Addition of Fractions with Unlike Units Mathematics, 45 minutes

Materials needed:
Preparation
Get all the materials ready ahead of time.
Get power point movie ready.
Have papers printed and pencils ready.
Grade Level: Five
Standards
Common Core Standards for Mathematical Practices #1
Make sense of problems and persevere in solving them.
Common Core Standards for Mathematical Content 4.NBT: Number and
Operations in Base 10
Number & OperationsFractions
5.NF
Use equivalent fractions as a strategy to add and subtract fractions.
1. Add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an
equivalent sum or difference of fractions with like denominators. For example, 2/3 +
5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
2. Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators, e.g., by using visual fraction
models or equations to represent the problem. Use benchmark fractions and number
sense of fractions to estimate mentally and assess the reasonableness of answers. For
example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
Area(s) of Child Development
In this lesson students cognitive development is supported because students are
solving the problem their own logically way before being taught another way. They are
accepted to use their critical thinking skills at grade level to show their understanding
of math.
In this lesson linguistic development is supported when students are discussing ideas
with their partners and reflecting their ideas at the end of the class. Also when working
in their groups students need to use their communication skills to create a product.

Social development is supported through this lesson because students are required to
work in a team with their group members to create a product. Also students are
expected to discuss and talk among themselves to find answers and check their
learning.
Art Standard:
2. Students will know and use a variety of visual arts materials, techniques, and
processes. Students will know about resources and opportunities for participation in
visual arts in the community (exhibitions, libraries, museums, galleries) and use
appropriate materials (art reproductions, slides, print materials, electronic media).
Students will be aware of vocational options available in the visual arts.
Students:

Select and use mediums and processes that communicate

intended meaning in their art works, and exhibit
competence in at least two mediums (a)

Use the computer and electronic media to express their

visual ideas and demonstrate a variety of approaches to
artistic creation (b)

Blooms Taxonomy:
Comprehension is shown when the student explains or describes their way of solving
the solution to the addition problem.
Application is shown through the students process of solving the word problems and
creating their own solution for the presentation.
Knowledge is shown when the student draws the picture way of solving the problem,
drawing from real life experiences.

Enduring Understanding
Addition of fractions is useful in a variety of everyday situations. Visuals are used to
help understand and see how fractions can be added with unlike units. There is a
reason behind each step when adding fractions of unlike units that allow one to arrive
at the correct answer.
Essential Questions
How can addition of fractions be applied to real life situations?

What is the importance of drawing visuals to solve the answer to the addition fraction
problems?
Are there other ways to add fractions of unlike units than the traditional algorithm?
Prior Knowledge:
Students will already know how to simply fractions.
They will understand what fractions represent in a geometric sense.

Objectives
Students will be able add fractions of unlike units.
Students will be able to show and explain how to use visuals to allow them to come to a
correct answer.
Students will be able to apply their knowledge of addition of unlike fractions to real life
situations.
Body of the Lesson
Anticipatory Set
Hook: Teacher will read a book about fractions to the students before the lesson.
Fraction Fun by David A. Adler
*This is a way to incorporate childrens literature learning while reviewing the ideas of
fractions.
Procedures and Activities
Story Problem: Miss Sue would like to make a batch of cookies for her class of fifth
grade students. First she must mix in one large mixing bowl cup of water, and a
cup of flour. Then she must combined 2/3 sugar and chocolate chips. Combined how
much flour and water are needed for the recipe that Miss Sue wants to make for her
class? Also how much sugar and chocolate chips are needed for the recipe as well.
Students will work to solve the problem in a way that makes sense to them. When a
group finishes, I will check their work and ask them to find a different method for
solving the problem. If any groups finish finding two ways, I will ask them to find as
many ways as possible to solve the problem. Students will be given paper and a pencil
to solve the problem, but they are not restricted to this method.
When all groups have found at least one way, I will call on selected groups to share
with the class their way of solving. I will call on two or three different groups to share.
I will then present the mathematical way of solving this type of problem with a you
tube video/ power point presentation that allows for hands on learning:

