Elizabeth Chapman

Lesson 1
March 18, 2016

5-2: More Strategies for Finding Common Denominators

Subject Area: Mathematics (Everyday Mathematics)
5​th​ Grade

Lesson Summary: Students practice strategies for finding common denominators. They use
common denominators to add and subtract fractions.

Standards:
● CC.2.1.5.C.1: Use the understanding of equivalency to add and subtract fractions.

Essential Questions:
● How can we generate equivalent fractions?
● How can we find common denominators and use them to add, subtract, and
compare fractions?

Objectives:
Students will be able to…
● Recall prior knowledge of producing equivalent fractions through a warm-up
activity.
● Apply prior knowledge of factors and multiples in order to find common
denominators of fractions though practice with examples.
● Apply various strategies to find common denominators through practice and
discussion.
● Buzz
● homelink

Vocabulary:
● Multiple​: the product of a number and another counting number that is always
greater than or equal to the original number.
● Factor​:​ ​a number is a factor of another number if it divides the other number evenly.
● Equivalent fraction​: fractions that name the same number (ex. ½ and​ 2​/​4 )​
● Common denominator​: a nonzero number that is a multiple of the denominators of
two or more fractions.

Estimated Time: 86 minutes

Materials Required:
● Student whiteboards, markers, and erasers
● Epson Interactive Projector, Pen, and Board
● Student Reference Book pgs. 72-73, 294
● Math Journals pgs. 156-157
 ● Home Link 5-2 pg. 170

Procedure:
● Instruct students to tear out Home Link 5-2 on page 170 from their books and to
write in their planners that this is their homework for tonight.
● For the Warm-Up activity, dictate fractions for students to write on their
whiteboards. Have them write three equivalent fractions for each fraction given.
● Display the Math Message. Instruct students to work with a partner. One partner
reads about multiples on page 72 of their Student Reference Book, and then lists the
first six multiples of the number 8. The other partner reads about factors on page
73 and then lists all of the factors of 36. Partners will then share with each other
what they have learned and their list of numbers.
● Invite students to share what they learned from completing the Math Message.
Discuss with the class definitions and examples of factors and multiples,
emphasizing that factors are less than or equal to a number and multiples are
greater than or equal to a number.
● Have students give factors and multiples of additional numbers. Explain to students
that factors and multiples can help them find common denominators.
● Display a fraction addition problem. Show students how to list multiples for the
denominators of the two fractions, and how this can be useful in order to find a
common denominator. Solve the problem step-by-step with students, reviewing the
first strategy for finding common denominators learned in the previous lesson
(listing equivalent fractions).
● Introduce another strategy for finding common denominators to students: looking
to see if one denominator is a multiple of the other. If it is, then that denominator
can be used as the common denominator. Practice examples with students that
demonstrate this strategy.
● Display an example where the common denominator is the product of the two
denominators. Use this problem to explain that another strategy for finding a
common denominator is to multiply the two starting denominators. This is called a
quick common denominator. Practice examples with students that demonstrate this
strategy.
● Have students summarize the three strategies they have learned for finding
common denominators on Math Journal page 156. Have students complete the rest
of the page with partners, walking around the room to assess their understanding.
After giving them some time to work on this, review the solutions with the class and
ask which strategies they used and prefer.
● On Math Journal page 157, have students complete problems 4 and 5 with the same
partnerships, and 6 and 7 on their own. Problems 6 and 7 will serve as the
Assessment Check-In for the day. Students should be able to apply at least one of
the three strategies for finding common denominators.
● Spend the last fifteen minutes of class playing ​Buzz​ with students in order to review
finding multiples. The directions for this game are on ​Student Reference Book​ page
294.
Formative Assessments:
● When students work out problems on their whiteboards, walk around the room to
see all of their answers. Guide students who need extra help and do not move on
until each student arrives at the correct answer.
● Everyday Math contains various forms of assessment for students, including the
daily Assessment Check-In (ACI). The ACI ensures that students are making
adequate progress toward mastery. Check the problems on the students’ journal
page 157 as their ACI for the day and determine if students understand the material
or are in need of further instruction.
● In Home Link 5-2, students use the strategies discussed in class for finding common
denominators. They use common denominators to add, subtract, and compare
fractions.