Instructional Strategies and Management

Unit Plan

Name: Rio Coon and DJ Oberdorf

Course/Section: Instructional Strategies and Management ED 327.01

Unit Topic: Numbers and Operations

Subject: Fractions

Grade Level(s): Grade 5

Submission Date: 12/4/14

Rio:

DJ:
Title page50%
Student population50%
Bibliography/Appendix60%
EU/EQ50%
Content/Objectives40%
Formative/Summative Assessment50%
Lessons (2 )50%

Title page50%
Student Population50%
Bibliography/Appendix40%
EU/EQ50%
Content/Objectives60%
Formative/summative assessment50%
Lessons (2 )50%

Student Population
A. Description of the School, Student Population, Diversity, Economics:
The school is located in rural Armstrong County in Western Pennsylvania. It is a small public school district with a
population of approximately 6000 middle to low class citizens. The elementary is a combined school
encompassing grades kindergarten through sixth grade and there are approximately 50% males and 50%
females. Student ethnicity is low, containing mainly Caucasian students.

B. Age/Grade Level(s):
Our class is comprised of 5th grade students ranging in age from 10 to 11 years old.

C. Ability Levels (High, Average, Below) and Students With Special Needs:
The majority of the students are of average intelligence with no gifted students in the class. However there is one
student with a reading disability that has a reading level one below grade level. This student has an individualized
education plan to cover their needs.
D. Number of Students by Gender:
As stated above there is about an equal proportion between males and females, which is 50% males and 50%
females. The entire 5th grade is comprised of approximately 57 students.
E. Prior Knowledge (Background Skills and Knowledge) to be Successful with the Expectations for This
Unit:
In previous years our students have learned the basic foundations of mathematics. They know basic arithmetic
(addition, subtraction, multiplication, and division) along with knowing place values. The students also know the
basic idea of fractions while using them for comparisons. The students also know about decimals and know how
to use them mathematically.

Bibliography (APA: At least five entries)

1.
2.
3.
4.
5.
6.
7.
8.

Concrete, Symbolic and Pictorial Representations of Fractions. (2011, December 1). Retrieved
November 11, 2014, from http://numberexplosion.com/wp/?p=204
Flaming, M. (2010, September 10). Three Ways to Represent Fractions. Retrieved November
22, 2014, from http://michellef.essdack.org/node/91
Flocabulary - Dividing Fractions - Keep, Change, Flip. (2013, October 8). Retrieved November 6, 2014,
from http://www.youtube.com/watch?v=uMz4Hause-o
Math Worksheets Land. (n.d.). Retrieved November 29, 2014, from
http://www.mathworksheetsland.com/
Pierce, Rod. (9 Sep 2013). Multiplying Fractions Math is Fun. Ed. Rod Pierce. 9 Sep 2013. 11 Nov
2014. http://www.mathsisfun.com/fractions_multiplication.html
Pierce, R. (2014, January 1). Adding and Subtracting Mixed Fractions. Retrieved November
20, 2014, from http://www.mathsisfun.com/numbers/fractions-mixed-addition.html
Sums of Fractions and Mixed Numbers Version 1. (n.d.). Retrieved November 20, 2014, from
http://www.teach-nology.com/worksheets/math/fractions/add/1/
Teaching Division of Fractions. (2008, July 23). Retrieved November 11, 2014, from
http://mathwithouttears.blogspot.com/2008/07/teaching-d-ivision-of-fractions.html

Appendix (All hard copy unit materials and resources) List the entries by day and place all the
actual appendix items AFTER EACH LESSON PLAN)
Day One
Fraction strips
Number lines
Worksheet
Day Two
Worksheet
Day Three
Worksheet
Day Four
Worksheet
Day Five
Worksheet

Backward Design Unit Plan Template

STAGE ONE (Desired Results)

PA Academic Standards and Assessment Anchors (where applicable)

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

CC.2.1.5.C.2: Apply and extend previous understandings of multiplication and division to multiply and
divide fractions.

Enduring Understandings (In-depth

statements (generalizations) that capture the big
ideas of the unit)

Essential Questions (Open-Ended questions that

encourage the students to think in-depth about the
big ideas)

(The students will understand that)

Measurements in real life

Comparisons
Partitions
Operations
Equivalency

Students will understand that comparisons can be

used to show equivalency of different fractions.
Students will understand that fractions can be used
within all basic operations.
Students will understand that partitioning is an
effective learning strategy for division.

