Design for Learning

Instructor: Emily Freeman

Lesson Title: Break it up!
Curriculum Area: Math

Grade Level/Cooperating Teacher: 4th,

Villani
Date: March 15, 2016
Estimated Time: 1 hour

Standards Connection:
14.) Understand a fraction a/b with a > 1 as a sum of fractions 1/b. [4-NF3]
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed
number with an equivalent fraction, and/or by using properties of operations and the
relationship between addition and subtraction. [4-NF3c]
d. Solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators, e.g., by using visual fraction models and
equations to represent the problem. [4-NF3d]
Learning Objective(s):
When given a set of problems, students will solve addition and subtraction of fractions with
unlike denominators with 80% accuracy.
Learning Objective(s) stated in kid-friendly language:
I will be able to add and subtract fractions that have a different denominator.
Evaluation of Learning Objective(s):
Students will be given a worksheet that has 5 word problems that require the addition and
subtraction of fractions with unlike denominators. The students will complete the computation
necessary, showing their work as to what they found the common denominator to be. Students
will be allowed to use manipulatives if necessary but they will not be encouraged. Students that
complete 4 out of the 5 problems correctly (80%) will be considered proficient and placed into
the green group. Students that score 3 out of the 5 correct will be placed in the yellow group and
observed for further remediation. Students that score 2 or less correct will be placed in the red
group and will receive further remediation.
Engagement:
Before we start our lesson, we are going to play a game! I need everyone to open their chrome
book and go to kahoot.it The teacher will spell the website for students. When you get there,
raise your hand so I know you are ready. Does everyone see the box that says game pin? Look
up here. Enter this pin number into that box. The pin is______. When you have done that, raise
your hand again. Now you should see the box that asks for a nickname. Enter just your first
name like you would write on a paper. If you enter anything bad, you will not be allowed to play
our game. Before we start, Im going to explain how it works so listen carefully. When I press
start, a question will appear up here on the screen. You will have some time to read the question
and think about your answer. After 5 seconds, the answer choices will come up. You will click on
the matching symbol for your answer choice. I know this is a little confusing so we are going to
do 2 practice questions at the beginning that will not count to your score. You get more points
for answering fast AND getting the answer right. You do not get any points if you answer fast but
get the question wrong so make sure you take your time. Ready? The teacher will begin the
kahoot and allow the students to complete it. That was great class! You all did so well! Can
someone tell me what we were doing in that game? Thats right- we were adding and subtracting
fractions! Did the fractions have the same denominator or different ones? Right- same! Today
we are going to add and subtract fractions with unlike denominators! (Transition to teaching)
Learning Design:

I.

