Lesson plan d.com
|Math Lesson: Add and Subtract Fractions |Grade Level: 4 |
|Lesson Summary: The teacher will begin by pre-assessing students’ knowledge of how to find equivalent fractions. Students will then learn how to add and subtract |
|fractions with like and related denominators by shading in models of fractions and learning how to use multiplication to create like denominators. On-level |
|learners will independently answer questions in which they will add and subtract fractions with like and related denominators. Advanced learners will answer an |
|open-ended question about adding and subtracting fractions and include an explanatory paragraph with their answer. Struggling learners will answer the same |
|independent questions as on-level learners but will have the aide of pictures to help them solve the problems. |
|Lesson Objectives: |
| |
|The students will know… |
|How to add and subtract fractions with like and related denominators. |
| |
|The students will be able to… |
|Add and subtract fractions with like and related denominators. |
|Learning Styles Targeted: |
| |
| |
|Visual |
| |
|Auditory |
| |
|Kinesthetic/Tactile |
| |
|Pre-Assessment: Give each student a copy of the Pre-Assessment*. First, have students look at each of the three pictures and write the fraction shown by each |
|underneath the picture. Go over the correct answers as a class. Have students look at the first fraction, ¼. Tell students that you want them to divide the |
|rectangle so that it’s divided into eighths. Ask students to share the ways they divided it. Accept reasonable answers. Ask students what fraction is shown now |
|(2/8). Ask students what kind of fractions ¼ and 2/8 are. Elicit responses until a student says, “equivalent fractions.” If necessary, review the concept of |
|equivalent fractions. Repeat the same procedure for the other two fractions from the Pre-Assessment, having students divide B into ninths and C into tenths. |
|Whole-Class Instruction |
|Materials Needed: 1 Pre-Assessment* per student, 1 Pre-Assessment* to project under a document camera, a document camera connected to a projector, 1 copy of the |
|Guided Practice* per student, 1 copy of the Guided Practice* to project under a document camera, 2 different colored pencils per student, 1 copy of the Independent|
|Practice* per student |
|Procedure: |
| |
|Project a copy of the Pre-Assessment with the equivalent fractions listed below each picture, like the answer key in supplemental resources. Have students look at |
|picture A. Show students how the picture was further divided into two more pieces, so multiplying both the numerator and denominator by 2 creates equivalent |
|fractions. Repeat for the pictures B and C. Make sure students understand how to use multiplication to find equivalent fractions. |
| |
|Tell students that today they will be learning how to add and subtract fractions, and knowing how to multiply to find equivalent fractions will be a necessary |
|skill. Give each student a copy of the Guided Practice and 2 different colored pencils. Project a copy of the Guided Practice under a document camera. |
| |
|Tell students that first they will practice adding and subtracting fractions that have like denominators. Have students look at problem 1 on the Guided Practice, |
|and read it aloud. Have students use one colored pencil to shade in the portion of the pan eaten by Joshua. Have students use a second colored pencil to shade in |
|the portion of the pan eaten by James. Ask students what portion of the pan was eaten by the two boys. Elicit responses until a student says, “3/4.” Model for |
|students how to record the equation shown by the picture, ¼ + 2/4 = ¾. Ask students what they notice about the denominators of the two fractions being added and |
|the denominator of the fraction in the sum. Elicit responses until a student says that the denominator remains the same in all of the fractions. |
| |
|Read aloud problem 2 to students. Have students use one colored pencil to shade in the amount of wood that Chris had to begin with. Have students use the second |
|colored pencil to cross out the wood that Chris cut off from the rest. Ask students what portion of the wood was left after Chris made the cut. Elicit responses |
|until a student says, “5/12.” Model for students how to record the equation shown by the picture, 7/12 – 2/12 = 5/12. Again, ask students what they notice about |
|the denominators. Make sure students understand that when adding and subtracting fractions with like denominators, the denominator remains the same while the |
|numerators are added or subtracted. |
| |
|Read aloud problem 3 to students. Ask students to solve the problem on their own without the benefit of a picture. If necessary, help students figure out what |
|equation needs to be solved. Remind students that because the denominators are the same in both fractions that the denominator of the sum should be the same, and |
|the numerators should be added. After going over the correct answer with students, model for students how to draw a picture to prove the solution. |
| |
|Have students look at the second page of the Guided Practice, and tell them that now they will practice how to add and subtract fractions with denominators that |
|are related, but not the same. Remind students of how to multiply to find equivalent fractions, like the examples from the Pre-Assessment. |
| |
|Have students look at problem 4 as you read it aloud. Discuss with students how the denominators are related. Elicit responses until a student says, “3 x 2 = 6.” |
|Have students use one colored pencil to shade in the portion of the floor mopped by Landon. Explain to students that the picture is divided into thirds, not |
|sixths. Have students use a pencil to divide the picture into sixths. Call on a student to share how s/he divided the rectangle. Model dividing the rectangle into |
|sixths under a document camera. Have students shade in the portion of the floor mopped by Caroline. Ask students how much total floor was mopped by both people. |
|Elicit responses until a student says, “5/6.” Model for students how to record the picture as a fraction. Make sure students understand how to multiply both the |
|numerator and denominator of 2/3 by 2 to create fractions with like denominators. |
| |
|Repeat the same teaching procedure for problem 5. Again, make sure students understand how to use multiplication to create like denominators before subtracting. |
| |
|Read aloud problem 6 to students. Ask students to solve the problem on their own without the benefit of a picture. If necessary, help students figure out what |
|equation needs to be solved. Remind students that because the denominators are different, they need to figure out what to multiply by to create like denominators. |
|After going over the correct answer with students, model for students how to draw a picture to prove the solution. |
| |
|When students understand how to add and subtract fractions with like denominators, give each student a copy of the Independent Practice, and allow students to work|
|independently. |
|Advanced Learner |
|Materials Needed: 1 copy of the Advanced Learner Question* per student, writing utensils |
|Procedure: |
| |
|Give each student a copy of the Advanced Learner Question, and read aloud the paragraph to students. Make sure students understand that they should answer both of |
|the questions asked and then explain their problem-solving process in a paragraph afterwards. When students understand the directions, allow them to work |
|independently. |
|Struggling Learner |
|Materials Needed: 1 copy of the Struggling Learner Independent Practice* per student, writing utensils |
|Procedure: |
| |
|Give each student a copy of the Struggling Learner Independent Practice, and tell students that they should use the pictures provided for each problem to help them|
|find the answers. When students understand the directions, allow them to work independently. |
| |
|Note: The answer key for the Struggling Learner Independent Practice is the same as the Independent Practice for the on-level learners. |
*see supplemental resources
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- lesson plan themes by month
- water lesson plan for preschoolers
- watershed lesson plan activity
- lesson plan themes for toddlers by month
- preschool lesson plan templates blank pdf printable
- toddler lesson plan template printable
- school age lesson plan ideas
- free preschool lesson plan template printables
- daycare weekly lesson plan template
- school age lesson plan format
- lesson plan themes preschool
- school age lesson plan sample