1) How do comparisons relate to the equivalency of

different fractions?
2) How do fractions compare to other numbers when
using basic operations?
3) Why is the understanding of partitioning an effect
strategy when using division?

Content (Include WHAT you

will teach.)
Day One
1. Basic idea of fractions
2. Numerator/denominator
3. Representations of
fractions
4. Comparisons of fractions
Day Two
1. Multiplication of fractions
2. Comparisons of fractions
cont.
Day Three
1. Division of fractions
2. Partitioning (comparisons)
3. Inverse of fractions
(understanding what
inverse is)
Day Four
1. Addition of fractions
2. Common denominators
3. Multiples/Factors
Day Five
1. Subtraction of fractions
2. Common denominators
3. Multiples/Factors

Objectives (The students will

[verb and content])
Day One
1. Students will explain the two
parts that make up a fraction
(numerator and
denominator).
2. Students will identify different
representations and
comparisons of fractions.
Day Two
1. Students will calculate
multiplication problems using
fractions.
2. Students will create their own
multiplication problems and
comparisons of different
fractions.
Day Three
1. Students will compare how
multiplication and division of
fractions are related.
2. Students will explain what an
inverse is.
3. Students will compute
division problems using the
inverse.
4. Students will examine
different ways to use
fractions as partitions.
Day Four
1. Students will solve addition
problems using common
denominators with fractions.
2. Students will discuss the
ideas of multiples and factors
to find common
denominators.
Day Five
1. Students will solve
subtraction problems using
common denominators with
fractions.
2. Students will recall the
previous ideas of multiples
and factors to find common
denominators.

STAGE TWO
(Assessment
Evidence)

Formative Assessment
Day One
1) Questions:
(a) parts of a fraction
2) Class discussion: make own
fraction and compare with other
students.
3) Homework: representations of
fractions
Day Two
1) Go over hw 1
2) Questions:
(a) how to multiply fractions?
(b) What are visual reps?
3) Group discussion/comparison:
(a) what do you notice when
multiplying fractions?
4) Homework:
(a)multiplication of fractions
Day Three
1) Go over hw 2 (talk about
relation between multiplication
and division)
2) Group discussion on
partitioning
3) Discussion/Worksheet on
inverses of fractions
Day Four
1) Go over inverse worksheet
2) Questions
(a) common denominators
(b) how to add fractions?
3) Book examples and teacher
made up examples
4) Hw: book problems
Day Five
1) Go over any questions about
hw.
2) Emphasize common
denominators again
3) Compare subtraction of
fractions to addition of fractions
4) Worksheet with 2 of each
operation dealing with fractions

STAGE TWO (Assessment Evidence)

SUMMATIVE Assessment
Two (2) (Summative Assessments: Each unit MUST have at least one performance assessment. Align and
CODE the performance assessment(s) to the Enduring Understandings). The performance assessment(s)
must address all the Enduring Understandings.
1. Test: mostly procedural, 2 word problems, given fractions give inverses, given fractions give at least 3 equal
representations, operation based items

2. (EU 2-3) You are a professional gardener hired by a family. They have a garden in their yard and they want 36
flowers in it. They are pretty specific when it comes to the number and the different types of flowers they want. The
family wants 1/3 of them to be roses, 1/2 of them to be lilies, and 1/6 of them to be sunflowers. How many of each
flower will be in the garden and will the numbers come out evenly? Show your work and explain your steps. Also
explain why this could be solved by thinking of this problem as partitioning the flowers.

Lesson Plan 1

Day 1: Numbers and Operations

Name:
Title of Lesson:
Grade Level:

Representations of Fractions
Grade 5

PA Academic Standards and Anchors:

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

Enduring Understanding(s):

Students will understand that comparisons can be used to show

equivalency of different fractions.

Essential Question(s):

How do comparisons relate to the equivalency of different fractions?

Content

Day 2: Representations
of Fractions:
1) Basic idea of fractions
2)
Numerator/Denominator
3) Representations of
fractions
4) Comparisons of
fractions

Objectives
The students will be able to:

1-2) Students will

explain the two pats
that make up a fraction
(numerator and
denominator)
3-4) Students will
identify different
representations and
comparisons of fractions

Other Evidence
Formative
Assessment
1-2) Questions: Parts
of a fraction
3-4) Class
Discussion: Make
own fraction and
compare with other
students
1-4) Homework:
Representations of
fractions worksheet

Procedure
Lesson Beginning
Motivation
Q: How does it sound to work with our hands today?
Students will look at fraction sheets for a more concrete idea of
fraction representation
Students will be thrilled to have fun with representing fractions through
this hands on work
Overview
We will be discussing the basic idea of a fraction.
We will look at the top (numerator) and bottom (denominator) parts of
a fraction.
Were going to look over some representations of fractions using
fraction sheets
You will then create your own fractions and compare with your fellow
classmates.
After comparing fractions with your peers, there will be a homework
assignment on representations of fractions that will be due tomorrow.
Transition
Lets start off by discussing what exactly a fraction is.
Lesson Development

Gives students time to answer the question What is a fraction?

