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Clare SweeneyMrs. ConteThe College of New JerseyTitle: Adding Fractions with like denominatorsGrade level: 5Time: 12:26-:1:31, Math Block 1Lesson Essential Question(s): How can you use models to add fractions with like denominators?Standards: 5.NF.A.1 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.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.Objectives and Assessments:SWBAT add fractions with like denominators.Students will complete an assessment ticket to be taped into their math notebook as well as complete all stations with 90% accuracy. Materials:8 iPads with Fraction appsFraction bars/ circle pieces"I Have, Who Has?" gamePopsicle Stick GameFraction Capture GameMath NotebookAssessment TicketsDocument CameraProjectorTeacher copy of Math NotebookPre-lesson assignments and/or prior knowledge:Students should have basic knowledge of fractions and mixed numbers. Students should also be familiar with strategies to convert between fractions and mixed numbers. In addition, students should be fluent creating equivalent fractions.Lesson Beginning:Lesson will begin with a review of converting mixed numbers and fractions. Students will play a game called, "I Have, Who Has?" Each number is either a fraction or mixed number and students will have to convert to the opposite. Game starts with the card that says, "START." Student reads the phrase, "Who has __?" The mixed number or fraction that one student has is equivalent, in another form, to another student's card. Game continues until the "END" card is read.All students start standing and sit as they read their cards.Instructional Plan:After "I Have, Who Has?" students will gather at the carpet with their math notebook and a pencil to complete the following math message:a. Draw in your notebook and solve. Write the correct fractions below to solve. ** Circle picture of 2/4 + 1/4 + = b. 3/8 + 2/8 =Draw pictures (like above) to solve.Students will be given time to answer the question in their notebook; then volunteers will be asked to write their answer on the projected copy. After all students had a chance to answer in their notebooks, teacher will go over the examples and remind students what simplest form.Teacher will then demonstrate how to add fractions vertically through multiple examples; such as:2/4 + 1/41/5 + 3/57/10 + 7/101/8 + 1/8 Students will be given an assessment ticket to solve the following2/4 + 3/43/15 + 5/1515/22 + 2/221/9 + 6/9Teacher will post the correct answers and students will tape the ticket into their notebooksStudents who are unable to answer correctly on their assessment ticket will be asked to remain on the carpet for further instruction.Teacher will explain all 4 stationsStudents will break into 4 groups to move to each one of the following stations:iPads- students will work with the app called "Fraction Drills," on Level 2 students will add fractions with the same denominator.iPads - students will work with the app called "Oh No Fractions"Fraction Capture - Students will play a game from their math workbook. They will roll 4 die to make 2 fractions. Students will add the fractions and write their initials in the appropriate places. Winners "capture" or get more than half of a fraction.Popsicle Game - Students take turns drawing popsicles from a cup. They have 1 chance to solve the problem of adding and simplifying fractions with like denominators or unlike. If they don't answer correctly the stick is put back in the cup (answers are on the back of the stick in pencil to check). The student with the most sticks at the end of the game wins. There are a few "trick sticks:""Bang" - Put all you sticks back in the cup"*1" - Go again"-1" - Lose one stick"+1" - Take 1 stick from someone elseTeacher will pass out cards numbered 1-4 to make groups.Each rotation will last from 6 to 8 minutes.As the students rotate they will be required to take notes on a foldable that will be taped into their notebooks. The notes will include 4 examples from each station.After students finish their rotations, they will be given a final assessment ticket to write and solve their own fraction addition problem.DifferentiationStudents with difficulty converting improper fractions to mixed numbers are supplied with a personal white board and marker to do computations.Students who need extra help will be asked to stay at the carpet to work with the teacher while the other students begin their stations.Groups are heterogeneous to allow for peer assistance and collaboration.Students are required to write everything in their math notebooks. These serve as their primary reference for homework and quizzes. One student is classified with disorientation of written expression. To accommodate, all directions will be on a piece of paper at each station.Classroom managementStudents will be brought to attention by a series of claps that the students repeat when heard.Students will be allowed to talk quietly with their group members but they will told that they can only talk about adding fractions.When students break into groups, they will be given cards labeled 1-4 to avoid conflicts and exclusions.TransitionsStudents will come in to the classroom from their lockers. "I Have, Who Has?" directions will be explained in the hallway. Students will pick a card as they enter the classroom and sit in their desks.Students will transition from the end of the game to the rug with their notebooks and a sharpened pencil.Students will be reminded to get this quickly and to limit talking.Students will then need to transition back to their seats from the carpet. Students will be given time to meet with their group members, collect materials, and re read directions. Each station will last approximately 6 to 8 minutes. While moving from station to station, students will be closely monitored to avoid running.Closure:Students will complete an exit ticket that asks students to write their own fraction addition problem and solve. Also to be taped into their math journal. Students will be assigned homework reinforcing the addition skills. For example, a correct respond could be: 36 + 16 = 46 = 23"I Have, Who Has?"I have the start card!Who has53?I have 145Who has 199I have 1 23!Who has74I have 219Who has 4710I have 134Who has72I have 4 710Who has 354I have 312Who has 135I have 834Who has94I have 235Who has83I have 214Who has103I have 223Who has 115I have 313Who has 113I have 2 15Who has133I have 323Who has165I have 413Who has 112I have 3 15Who has73I have 512Who has 144I have 2 23This is the end!I have 324Who has 95NAMENAMENAMEMake your own fraction addition problem. Solve and show with a picture.Directions: Popsicle GameEach player takes turns picking one (1) Popsicle stick at a time.Read the addition problem on the stick.You have one chance to solve the problem. If you answer correct, keep the stick!If you get the answer wrong, put it back in the cup.**The answer is written in pencil on the back to double check.The person with the most sticks when time is up wins!!The side of the stick with the star has the addition problem on it; make sure you read that side. TRICK STICKS1. "Bang" Put all your sticks back in the cup :(2. "*1" Pull another stick!3. "-1" Put 1 stick back in the cup :(4. "+1" Take 1 stick from someone else!***Make sure you are writing down 4 examples from this station***Directions: Fraction Capture*All fractions will have the denominator 6*Roll 2 dice and make 2 fractions from those numbers.For example, I rolled a 2 and 3. My fractions are 26 and 36.Now add the two fractions Mine add to56.Once you have your initials on more than 12 of a square, you capture it!The person who captured the most squares at the end wins!!After each player takes 2 turns with a denominator 6, move to a denominator of 5, then 4, 3, and 2.***Make sure you are writing down 4 examples from this station*** ................
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