Teaching:
The teacher will call the class to the carpet at the board by table number. Students will
not bring anything with them to the carpet. Today we are going to work on adding
and subtracting fractions with unlike denominators. Can someone tell me what that
means? Thats right! If the denominators are not alike that means they are different
and it makes it harder to add them. I know we did some easier ones in our warmup
but today we are going to do some that are a bit trickier. Lets start with one that is
easy. Im going to do it and walk us through it together then we will do some together
as a class. Lets start! What if I want to add 2/3 and ? The teacher will write the
problem horizontally on the board. The first thing Im going to do is find a number I
can change the denominator to so that I can add them together. Does anyone have an
idea about what number that might be? Right- it would be 12! Now how did you
know? Right again! We can do the really easy thing of multiplying the two numbers
together. But I have to multiply the top and bottom by our factor so that the fraction
remains equivalent. Does anyone know what equivalent means? Right- it means the
same. So 2/4 is equivalent to ! First, I will multiply 2/3 by 4/4. What is 4/4
equivalent to? Right- 1! So when I multiply the numerator and the denominator by
4/4, I do not change the fraction, I just change what it looks like. What is 2 times 4?
Right- 8! And 3 times 4? Right-12. So what does this fraction become? Right again8/12. So 2/3 is equivalent to 8/12. Now what about the other fraction- ? What do we
need to multiply it by? Right- 3. So it becomes. Right- 3/12. Are we able to easily
add 8/12 and 3/12? YES! So what is the answer class? Right- 2/3+1/4=11/12. What
is a word problem I could use for these numbers? The teacher will hear student
suggestions. Great thinking! I have a trickier one. I want us to do this one together.
As we go, I want us to struggle and see what we can come up with. This time, I am
going to read a word problem. I want you to first tell me what you think my number
sentence would be. Can someone tell me again, what is a number sentence? Thats
right- its what we normally write on the board or our paper to solve such as 1+1=2.
Here is my word problem: Claire and Camdyn are wanting to share their food at
lunch. If Claire has 2 and 1/5 sandwiches and Camdyn has 2 and 1/6 sandwiches,
how much do they have together? Can someone first tell me my number sentence?
Right- 2 1/5 + 2 1/6. Can someone tell me where to start? I agree- lets start with
changing our mixed numbers to improper fractions. What is 2 1/5 written as an
improper fraction? Right- 11/5. What about 2 1/6? Right again- 13/6. Now start to
think about how we could add these together. Hmmmmmm take a couple seconds and
think- give me a thumbs up if you think you have a way. Okay lets hear one- change
the denominator to 30? Does everyone agree that is our best option? So what do we
need to multiply 11/5 by? Right- 6/6. Can someone tell me what that is equivalent to?
Right- 66/30. That seems so big, doesnt it? What about 13/6- what do we need to
multiply that by? Right- 5! So we get 65/30. Wow- yall are great at this! So when
we add them, what do we get? Right- 131/30! Now, can this be simplified? You think
so? I agree- any suggestions? Lets see The teacher will take suggestions from the
class and work through what they say. The final answer is 4 7/10. Lets do one more
together involving SUBTRACTION! WOOO! Here is my number sentence- are you
ready? Eltons mom sent him 5 and apples for lunch. Lauren thought they looked
really good and asked for some. If Elton keeps 3 and 1/3 apples, how much does

Lauren get? What is our number sentence this time class? Its a bit trickier! I agree- 5
- 3 1/3? Do you think we will be able to solve this? How did you know! Rightbecause 5 is bigger than 3 1/3. What if, for some reason, I wanted to do 3 1/3 5
? I cant do this right? So, looking at this problem. I want someone to tell me what
to do first. I agree- lets change our mixed numbers into improper fractions first.
What would 5 be equivalent to? Right- 11/2. And 3 1/3? Right again- 10/3. What
now? Right- lets change 11/2 and 10/3 to have the same denominator. What would
that be? Right-6. So what do I need to multiply 11/2 by? Right- 3/3, which makes it.
33/6. And what about 10/3? Right- multiply by 2/2 making it 20/6. So now, what is
our number sentence? Right again! 33/6 20/6 =? Right- 13/6. Can this be
simplified? Into what? Correct- 2 1/6. Yall are great! Now we have a fun activity to
do with a partner (Transition to practice)
II.

Opportunity for Practice:

The teacher will have students return to their seats to begin the partner activity. Go
back to your seat as quietly as you can! As you get there, I am going to pass out
fraction cards. When you get your fraction cards, work with the person sitting next to
you. What you will do first is draw 2 cards from the bag. Lets pretend I drew and
. I will first add them, + = 1. I will then subtract, - = 0. I will talk with my
partner and decide which one I want to write down. I will write that down in the
column that says number sentence. But look at how each row as either a + sign or
a -. You must be careful where you write your number sentences! Look at the column
that says Word problem. Put your finger on that. For this column I want you to
write a quick word problem that goes along with your number sentence. For example,
what could be a word problem for + ? Right- Ms. Freeman and a friend each
eat of a cake. How much of the cake did they eat together? Then you will grab 2
new cards. For the last 2, look at how it has 3 blanks I want you to draw 3 cards
and add them together or try to subtract. Look at the row in the middle that does not
have a + or sign. For that one, you can choose what you write! If you need help,
raise your hand.

