5-E Lesson Plan Template



5-E Lesson Plan

|Your Name: Brooke Byrd |Your E-mail Address: ebyrd100893@troy.edu |

|Grade Level: 5-6 |Subject Area: Mathematics |

|Lesson Title: Adding and Subtracting Fractions with Unlike |Lesson Length: |

|Denominators |45 minutes – 1 hour |

|THE TEACHING PROCESS | |

|Lesson Overview | |

|This lesson teaches students a method to help them add and subtract fractions with unlike denominators. | |

| | |

|Unit Objectives: | |

|Students will be able to solve addition and subtraction problems involving fractions with unlike denominators. | |

|Standards addressed (AL COS) | |

| | |

| | |

|ALEX 5th (2010) – 11.) Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with | |

|equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. [5-NF1] | |

| | |

|Example: 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) | |

| | |

|List of Materials | |

|Pencil | |

|Paper | |

|SMART Board (interactive whiteboard) | |

|Math Website | |

|Worksheet | |

|Assessment | |

| | |

| | |

|INSTRUCTIONAL SEQUENCE | |

|Phase One: Engage the Learner | |

|Activity: |

| |

|Call the students to sit in front of the SMART board in the classroom. On a math website such as |

|, is a game titled “Action Fraction” that will refresh |

|the student’s memory on adding and subtracting fractions with like denominators. Allow the students to come up one at a time to play levels 1 |

|and 2 of the math game on the board. (Levels 3 and so forth cover today’s lesson of adding and subtracting fractions with unlike denominators, |

|which the students have not yet been introduced.) However, students should have previously mastered how to add and subtract fractions with like |

|denominators, to be able to complete this activity. |

| |

|What’s the teacher doing? |What are the students doing? |

| | |

|Pull the math game up on the SMART board |Ask the teacher about the math game |

|Ask questions concerning fractions |Go up to the SMART board to play the math game |

|Calling the students up to the board to play the game |Once the students have been called upon and completed their math problem they|

|Assist the students as needed with answering the questions to the |are to go back and sit down in front of the SMART board |

|game | |

| | |

|Example of game questions: [pic] | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|Phase Two: Explore the Concept | |

| |

|Activity: Once the math game is complete inform the students that they are learning more about adding and subtracting fractions. Now close the |

|game and allow the students to come up to the SMART board and make their own math problems to give to their classmates. Once student 1 places |

|the problem on the SMART board then student 2 comes up to answer the problem. Once it is answered correctly then student 2 can place a math |

|problem for student 3 to answer and so forth. These problems can have anything to do with adding and subtracting fractions with like |

|denominators. The students assist each other with trying to figure out the correct answer when called upon by the teacher. After the students |

|figure out the other student’s equation, place a new example onto the board. This time change the like denominators to unlike denominators and |

|ask the students as a whole how will the changes made affect the answer now. |

| |

| |

| |

| |

|What’s the teacher doing? |What are the student’s doing? |

| | |

|Explain the next direction to the students. |Listening to the teacher explain the directions. |

|Allow the students one by one to come up to the board to place |Figure out in their head what they want their equation to be. |

|their equations on the board. |Work out their classmate’s math problem. |

|Help assist the students to put an appropriate equation on the |Helping other classmates out that are trying to solve the problem. |

|board. |Sitting quietly and patiently until it is their time to be called on. |

|Help other students figure out the equation, if needed. | |

|Phase Three: Explain the Concept and Define the Terms |

|Activity: After the discussion occurs on the new equations with the unlike denominators show the students how the two equations are different. |

|Ex: [pic] differs from [pic] |

|Explain to the students; although, these two equations look as though they can be worked the same, the answer to the second equation is |

|different because of the term least common denominator or least common multiple. Explain to the students in order to get the correct answer they|

|will have to apply the method of finding the least common denominator, first. |

| |

|Ex: [pic] |

| |

|First, explain to the students we need to find something called the least common denominator (LCD), which is truly just the LCM (least common |

