Title: Adding Like & Unlike Fractions Grade Level: 4th Subject: Math Author: Briana Chapman Concept:

4MAT System Overview Objective: Students will review fractions and the different ways to represent a fraction. Students will also learn how to add like and unlike fractions using manipulatives. Students will also learn how to subtract fractions with common denominators. Students will learn how to work collaboratively to solve the equations using manipulatives. Common Core State Standards: CCSS.Math.Content.4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2 CCSS.Math.Content.4.NF.B.3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole CCSS.Math.Content.4.NF.B.3c 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. CCSS.Math.Content.4.NF.B.3d 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. Required Resources: White boards, Expo markers, foam dice, Cards for I Have, Who Has? game.

Quadrant 1, ENGAGE Objective: Students will review various fractions and how they can be represented differently. Activity: Introduce the game I Have, Who Has? using the flashcards. Students will become familiar with the identification of fractions, which part is the numerator and which part is the denominator. (This can be used throughout the unit as mini lesson and refresher.) Allow students to play one-two rounds of the game, helping them get familiar with fractions. Evaluation: Student participation and involvement in the game.

Quadrant 2, SHARE Objective: Students will be introduced to adding fractions with like and unlike denominators. Activity: Show students an example of adding like fractions such as, 2/6 +3/6. Ask the students if the denominator is the same for both fractions, if there is a unanimous yes continue by explaining that we keep them the same and that when adding fractions the denominator must be like twins, exactly the same before we can add. Next step, add 2+3=5. 5/6 is the answer. Ask students if this is a whole fraction or part of the whole. Reminding students that 6/6 would be the whole. Give a few more examples with like denominators then move into fractions with unlike denominators. Example, 3/4+ 2/5. Ask students if the denominators are twins. The answers should be no which then we explain that we must make them the same by finding the least common denominator of 4 & 5. Have students list the factors of 4 & 5 then finding the lowest one they have in common (20). Then explain what we do to the bottom always has to be done to the top because the numerator is jealous and wants exactly the same as the denominator. So then we have:

Evaluation: Students participation and involvement with helping the teacher figure out the common factors and multiplication.

Quadrant 3, PRACTICE Objective: Students will now use their prior knowledge of addition and subtraction when doing fraction problems with unlike denominators. Activity: Have students pair up and give each pair 2 foam die. Tell students that they will create their own problems to work out on the white boards by rolling the dice. So they can either roll one or two dice to determine the number for their numerator first, then roll again for the number in their denominator. Students will do this until they have a complete problem with two sets of fractions. The teacher will then determine whether students will add or subtract. Have students go through a few rounds doing this and solving the problems they come up with. Evaluation: Monitor students involvement and participation in the activity. Check to see that they are solving correctly and using the methods shown previously.

Quadrant 4, PERFORM Objective: Students will share their method of figuring out one of their made-up dice problems with the rest of the group using Math Talks. Activity: Have students share just one of their problems that they came up with when rolling the dice. Ask them to go step by step and the process they took to solve the problem. Evaluation: Listen to the students description of solving the problem. Does it make sense? Was it correct? If not, did they catch their mistake? REFERENCE: http://math.buffalostate.edu/~it/projects/Henry.pdf (Math game I Have, Who Has?)