Erica Wood

October 9, 2018
Number of Students: 24
Grade Level: 5th
Time Frame: 45 minutes

Addition and Subtraction of Fractions with Different Denominators

Instructional Objective
The students will add and subtract rational numbers, specifically fractions with different
denominators.

TEKS
5.(3) Number and operations. The student applies mathematical process standards to
develop and use strategies and methods for positive rational number computations in
order to solve problems with efficiency and accuracy. The student is expected to:
(K) add and subtract positive rational numbers fluently
(H) represent and solve addition and subtraction of fractions with unequal
denominators referring to the same whole using objects and pictorial models and
properties of operation

Rationale
Based on prior knowledge, students already know how to solve addition and
subtraction of fractions with common denominators. This lesson is important to teach at
this time so that students can solve real world problems that involve the addition and
subtraction of rational numbers, such as mixed numbers or improper fractions with
different denominators.

Materials
● Dice (12 total, 2 dice at each table group)
● Personal Whiteboards (24)
● Dry Erase Markers (24)
● Math Notebooks
● PowerPoint
● Projector
● Doc Cam

Resources
https://www.teacherspayteachers.com/Product/Fraction-Game-Roll-Slide-Write-and-
Draw-Fraction-Dice-Game-235581
Bryan ISD
Rubric: Elementary and Middle School Mathematics: Teaching Developmentally- Tenth
Edition by John A. Van De Walle, Karen S. Karp, and Jennifer M. Bay-Williams

Getting Ready for the Lesson

In order to prepare for this lesson, the teacher should be knowledgeable of this
content. The teacher should work the problems ahead of time and think of any
misconceptions the students may have. The teacher can prepare the room by having the
desks organized into groups of six. The instructor should also put two dice on each table
group and students’ math notebooks on each desk. The teacher can place student
whiteboards and markers under their chairs to be used later in the lesson. The teacher
should have the PowerPoint ready to present when students are coming into class.

Prior Background Knowledge Needed (Prerequisite Skills)

Representing and solving addition and subtraction of fractions with equal denominators
using objects and pictorial models
Comparing and ordering fractions
Evaluate fractional sums and differences using benchmark fractions
In earlier lessons this week, the students have been working with pattern blocks to
represent/add fractions with unlike denominators

Teaching Procedure
5E Lesson
Engage
In order to engage the students, the students will be seated in small groups. They
will play the game Roll, Slide, Write, Draw. Each small group will be given two dice.
Students will take turns rolling the dice and then passing to the next person. A student rolls
the two dice and slides the dice so the dice with the smaller amount is above the dice with
the larger amount. This will represent a fraction and the student will record the numerator
and the denominator. Then, the student will draw a pictorial model of the fraction. Each
student will record their answers in their math notebook. After every student has written
and drawn their fractions, I would ask the students in their small group to compare their
fractions and put them in order from least to greatest. This quick game will get students
into the mindset of working with fractions. Then the teacher will pose the question of how
would we find the sum or difference of fractions if they have different denominators? The
teacher then will state the student objective “I can add and subtract rational numbers,
specifically fractions with different denominators” to transition into the explore part of the
lesson.
Explore
For the explore section, the teacher will pull up the “Addition and Subtraction of
Fractions with Different Denominators” PowerPoint that contains the two practice
problems. In this scenario, the students must help their friend Bailey who has opened a
bakery. Students are given two problems that require them to add or subtract fractions of
ingredients with different denominators. The students will explore this concept by
attempting these problems. Allow students to work with their elbow partner. Encourage
students to discuss their reasoning. Student may draw pictures to help explain their work.
The students should show all their work and answer these questions in their math
notebooks.

Explain
Once the students are finished solving the problems, the teacher will allow students
to discuss and share their results. Students can come up and put their work under the doc
cam to help explain to the class how they solved the problems. This will allow students to
see and hear other students’ thought processes when solving the problems. Teacher can
pose guiding questions during this time. After students have shared, the teacher will then
explain the the topic and work through the two bakery problems. The teacher can also
work through more examples as a class. The teacher can pose a problem on the board and
then have the students solve them on personal whiteboards. Students can then hold up the
solution to each problem. After all students have responded, the teacher can model
different strategies of solving the problem and highlight properties of operation.

Extend
In order to extend, the students can be asked to write a “how to” manual that their
baker friend Bailey can refer to when solving addition and subtraction problems of
fractions with different denominators. This will encourage students to practice explaining
solving techniques in a written format. To extend father, students can solve the given
problem: Bailey is making pecan brownies. She bought 1 & (3/10) cups of pecans and she
finds 0.45 more cups of pecans in the pantry. How many cups of pecans does she have in
total? This problem will extend past just adding fractions together, but how to add a
fraction with a decimal.

Evaluate
The teacher should be making performance observations throughout the lesson.
When students turn in their math notebooks, the teacher can look over the students’ work
for each of the problems and the closure activity. The teacher can also evaluate when
students are responding to problems on their personal whiteboards. The teacher can use a
four-point rubric to get a better understanding of where each student is at. The teacher
should record this information for future use and reteach purposes.
Closure
To close, the teacher will restate the lesson objective. “Today we focued on how to
add and subtract rational numbers, specifically fractions with different denominators. We
explored how we might use fractions in our everyday lives. We discovered how rewrite
fractions and mixed numbers so that they have the same denominator. We applied
operations to the addition and subtraction of fractions. We will continue to build on this
topic in the future. This knowledge will be beneficial for our next lesson when we add
mixed numbers with decimals.”
As a closure activity, the student will revisit their fractions they created while
playing Roll, Slide, Write, Draw. With the fractions from their small group, the students will
each find the sum of all the fractions with different denominators. The students will turn
this in before they leave.

Specific Key Questions

 How do these fractions compare to each other?
 What operations did you use to find a solution?
 How would you represent ¾ + ⅔ +½ pictorially or with a model?
 How do you get a common denominator for mixed numbers or improper fractions?
 Are there multiple ways to solve this problem?
 Other than baking, do you know another instance where you would need to add or
subtract fractions with different denominators?

Modifications
 ELLs: In order to help English Language Learners, the teacher can provide the
questions in their native language. Helpful picture could be added to the
PowerPoint. If there is another student who is fluent in both English and the ELL’s
 language, the teacher could place the students together during the group work
activities. Concrete and pictorial models could also be provided when discussing
fractions.

 Special Needs: For students with special needs, I would use more concrete examples
during the explanation portion of the lesson. Students could be given fraction
pattern blocks to help them visually understand what operations are taking place.

Reflection on Lesson Development

This 5E lesson is different than other 5E lessons I have done in the past. Most of the
time I incorporate 5E when planning science lessons. This lesson allowed me to see how 5E
can be integrated into a math classroom.