|multiple) of our denominators, 2 and 3. |

|The LCM of 2 and 3 is 6. So, our LCD 6. |

|Second, demonstrate to the students that we must make 6 our new denominator. |

|Change [pic] |

|Multiply by 3 in the numerator and denominator. |

|[pic] |

|Change [pic] |

|Multiply by 2 in the numerator and denominator. |

|[pic] |

| |

|Next, show the students how the second step ties into the original equation. |

| |

|Now we have… |

|[pic] |

| |

| |

| |

| |

| |

| |

| |

| |

|Last, explain to the students that we have applied the method, and broken this equation down to get it to look similar to an equation that has |

|like denominators. |

| |

|Now we can solve. |

|[pic] |

| |

| |

|What’s the teacher doing? |What are the students doing? |

| | |

|Explain to the students the difference between the two equations. |Sitting down in front of the teacher observing and listening to the teacher |

| |explaining adding and subtracting fractions with unlike denominators. |

|Explain to the students what the least common denominator is and | |

|how it relates to the least common multiple. |Asking teacher questions about the math problems. |

|Ask students questions to allow you to see their understanding of | |

|the new concept | |

|Phase Four: Elaborate on the Concept |

| |

|Activity: |

|After the teacher has worked out some similar problems on the board using the least common denominator to demonstrate exactly what steps they |

|need to take to obtain an equation with like denominators in order to solve, explain to the students that there is a more simple way to solve |

|these types of equations. |

| |

|Ex: [pic] |

| |

|First, take b and d and multiply. This gives you a common denominator of bd. |

|Ex. b x d = bd |

| |

|Second, cross multiply a and d. Then, do the same for b and c. |

|Ex. a x d = ad |

|b x c = bc |

|Next, add both the product of a and d to that of the product of b and c. |

| |

|Now we have… [pic] |

| |

| |

|Explain to the students that by using this method and applying cross multiplication they can obtain the same answer as they would if they |

|applied the method previously explained to them using the least common denominator. Send students back to the desk and give them a worksheet on |

|adding and subtracting fractions with unlike denominators keeping the examples of both methods and steps on the board to allow the students to |

|refer back to it. Give students enough time to work through the worksheet together, and then discuss the worksheet as a whole in class with the |

|students and allow them to ask questions. |

| |

| |

| |

| |

| |

|What’s the teacher doing? |What are the students doing? |

| | |

|Explain to the students the second method of solving fractions |Sitting down in front of the teacher observing and listening to the teacher |

|with unlike denominators. |explaining the concepts more in depth. |

| | |

|Ask students questions to allow you to see their understanding. |Sitting at their desk in groups helping group members figure out the problems. |

| | |

|Send students back to their desk. |Asking teacher questions about the math problems. |

|Give students 10 -15 minutes to figure math problems out. | |

|Once they are done go over the worksheet as a class on the SMART| |

|board. | |

|Allow students to ask questions about the problems they had | |

|issues solving. | |

| | |

|Phase Five: Evaluate students' Understanding of the Concept |

| |

|Activity: Once the students go over the worksheet they have completed in class with their group members, test the students. Give the students |

|an individual test on adding and subtracting fractions with different denominators to see what they have grasped mentally and to check if they |

|truly understand the concept. Take the test up and grade the test and give test back to students to allow the students to see what they have |

|missed. |

| |

| |

|What’s the teacher doing? |What are the students doing? |

| | |

|Clear the board and tell students to clear desk. | |

| |Clearing their desk. |

|Handing out the students assessments. | |

| |Taking the test individually. |

|Walking around the class to see if any students are having | |

|problems or need help. |Working at desk. |

| | |

|Take up the test. |Turn in test. |

| | |

|Grade the test. |Go over the test. |

| | |

|Distribute the test back to students. | |

| | |

|Go over the problems that was most missed. | |

| | |

| | |

| | |

Word Document

Adding and Subtracting

Fractions

Name___________________ Date_____________________

1. [pic]

2. [pic]

3. [pic]

4. [pic]

5. [pic]

6. [pic]

7. [pic]

8. [pic]

9. [pic]

10. [pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download