Q: What two parts make up a fraction?
o Call on students for answers
o The numerator is the top of the fraction and the bottom is called
the denominator
Note: If the numerator is less than the denominator, then the
fraction is less than 1
Note: In order for a fraction to be improper, the numerator
must be bigger than the denominator
Give all students a fraction sheet and have them examine it for a few
minutes
o Q: What do you notice about the fractions and how they can be
represented?
o Some are equal to each other and can be represented differently
Q: What are some different ways we can represent fractions
besides looking at the fraction sheet?
o Call on students for answers
o We can look at fractions in decimal form and as percentages
Q: How would we represent fractions on a number line?
o Give students a number line with 0 being a number on the far
left on the number line and 1 being a number on the far right
o Make sure when plotting fractions of the number line
they students see that the denominator is how many

equal parts there should be and the numerator is how

many parts there are
o Q: Where does 1/2 belong?
Students are called upon to see if they can determine the
answer
Students should see 1/2 on the number line as well as 0/2
and 2/2 to make sure they understand why 1/2 is where it
is
o Q: Where does 1/4 belong?
Call on students to answer
Students should see on the number line as well as 0/4,
2/4 (or if reduced), 3/4, and 4/4
Make sure the students see how these fractions are being represented
within each other
Proper fractions are fractions between zero and one (Must identify
them)
Next look at fractions as being represented pictorially and talk
about symbolic relation
o Show them a picture of a large pizza
Q: How can we represent 1/2 of the pizza? (Student
response)
Q: What would that be in decimal form? As a
percentage?
Q: How would we represent 1/4 of the pizza? (Student
response)
Q: What would that be in decimal form? As a
percentage?
Note: The whole pizza is 1, 100%, 1/1
Unit fractions are fractions with 1 as the numerator (Every
fraction is a number of unit fractions)
o How do we count? (1s, one-fifth, two-fifths, three-fifths, fourfifths, 5, and so on)
o Therefore every fraction is a number of unit fractions!
Students break up into pairs.
o They must create their own fraction, identify where it comes up
on a number line, come up with a pictorial representation, as
well as how to write it as a decimal and percentage
o The students will share their fractions with each other in their
designated pairs
o Give them about 10 minutes to compare and then have a few
students share theirs with the whole class.
o Give students the homework assignment on representations of
fractions

Lesson Ending
Review
We discussed the basic idea of a fraction (The parts that make up a
fraction: numerator & denominator)

We looked at fractions using a number line, fraction sheets, and

pictorial representation
Students came up with their own fraction and representation of that
fraction through the various methods we learned today and then
shared with each other
Students were then given a homework assignment on representations
of fractions

Preview
Next class we will dive right into learning how to multiply two fractions
together
We will also create our own multiplication problems and look at
different comparisons with the multiplication operation
Meaningful Student Engagement:
Students are actively answering questions. They are actively participating in
class discussion and working on number line and fraction sheet activities.
Students were also fully active when they were split up into pairs going over
their own representations of fractions.
Special Adaptations/Modifications:
There is one student with a reading disability that has a reading level one
below grade level. This student will be seated towards the front of the room
to see the print easier.

Anticipated Difficulties AND Modifications:

Reluctant students: failure to participate in an indirect lesson may pose
difficulties.
Scaffolding and a more direct instruction approach is prepared for in
the event that the above should occur.
Technical difficulties: projector or computer failure would be troublesome.
In the event the projector or PowerPoint fails, we are prepared to use
the chalk board for any necessary visual aids. The pictures used will
also be printed out in case of technical difficulties.
Physical Structure:
The classroom is set up with desks in single file rows facing the
chalkboard/screen in front. One wall has a couple windows, one wall has
posters and visual representations of math-related topics, and the other wall
has the chalkboard/screen for the projector. The projector screen will be used.
Materials:

