Lesson Plan

James R. Wallbaum

Subject & Topic: Math 10-1b Adding and Subtracting Fractions w/Like Denominators
Date: 1/23/14
Page: 256

Time Required: 70 mins

Standards:
CC.4.NF.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.
CC.4.NF.3d Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
Measurable Educational Learning Objectives:
Students will be able to use models and computational procedures to add and
subtract fractions with like denominators.
Assessment:
Homework 10-1
Adaptations and Accommodations:
We broke up topic 10-1 over two days, to allow students to solidify the
concept of fractions.
Resources:
Projector, white board, cheat sheets, book: Envision Math, worksheet
Prerequisite Skills:
Fraction concepts, simplifying fractions, greatest common factor
Academic Language:
Numerator, Denominator, Common Denominator
Anticipatory Set:
Model every problem from homework 10-1, while using academic language to
reinforce yesterdays lesson.

Statement of Objective or Purpose:

Yesterday we learned how to add and subtract fractions with like
denominators. Today we will focus on the ability to simplify fractions and
convert improper fractions to mixed numbers.
Sequence of Activities:

Model and review homework 10-1.

Teach simplifying fractions.
Teach two methods of changing improper fraction to mixed number.
Students do independent practice, #9-25 on page 257. Mr. Van Slyke and
I circulate and answer troubleshooting questions.
Assign homework, worksheet 1-10 on reducing fractions. On back-side, do
even numbered problems on changing improper fractions to mixed
numbers.

Questions to ask:

Why do you think we need to simplify fractions?

How would you compare fractions with like denominators?
How would you compare fractions with unlike denominators?
What do all improper fractions have in common?

Conclusion and Summary:

While adding and subtracting fractions with like denominators, it is
important to be able to find the greatest common factor in order to simplify
the fraction. If the fraction happens to be an improper fraction, it is
important to use one of the tools to convert a fraction into a mixed number.
Self Evaluation and Reflection:
Today I felt much more confident and self assured in front of my class. I felt
that by modeling the homework I was able to solidify the students
understanding of simplifying fractions and converting improper fractions to
mixed numbers. One challenge I faced was when the group that gets pulled
out for a lesson preview re-entered the classroom. Some of the students had
learned the same skills, but with different terminology. This confused one of
my students, and I had to spend some time re-teaching the skill. I learned
that it is important to communicate effectively with our pull-out teacher.