III.

Assessment
Okay class! When you finish your worksheet with your partner, you are going to come
get the next thing from me. It is a set of addition and subtraction word problems for
fractions with unlike denominators, just like we have been doing. You can use a
highlighter if you want. What is the one thing about word problems? Right- we need
to read it multiple times before we try to figure out whats going on. Some of them
might trip you up but I have confidence that you will be able to solve them all
correctly. If you need help, just raise your hand but do not talk to your friend. I want
to see what you know, not what your neighbor knows. As you finish, place it in the
basket and return to your seat for our next activity. (Transition to closure after
assessment is finished)

IV.

Closure
The teacher will lead students in another Kahoot game that involves adding and
subtracting fractions of unlike denominators to wrap up the lesson. I want you to

open your chrome book and log back in to kahoot.it. when you are there, enter your
name again and get ready to go! This game involves adding and subtracting fractions
with different denominators, just to make sure we understand. Is everyone read? The
teacher will lead students through the game. That was so great, everyone! You all did
a great job today and worked so hard!
Materials and Resources:
Kahoot game 1- adding and subtracting fractions with common denominators
Fraction cards
Fraction partner worksheet
Fraction assessment
Fraction tiles
Chrome book for each student
Extension packet for advanced students
Differentiation Strategies (including plans for individual learners):
Through input from the cooperating teacher and observations made during the first teaching
portion, the teacher will select students that are advanced to complete an extension activity
instead of the activities included in this lesson. The challenge sheets will be administered to the
students that are already showing an understanding of the topic and will be available in the back
of the room for any students that finish quickly. The teacher will monitor at risk students from
previous lessons during the time for practice, ensuring they are contributing to the work of their
partner. Students scoring in the red group from the assessment will be pulled in lessons to come
and during intervention times, refocusing on the beginning area of concern such as fraction
basics and what they look like. A large emphasis will be placed for these students on using
manipulatives and encouraging them to solve the problems using them.
Data Analysis:
Students did very well with this lesson. The worksheet/game for practice was a bit challenging
but students did well on the assessment.
Reflection:
I think if I were to teach this lesson again I would have the practice be in small groups. I have a problem
where the practice and assessment are always much harder than the lesson itself. I need to learn how to
write practices and assessments that reflect what I teach. This lesson went smoothly and I loved getting to
teach my class one last time.

Samford University
Design for Learning

Addition or
subtraction number
sentence

Word Problem

______ +______=______

______ - ______=______

______ ______=______

______ +
______+______=______

______ -____________=______

Names of partners:_______________________ ____

Fun with Fractions

Name:________________
Fraction Fun!

Stephanie goes on a walk 4 days a week. The first

day, she walks 2 of a mile. On the next day, she
walks 1 1/8 of a mile. The third and fourth day she
walks 1 1/2 of a mile each day. How far has she
walked total after 3 weeks?

Jeremy wants to give candy to some of his friends.

If he buys 9 bags of candy and gives 1/3 of a bag
to each of his 6 friends, how many bags will be left
for him?

Jack decides he wants to start figuring out how

much time he spends in the elevator at school
because of his wheelchair. He spends 30 minutes in
the elevator on Monday, 25 minutes on Tuesday,
and 40 minutes on Wednesday, Thursday, and
Friday. How many hours did Jack spend in the
elevator this week?

Kate wants to figure out how much of her book she

has left to read. She read of the book on Monday
and 2/3 on Tuesday. How much of the book does
Kate have left to read?

Cole wants to figure out how far he and his friends

walked at recess one day. Total, they walked 4 1/2
miles. If Logan walked 5/6 of a mile and Esmerelda
walked 8/3 of a mile, how far did Cole walk?