1. I will show students how to fold to pieces of paper to create a visual example of
the two fractions. One paper will be folded in half to represent the other
paper will be folded in fourths to show 1/4. I will then show the students with
the already folded paper what 4/8 plus 2/8 would look like. I will be using the
power point movie as a guide.
2. Then I will ask them to draw a picture on their paper to show this same
example. I will step by step show them how to label and draw the picture.
3. We will again repeat the process together as a class using the paper and the
drawing of the visual to show how to add 1/6 plus .
4. Next I will show students how to add unlike unit fractions. I will display and go
through with the paper and visual how students can add 2/3 plus 2/4.
5. Lastly they will use the paper and example I had given on the power point and
solve 2/5 plus 2/3. They must show their work and when completed will
discussion their work with a partner. The teacher will go around at this point
and grade students attention on the student checklist.
6. Students will be given a problem set worksheet and will have ten minutes to
complete the problems and show their work.
7. Students will compare their answers again with a partner and discuss ideas and
strategies used.
8. They will then self correct their own work with the teachers reading of the
answers. They will circle the answers they needed to still spend more time on to
correct.
9. Teacher will collect this assessment.
Misconceptions
Stress that adding requires common denominators to avoid any confusion error
pattern A-F-2 (Ashlock, 2010, 80)
Differentiation of Instruction
Since students are encouraged to solve in whatever way makes sense to them,
differentiation is built in to this lesson design. Students will choose their preferred
method. During direct instruction, accommodations will be made for students who
have hearing or vision difficulties by making appropriate technologies and/or
materials available to them. Students with IEPs will receive individual help to ensure
that their goals are being met.
Assessment/Evaluation
For assessment I will present the following problem set worksheet.
Scoring Rubric (for word problem on problem set worksheet):
Correctness 10 pts
of Answer
Accuracy of 10 pts

Low
Medium
Incorrect answer given
Explanation leads

High
Correct answer given

Explanation

Explanation leads

Explanation

to incorrect
answer if followed
exactly

includes some
unclear or
ambiguous steps
that may or may
not lead to the
correct answer

to correct answer
when followed
exactly

Scoring Rubric (for standard addition problems on problem set worksheet):

Correctness 10 pts
of Answer
Accuracy of 10 pts
Explanation

Low
Medium
Incorrect answer given
Show of work
leads to incorrect
answer if followed
exactly

High
Correct answer given

Show of work
includes some
unclear or
ambiguous steps
that may or may
not lead to the
correct answer

Show of work
leads to correct
answer when
followed exactly

Informal Assessment:
Students will get a check next to their name for all of the following they show in their group
work.
Student checklist
Student
Name:

Respectful

Critical
thinking is
shown

Ability to
verbally
explain their
groups work

Does not act

out or distract
group
member

Plays an
active role in
the group

Closure
Students will do a reflective exercise as a whole group and say one thing that they took
away from this lesson, and then one thing they would like to learn more about.
Resources:
Adler, D. A., & Tobin, N. (1996). Fraction fun. New York: Holiday House.
Ashlock, R. B. (2010). Error patterns in computation: using error patterns to
help each student learn (10th ed.). Boston: Allyn & Bacon.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design (Expanded
2nd ed.). Alexandria, VA: Association for Supervision and Curriculum
Development.

Marzano, R. J. (2001). Designing a new taxonomy of educational objectives.

Thousand Oaks, Calif.: Corwin Press.

Name

Date

1. For the following problems, draw a picture using the rectangular fraction model and
write the answer. Simplify your answer.
a) + 1/3=

b) 1/3 + 1/5=

c) + 1/3=

d) 1/3 + 1/7=

Solve the following problem. Draw a picture and/or write the number sentence that
proves the answer.
Simplify your answer.
2. Jamal used 1/3 yard of ribbon to tie a package and 1/6 yard of ribbon to tie a bow.
How many yards of ribbon did Jamal use?