PowerPoint, chalkboard, chalk, computer, worksheet for students, number

lines, fraction sheets
References:
Concrete, Symbolic and Pictorial Representations of Fractions. (2011,
December 1). Retrieved November 11, 2014, from
http://numberexplosion.com/wp/?p=204
Flaming, M. (2010, September 10). Three Ways to Represent Fractions.
Retrieved November 22, 2014, from
http://michellef.essdack.org/node/91

Name: ___________________________________

Directions: For each given fraction, provide at least two different types of representations
(pictures, decimals, percentages, other fractions)

1. 1/2

2. 2/3

3. 1/6

4. 3/4

5. 5/6

6. 2/7

7. 7/8

8. 5/12

9. 5/10

10. 4/9

Lesson Plan 2

Day 2: Numbers and Operations

Name:
Title of Lesson:
Grade Level:

Multiplication and Comparisons of Fractions

Grade 5

PA Academic Standards and Anchors:

CC.2.1.5.C.2: Apply and extend previous understandings of multiplication and division to

multiply and divide fractions.
M05.A-F.2.1.2: Multiply a fraction (including mixed numbers) by a fraction
M05.A-F.2.1.3: Demonstrate an understanding of multiplication as scaling
(resizing)

Enduring Understanding(s):

Students will understand that comparisons can be used to show

equivalency of different fractions.
Students will understand that fractions can be used within all basic
operations.

Essential Question(s):

How do comparisons relate to the equivalency of different fractions?

How do fractions compare to other numbers when using basic
operations?
Content

Day 2: Multiplication
and Comparisons of
Fractions:
1. Multiplication of
fractions
2. Comparisons of
fractions cont.

Objectives
The students will be able to:

1. Students will
calculate multiplication
problems using
fractions.
2. Students will create
their own multiplication
problems and
comparisons of different
fractions.

Other Evidence
Formative
Assessment
Previous: Go over
HW 1
1.a) Questions:
How to multiply
fractions?

1.b) Homework:
Multiplication of
fractions worksheet
2. Group
discussion/compariso
n:
What do you notice
when multiplying
fractions?
What are visual
reps?

Procedure
Lesson Beginning
Review
Go over homework on Representations of Fractions
Quickly review the different ways to represent a fraction (Concrete,
Symbolic, Pictorial)
Motivation
Q: Who wants to be smarter than their parents?
You are one step closer to becoming smarter than your parents by
knowing how to multiply fractions!
It will be invigorating for students to learn how to multiply fractions
when posed with the question of Who wants to be smarter than their
parents?
Overview
We will first learn how to multiply two fractions together, then compare
that with whole numbers and improper fractions.
We will then look at visual representations of multiplying fractions.
After that we will have group discussions so we can answer the many
questions of multiplying fractions. (Questions for the groups are at the
end of Lesson Development!)
Lastly you are going to be given a worksheet on multiplying fractions
for homework.
Transition
We are now going to dive into some introductory problems
on multiplying fractions
Lesson Development

Introduce two easy problems: (3/4 x 4/5) and (1/2 x 7/10)

Work the first problem out, explaining to the students how to find the
answer
Multiplying fractions: no big problem, top times top and
bottom times bottom. And dont forget to simplify before its
time to say goodbye.
o Multiply across (numerators multiply together and denominators
multiply together)
o 3x4=12 and 4x5=20 so the answer is 12/20

Simplify 12/20 by asking What number goes into both 12 and

20 evenly?
4 is the highest number that divides 12 and 20 evenly
12/4=3 and 20/4=5 so the answer is simplified to 3/5
Work the second problem out, making sure students tell you what to do
instead of just showing them
o Q: What do I do first? (Students should say multiply
numerators together then denominators)
o 1x7=7 and 2x10=20 so the answer is 7/20 (This answer cannot
be simplified)
Notice if the second problem was 2/4 x 7/10, the answer will be the
same as 1/2 x 7/10
o Show that the two problems result in the same answer
o 2x7=14 and 4x10=40 which simplifies to 7/20 if you divide both
numbers by 2
o 2/4 is the same thing as 1/2 (This is why the problem leaves you
with the same answer)
Make sure students know that improper fractions are no different when
multiplying
Have a student come up to the board and solve: (3/2 x 5/2)
o The student should get an answer of 15/4 (Cannot simplify)
Notice that the operation is carried out but just hidden when
multiplying whole numbers 2x3.
o Q: How can we write 2 and 3 as fractions? (2/1 and 3/1)
o Now we can see where multiplication of fractions appears! It is
just hidden when dealing with whole numbers!
o 2x3=6 and 1x1=1 so the answer is 6/1 or just 6
Q: What if we had a fraction multiplied with a whole number?
o 2/3 x 5?
o Simple! Make 5 a fraction (5/1) and multiply the fractions using
the strategy weve discussed!
Now we are going to look at the problem 1/2 x 2/5 visually!
o Lets think about pizza! (Explain that if you break a pizza up into
2/5 and multiply by 1/2 of the slices, you are taking away two
slices in the process)
o 2/10 is the answer reduced to 1/5 (You can see both visually!)
Break students up into groups and have them talk about multiplication
of fractions. Pose each group with the same question and give
them a few minutes to come up with answers before asking
another question. Then call on some students to see what answers
their group came up with. (What do you notice when multiplying two
fractions together? What about two whole numbers? What about a
fraction and a whole number? How do they all relate when working
through the operation?)
Transition: We are just about out of time, but before we leave we are
going to review what we learned today and I will give you your
homework (multiplication of fractions worksheet).
o

