vocabulary heard during classroom instruction.
Lesson Plan:
Introduction: (Anticipatory Set/Motivation):
Watch Learnzillion video https://learnzillion.com/lesson_plans/6861#lesson

Process:

Information Giving: Have students get out their math journals. Write notes under the HoverCam on grid paper. Show students how
to use area models to solve addition and subtraction of fractions with unequal denominators. Have students fold and glue into journal.

Modeling: Use different colored dry erase markers to show a rug that is 1/3 purple and 1/4 red. Demonstrate how to find a common
denominator and then color in the appropriate spaces on the rug. Use a marker that is not purple or red to color the remaining parts
of the rug.

Check for Understanding: While drawing the rug ask students what the common denominator is. Tell them that means we need 12
sections in our rug.

Guided Practice: Work with students to draw another rug using the fractions 2/3 (red) and 1/5 (purple). Have students find the
common denominator (15), rename the fractions (10/15 and 3/15), and determine how many are a different color (15/15 13/15=2/15).

Independent Practice: Students will create their own designs by working in small groups. They will read the task card and use color
tiles to create a design that follows the rule. Let them know that it does not have to be a rectangle. Students will pick one of their
designs to color on the grid paper.

Closure/Culminating Activity: Have students share the picture of one of the designs theyve created.
Enrichment/Extension: For the groups that complete all task cards- have them create an original design and write
down simplified fractions for two of the colors.
Accommodations:
1. For a student with a visual impairment, I will provide a copy of the notes and grid paper with larger squares.
2. For an ELL, I will add wait time during notes and use pictures to demonstrate concepts.

Assessment/Evaluation:
I will assess designs to check for understanding of the concept.
I will listen for academic language being used during small groups while I walk around the room.