Kelsey Roark

2/21/2017
10:40 - 12
4th Grade/ Math/ Fractions

Criteria Description

SOL Math SOL 4.5b - The student will

b) add and subtract fractions having
like and unlike denominators that are
limited to 2, 3, 4, 5, 6, 8, 10, & 12, and
simplify the resulting fractions, using
common multiples and factors.

Content Outline: Students can add and subtract fractions

just like decimals and whole numbers.
Students will be using multiple methods to
determine like denominators for fractions
with unlike denominators in order to add
or subtract them.

Rationale: One of the most important times we use

fractions in our daily lives is while we are
cooking. Students need to know what the
equivalent measures are in order to use the
right amount of ingredients in order for
their dish to taste how it is supposed to.
Fractions indicate division and students
may not realize that they use division
almost everyday in their daily lives.

Objective of the Lesson: Today we will be able to find common

denominators to add and subtract
fractions with unlike denominators.

So that we can add and subtract fractions

in our daily lives.

We will know we have it when we can

add and subtract fractions with unlike
denominators at least 2 out of 3 times
correctly.
Lesson Opening: Students will discuss times when
they might need to use fractions in
their daily lives.
Ask: Why would we need to use
fractions when we are cooking?
Can you think of any other time
when you might need to
add/subtract fractions?
Students will work in pairs to find
equivalent fractions by either
increasing or reducing.
Ask:
If you are increasing a
fraction which operation do
you use?
What does it mean to
reduce/simplify a fraction?
What operation will you
use to reduce/simplify a
fraction?
How do you know when
fractions are equivalent?
Students will review adding/subtracting
fractions with unlike denominators.

Students will come to the board to model

how to add/subtract fractions with unlike
denominators.

Turn and talk: What happens if we

need to add or subtract fractions
that have unlike denominators?
Guiding questions include:
How can you use models
like circles to add fractions
with unlike denominators?
How can you use
equivalent fractions to add
fractions with unlike
denominators?
How can you use common
denominators to add
fractions?
 Students will share their ideas about
strategies for adding/subtracting fractions
with unlike denominators. Students will
recite the lesson objectives.

Connection: Students have been learning about

fractions and decimals since the beginning
of the school year. Many students make
the connection between pizza and fractions
because the majority of students eat pizza.
The Smart Board provides a great visual
for the students to see how pizza can be
cut into many different slices for
comparing, adding, and subtracting
fractions.

Instructional Strategies/Processes: Explain that today we will explore

different strategies that we can use
when adding/subtracting fractions
with unlike denominators.
Instruct students to get out their
interactive notebooks. Show slide 6
and have students turn and talk
about possible strategies for adding
the two fraction models shown.
Have students volunteer to
share their ideas with the
class.

Use the models to confirm student

ideas.
Ask students to name a
fraction for each piece
being shown. (1/2 and )
Model your thinking about
how to add the two
fractions. Draw a circle on
the board, and create 4
equal pieces.
Next discuss aloud needing
to shade in of the circle
and then of the circle.
Explain that because is
the same as 2/4 in this
model, we can change to
 2/4 because they are
equivalent fractions. Now
we can add 2/4 to and we
get .

Explain that there are several ways

of creating common denominators
when adding or subtracting
fractions.
Instruct students to copy the notes
on how to create common
denominators. Use slides 7-10 of
the notebook lesson to provide
visual explanations for each
strategy.
Explain that finding equivalent
fractions is a great place to start.
(slide 7-8) Discuss and model how
to look for the relationship between
the denominators before deciding
whether to reduce/increase a
fraction.
Instruct students to write
the problem and the steps
as you walk through how to
solve the problem. (guided)

Repeat the process for the

following three slides.
After modeling the strategies for
adding/subtracting fractions, show
the Khan Academy video using the
link provided on slide 10.
Slide 11 includes additional
problems for guided practice.
Model and discuss your thinking
for solving 1 of these problems.
Place students into cooperative
groups to practice the remaining 3
problems on this slide.
The teacher will pull a small group
for students who need additional
support.
 Allow for 15 minutes for
independent practice, and then
regroup to go over and summarize
the lesson using the guiding
questions from the activator
portion of this lesson.

Products: Adding/ subtracting fractions with unlike

denominators handout
Exit ticket

Assessment: Exit ticket: Students will add 3 sets of

fractions at least 2 out of 3 times correctly.

Criteria Description

Closure: Review the guiding questions from the

beginning of the lesson. How can you use
models like circles to add fractions with
unlike denominators? How can you use
equivalent fractions to add fractions with
unlike denominators? How can you use
common denominators to add fractions?

Homework: N/A

Differentiation: The handout provides a great tool for the

students to keep in their Math
notebook/binder. It is a quick reference
point for the students to go back and use or
look at for a reminder of how to add/
subtract fractions. Students will also be
provided with visuals using the Smart
Board. Students will also have the
opportunity to turn and talk with a
neighbor. This offers the opportunity to
hear how someone elses thinking process.
Materials/Equipment: Smartboard
Adding/ subtracting fractions with unlike
denominators handout
Notebook lesson on Smartboard
Pencil
Exit ticket