Adding and subtracting fractions

10/29/18

Objectives: Students will learn about adding and subtracting fractions in problems
with two fractions and with multiple fractions.

Anticipatory Set
We are going to be working on adding and subtracting fractions today. We
have already been working on adding fractions so today we are going to
learn how to subtract fractions as well as add and subtract multiple
fractions.

Procedures
1. We are going to start off by doing a couple of addition problems.
We have the fractions 8/5ths, 2/5ths, and 10/5ths. We are going to add
8/5ths and 2/5ths together.
 We first notice that they have the same denominator so we are
going to focus on the numerator. So we take 8+2 which is equal to
10. We then have the fraction 10/5ths. Now we take it apart and
put it into a mixed number. Our first job is to break it apart. So we
have 5/5ths and 5/5ths. So we have 2 whole numbers.
  Next we can take 10/5ths and 8/5ths and add them together.

(Repeat above process of breaking the equation down.) This

problem is going to have to be broken down multiple times as well.
We have three whole parts and 3/5ths left over so our mixed
number would be? That’s right 3 and 3/5ths.

Now we are going to take fractions and subtract them. We have the fractions
15/8ths, 7/8ths, and 8/8ths. Our first problem is 15/8ths minus 8/8ths. When
we subtract fractions it is just like subtracting normally works. Since this is
a fraction there is a denominator but we do not have to worry about
changing this as it will stay the same.

With this answer

we cannot turn 7/8ths into a mixed number. Let’s do another. Let’s take the
fractions 8/8ths and 7/8ths. (8/8ths minus 7/8ths = 1/8th)
We are going to model our work another way. We are going to use a line to
model our work. (Walk through problem A. Make sure to stress the 1 is a
whole number which can be represented in this problem by 4/4ths.) Then
walk through problem b. First ask what does 1 mean in this problem. (It
means 10/10ths) So first I would put 10/10ths minus 8/10ths. Then I solve
the problem. Does anyone know what the answer would be? (2/10ths) Now
how would I check to make sure this answer is correct? (By placing it on a
number line) So I draw out my line and I mark the parts. How am I going to
label this line? In fourths, in fifths, in tenths? (Yes it will be in 10ths.) We
then go back 8 places. And that lands us at 2/10ths. (Then do the same for

problems e and f)
Now we are going to find the difference using bonds. (Do problems a, c, and e)
With problem A we have the fractions 1 and 3/5ths minus 4/5ths. First we are
going to have to turn our mixed number back into an improper fraction because
the proper fraction itself is not enough to solve the problem. So we take 1 and
2/5ths and that becomes? (7/5ths) So our new problem is 7/5ths minus 4/5ths. Our
answer would be? (3/5ths)
Now that we understand how to add and subtract fractions we are going to
work on adding and subtracting multiple fractions. Our first problems are
going to be addition. Our first problem is going to be 5/8ths + 10/8ths +
7/8ths. This problem is going to work the same as any other fraction
addition problem except that it has three fractions instead of two. So if I add
our fractions together I am going to get what? (22/8ths) This is an improper
fraction so let’s turn this into a mixed number. What is my first step? (8/8ths
and 14/8ths.) Alright so we have 8/8ths and 14/8ths, what is our next step?
(Turn 14/8ths into 8/8ths and 6/8ths) So how many whole numbers do we
have? (2) So our mixed number would be 2 and 6/8ths.

Next do the problems 6/9ths +4/9ths +10/9ths

8/20ths +4/20ths +10/20ths
7/4ths +8/4ths +9/4ths
Next we are going to the same with subtracting fractions. Let’s use 9/9ths -
6/9ths -2/9. (Walk through the same steps, but with subtraction there is no
reason to break it down.)
Then walk through the problems
8/20th – 4/20ths – 2/20ths
 20/2nd -8/2nd -2/2nd
Closure \What is something that you learned today? Can anyone talk me
through how to do a multiple fraction addition problem? Can anyone tell me how
to do a multiple subtraction problem?

Assessment Unit test at the end of the unit.

Reflection
I think that this lesson went really well. Students seemed engaged and I was really
proud of a couple of them. They showed what they understood and I feel that it is
really important to encourage them. One thing that I would change would be to
have a couple of students that I know have a little more difficulty come up closer
and making sure that they understood the problem because as both Ms. Callahan
and you said students do not like to admit that they do not know how do
something.