Allysen Breeden 11/13/13 Grade: 5 Adding Fractions with Unlike Denominators Standard: 5.NF.A.

1 which states, 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. Objective: Students will be able to add fractions with unlike denominators by creating equivalent fractions with common denominators. Procedures: As a whole group at their seats, using the projector, display the word problem, Over the weekend, Samantha ate 1/4 of a box of Lucky Charms. Her brother Freddie ate 3/8 of the same box of Lucky Charms. How much of the box of Lucky Charms did Samantha and Freddie eat in all? Ask students if I am going to be adding or subtracting, then ask students what specific numbers I am going to be adding. On the board under the word problem I will write, 1/4 + 3/8 = ______ Then I will ask the students if I am able to add the numbers in the way they appear right now. Some students may have the misconception that I just add the numbers as they are. I will then ask the students if anyone knows the next step I must take in order to solve this problem. Explain to the students, that I will need to find a number that both fractions can equal, and that this is my only way to add these two fractions. Ask the students what numbers both of these fractions are equal to and write the list on the side of the board. After taking a few, look at the list shown and ask which would be the easiest, students should select 8. Now that we have determined our new denominator, ask students what do I need to do to the fraction 1/4 to make it an equivalent fraction with the denominator of 8. Express to the class, that whatever you do to the denominator you MUST do to the numerator as well. In this case we will need to multiply both numerator and denominator by 2. Our new fraction will be 2/8. Then ask the students if anything needs to be done to 3/8. Since nothing needs to be done, go ahead and add them together 2/8+3/8=5/8 Together Samantha and Frankie ate 5/8 of the box of Lucky Charms. Next the students will be given a problem, What is the sum of 2/9 and 2/3? At their seats on a white board, with their neighbor will work on solving this problem. When they are finished they will raise their hand and the teacher will come look at their answer. Each student should show their work on separate

boards. After the whole class is finished the problem, we will again work out the problem as a class. The common denominator should be 9. Ask the students how they decided on using the number 9. If a group used a number different than 9, ask them to share the way they did it after we finish this example. Now, ask the students what they did next in the problem to make the fractions equivalent. They should come up with 2/3 is equal to 6/9. They should get sum of 8/9. Now go back to the students who used a different denominator and have them walk you through what they did. Ask the class if there is only one way and one number that can be used to make the fractions equivalent. Students will complete one more example on their white board with their partner, What is the sum of 3/6 and 2/3? Teacher will walk around and observe students discussion and work. When each group has completed the problem, one student will come to the board, and walk the class through the problem of how they did it, explaining each step they took. If there are any students who did this a different way, also have them come up and explain their work. After those 3 examples, students will independently work on a worksheet. Students that need more help can meet on the floor with their white boards, and the teacher will provide more examples and instruction. Students who finish early will have a math challenge activity. (Worksheet is on last page of document) Assessment: During the guided practice I will be checking each students work for understanding of the objective. I will also be observing the students as they are doing their individual work. At the end of the unit, there will be a test so students are able to demonstrate understanding of the content.

I found and modified this lesson from: https://betterlesson.com/document/2493867/lp-unit3a-lp14-11-14-2013-add-andsubtract-fractions-with-unlike-denominators-docx

Name:________________________________ Adding Fractions Use what you know about making equivalent fractions to solve each problem. 1) 2/8 + 2/4 = 2) 2/3 + 5/9 =

3) 3/5 + 4/10 =

4) 3/6 + 2/12 =

5) 3/7 + 1/14 =

6) 2/5 + 4/15 =

7) 3/12 + 3/4 =

8) 5/16 + 1/4 =

9) 3/15 + 2/5 =

10) 5/9 + 1/18 =

11) 1/6 + 4/12 =

12) 7/16 + 2/8 =