Angela Forte Adding and Subtracting Fractions

Nov. 23 2009

Learning Objective: Students will add and subtract proper fractions with like denominators and simplify outcomes up to one whole.

Standards: MST 3 - Students use mathematical operations to understand mathematics. 6.N.21 Find multiple representations of rational numbers ( Fractions) 6.PS.13 Model problems with pictures/diagrams or manipulatives. 6.PS.7 Represent problem situations numerically. 6.RP.5 Justify general claims using manipulatives. 6.CM.10 Use appropriate vocabulary when describing objects, relationships, mathematical solutions, and rationale

Warm up: Students will review simplifying fractions by finding the Greatest Common Factor between the numerator and the denominator. Ex. 6/12 10/20 22/33 18/24

Whole: Teacher will review the concept of adding fractions with like denominators by presenting a word problem for the students to solve using fraction strips. Jane ordered a pizza for her and her brother Billy for dinner. The pizza was cut into 8 equal slices. Billy was so hungry that he ate 5 slices of pizza. However, Jane wasnt that hungry, she only had one slice. How much of the pizza did Jane and her brother eat in all represented as a fraction? Questions:

1. Who can identify the important information in this problem? 2. What is the answer to this problem written as a fraction? 3. How can this fraction be represented in another way using fraction strips? 4. What is the simplified version of this fraction? Can you verify using fraction strips?

TRY IT OUT: 1/6 + 2/6 4/8 + 2/8 3/12 + 6/12

Medial Summary: Who can explain the process for adding fractions with like denominators using the correct math terminology?

The teacher will then review the concept of subtracting fractions with like denominators by presenting the same word problem, with a different question at the end. Jane ordered a pizza for her and her brother Billy for dinner. The pizza was cut into 8 equal slices. Billy was so hungry that he ate 5 slices of pizza. However, Jane wasnt that hungry, she only had one slice. How much of the pizza was left represented as a fraction? Questions: 1. How is this word problem different from the previous one? 2. What operation do you need to use to solve this problem? Why? 3. How can this problem be represented using fraction strips?

4. What is the simplified answer to this problem? Verify using fraction strips.

TRY IT OUT: 5/12 2/12 2/4 2/4 7/8 4/8

Medial Summary: How are the rules for subtracting fractions similar and different from adding fractions with like denominators?

Guided Group: Juan O, Tattiana, Luis, Carlos, Chris R. Briannie, Sharryll, Sanjida Re address rules for simplifying fractions and adding and subtracting fractions Worksheet one side adding fractions other side subtracting fractions Extended two word problems

Independent Group: Work on worksheet with mixture of adding and subtracting fractions. Extended 4 word problems

Advanced Group- Isaiah, Julio, Worksheet on adding and subtracting fractions, 4 word problems Extended write their own addition or subtraction word problem

Whole- Two students from each group will demonstrate an addition problem and a subtraction problem from their worksheet and explain how they solved it.