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. | |
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|Unit Objectives: | |
|Students will be able to solve addition and subtraction problems involving fractions with unlike denominators. | |
|Standards addressed (AL COS) | |
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|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] | |
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|Example: 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) | |
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|List of Materials | |
|Pencil | |
|Paper | |
|SMART Board (interactive whiteboard) | |
|Math Website | |
|Worksheet | |
|Assessment | |
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|INSTRUCTIONAL SEQUENCE | |
|Phase One: Engage the Learner | |
|Activity: |
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|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. |
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|What’s the teacher doing? |What are the students doing? |
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|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 | |
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|Example of game questions: [pic] | |
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|Phase Two: Explore the Concept | |
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|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. |
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|What’s the teacher doing? |What are the student’s doing? |
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|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. |
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|Ex: [pic] |
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|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] |
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|Next, show the students how the second step ties into the original equation. |
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|Now we have… |
|[pic] |
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|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. |
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|Now we can solve. |
|[pic] |
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|What’s the teacher doing? |What are the students doing? |
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|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 |
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|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. |
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|Ex: [pic] |
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|First, take b and d and multiply. This gives you a common denominator of bd. |
|Ex. b x d = bd |
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|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. |
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|Now we have… [pic] |
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|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. |
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|What’s the teacher doing? |What are the students doing? |
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|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. |
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|Ask students questions to allow you to see their understanding. |Sitting at their desk in groups helping group members figure out the problems. |
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|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. | |
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|Phase Five: Evaluate students' Understanding of the Concept |
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|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. |
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|What’s the teacher doing? |What are the students doing? |
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|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. |
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|Take up the test. |Turn in test. |
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|Grade the test. |Go over the test. |
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|Distribute the test back to students. | |
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|Go over the problems that was most missed. | |
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Word Document
Adding and Subtracting
Fractions
Name___________________ Date_____________________
1. [pic]
2. [pic]
3. [pic]
4. [pic]
5. [pic]
6. [pic]
7. [pic]
8. [pic]
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10. [pic]
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