Name: Brad Briggs Title of Unit: Operations with Fractions Title of Lesson: Compute the Sum Grade Level:

4th/5th Grade Goal: Students will learn about mixed numbers and improper fractions Common Core Standards:
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.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model

Practice Standards 1: Make sense of problems and persevere in solving them Practice Standards 3: Construct viable arguments and critique the reasoning of others

PA Academic Standards:
M6.A.1.1.4: Represent a mixed number as an improper fraction. M6.A.1.1.4: Represent a mixed number as an improper fraction.

National Council of Teachers of Mathematics:

Work flexibly with fractions, decimals, and percents to solve problems

Objective: 1. Students will demonstrate how to compute the sums of mixed numbers and improper fractions.

Formative Assessment: 1. Bell ringer: Add and subtract like fractions 2. Classwork: example problems on board 3. Group Work: Problem solving activity 4. Discussion: Have students defend their answers and eventually come to a classwide consensus on each answer 4. Homework: Worksheet

Rationale: It is important for students to know how to compute the sums of mixed numbers and improper fractions because they will be dealing with adding fractions all the time in their daily lives. They could be cooking dinner, sharing food evenly among their friends, or later on when they start driving and need to know how much gas they have left. Prior Knowledge Students will know how to add and subtract functions Students will know how to find a common denominator between fractions Students will know how to put fractions into their simplest form Present Knowledge Students will be learning how to compute the sums of mixed numbers Students will be learning how to compute the sums of improper fractions Future Knowledge Students will apply their understanding of computing the sum of mixed numbers and improper fractions to computing the product of mixed numbers and improper fractions Procedures: Lesson Beginning: Bell Ringer: Before we get into the new material for today, I would like to go through a few problems that we have already learned about just as a refresher. Even though we have moved on from these concepts, you will continue to use them as we move on so it is important to keep them fresh in your mind. I am going to put some fractions up on the board and I want you to find their sums first individually. The first five students to complete the three problems correctly will receive bonus points. Remember to check your work before you turn it in. Answers that are not reduced will not be considered correct.

1.

2.

3.

Go over answers.

Transition: Did that last problem give any of you some trouble? Can anyone tell me something different about those last two fractions that are different from the fractions in the first two problems? Thats right; the fractions in the last problem had numerators that were larger than the denominators. We call these improper fractions. Proper fractions represent values that are less than or equal to 1, but improper fractions represent values that are greater than 1. We can also convert improper fractions into what we call mixed numbers. Mixed numbers are whole numbers with a fraction attached to it. Our lesson today will consist of finding the sums of improper fractions and mixed numbers. Lesson Development: Here we are going to take an improper fraction and break it down so you can see where the numbers come from.

10/3 = =

1+ 1+ 1+ = 3
Take an improper fraction and add it to another. Step 1. Find common denominators = 4 Step 2. Multiply the second fraction to get equivalent denominators = Step 3. Add numerators across, keep denominator the same. Step 4. Check to simply.

From here you can either leave your answer as an improper fraction or convert it into a mixed number. Both answers are acceptable unless the problem specifically asks for your answer in one form or the other.

Add Mixed numbers: 2 + 3 Step 1. Find common denominators, 24, for the fraction, dont look at the whole numbers yet and find new fractions. Step 2.Add the fraction portions together = Step 3. Add whole numbers together =5 Step 4. Add the whole number to the new fraction 5 and Step 5. Check to see if the fraction can be reduced. If so, rewrite the fraction in simplest terms. Step 6. If not, your final answer is 5 Problem Solving Activity Parts 1 and 2 In your groups, I would like you to try answering this problem. There will be several parts to it, so I want you to come to an agreement on each answer as a group before you go on to the next part. Once everyone is finished we will discuss our answers. How was this problem different from the previous problems that we have been working on? Did you find that is was more difficult to go through the problem and pick out the useful information compared to it just being given to you? This is one example of knowledge of mixed numbers and improper fractions being put to use in everyday life. Can anyone else think of other situations where this might be helpful? Lesson Ending: Great class today! I think we made some great progress and you really seem to be picking up on this really quickly. Before we wrap things up, does anyone have any questions? For homework I would like you to complete this worksheet. Remember to provide your answers in simplest form when it is possible. Have a great rest of your day and I will see everyone back here tomorrow.

Materials: Chalkboard, chalk, worksheet, whiteboards, dry erase markers

References: Larson, R., & Littell, M. (1999). Passport to Mathematics. (Vol. 1). Evanston: McDougal Littell Inc. Retrieved from http://www.hmco.com Mode: 20 students. The desks in the classroom are set up in five groups with four students sitting in each group. Special Adaptations: One of my students has a vision problem. To accommodate, I will make sure that he is always sitting near the front of the classroom and I will make a conscious effort to write in large font on the board. Anticipated Difficulties: Students may have a problem finding common denominators. They might just automatically multiply the two denominators together because they know it will guarantee them a denominator. While this is a method that works, it will cause them to potentially work with much larger numbers. Having to work with larger numbers than they may be used to working with is just asking for them to make a mistake somewhere.

Problem Solving Activity Part 1

Alan- Mike wants to bake a cake for his Moms birthday. The recipe calls for 2 2cups of flour. Alan-Mike only has a 3cup measuring spoon and is not sure if he has enough flour for the recipe. He measures out all of his flour and determines that he has 3cups of flour. Help Alan-Mike find out if he has enough
7 1 1

flour to make his Moms cake. If he has enough, how much extra does he have? If he does not have enough flour, how much more flour does he need for the recipe?

22
7 3

5 2

cups of flour

2 3 cups of flour
7 3 5 2 15 6

= 6 cups of flour
15 6 14 6

14

cups of flour
1 6

cups of flour
1

Alan- Mike is 6cups of flour short for his recipe

Problem Solving Activity Part 2

Alan-Mike realized that he needs more flour from the grocery store and sadly his car is out of gas. Luckily the grocery store is not far and he can get there on foot. He jogs the first 2 8 miles and walks the remaining 4 of a mile to the store. What is the total distance between AlanMikes house and the grocery store? Provide your answer as both a mixed number and an improper fraction.
3 5

3 6 8

= 4 8
5 8 3 3 11 8

11 8

18 18
3 27 8

2 38
3

3 8 miles miles