Lesson plan - Study Island



|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: |

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|The students will know… |

|How to add and subtract fractions with like and related denominators. |

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|The students will be able to… |

|Add and subtract fractions with like and related denominators. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|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: |

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|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. |

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|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. |

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|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. |

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|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. |

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|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. |

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|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. |

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|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. |

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|Repeat the same teaching procedure for problem 5. Again, make sure students understand how to use multiplication to create like denominators before subtracting. |

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|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. |

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|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: |

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|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: |

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|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. |

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|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

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