Lesson Ending
Review
Looked at basic operation of multiplying two fractions, two whole
numbers, and one fraction and one whole number together. (How are
they all related?)
We visually learned the pizza example and how that ties into fraction
representation.
Broke up into groups to discuss multiplication of fractions and what you
noticed
Preview
Next class we will learn how to divide two fractions using the inverse
We will also learn how to represent different fractions by partitioning
Meaningful Student Engagement:
Students are actively answering questions. They are working in groups
discussing content learned. Students were also fully active when going
through the pizza visual on representing fractions.
Special Adaptations/Modifications:
There is one student with a reading disability that has a reading level one
below grade level. This student will be seated towards the front of the room
to see the print easier.

Anticipated Difficulties AND Modifications:

Reluctant students: failure to participate in an indirect lesson may pose
difficulties.
Scaffolding and a more direct instruction approach is prepared for in
the event that the above should occur.
Technical difficulties: projector or computer failure would be troublesome.
In the event the projector or PowerPoint fails, we are prepared to use
the chalk board for any necessary visual aids. The pictures used will
also be printed out in case of technical difficulties.
Physical Structure:
The classroom is set up with desks in single file rows facing the
chalkboard/screen in front. One wall has a couple windows, one wall has
posters and visual representations of math-related topics, and the other wall
has the chalkboard/screen for the projector. The projector screen will be used.
Materials:
PowerPoint, chalkboard, chalk, computer, worksheet for students

References:
Pierce, Rod. (9 Sep 2013). Multiplying Fractions Math is Fun. Ed. Rod Pierce.
9 Sep 2013. 11 Nov 2014.
http://www.mathsisfun.com/fractions_multiplication.html
Concrete, Symbolic and Pictorial Representations of Fractions. (2011,
December 1). Retrieved November 11, 2014, from
http://numberexplosion.com/wp/?p=204

Name: ___________________________________

Directions: For each given problem, write your work and the answer in simplest form

1. x

2. 2/3 x

3. 1/6 x 2/5

4. x 0

5. 5/6 x 8/3

6. 2/7 x 2/7

7. 7/8 x 8/7

8. 5/12 x 2/3

9. 5/10 x 1/7

10. 4/9 x 6/8

The Lesson Plan Template

STAGE THREE (Learning Experiences: Daily Lesson Plan)
Name:
Title of Lesson: Fraction Division (Day 3)
Grade Level(s): 5th
Common Core State Standards, PA Academic Standards, and Assessment Anchors (where applicable):
1. CC.2.1.5.C.2: Apply and extend previous understandings of multiplication and division to multiply and
divide fractions.
a. M05.A-F.2.1.4: Divide unit fractions by whole numbers and whole numbers by unit fractions.
Enduring Understanding(s):
(EU 2) Students will understand that fractions can be used within all basic operations.

(EU 3) Students will understand that partitioning is an effective learning strategy for division.

Essential Question(s):
(EQ 2) How do fractions compare to other numbers when using basic operations?
(EQ 3) Why is the understanding of partitioning an effect strategy when using division?
Content (Code)
1. Division of fractions
2. Partitioning (comparisons)
3. Inverse of fractions
(understanding what
inverse is)

Objectives (Code)
1. Students will compare
how multiplication and
division of fractions are
related.
2. Students will examine
different ways to use
fractions as partitions.
3. (a) Students will explain
what an inverse is.
(b) Students will compute
division problems using
the inverse.

Formative Assessments (Code)

1) Go over hw 2 (talk about
relation between multiplication
and division)
2) Group discussion on
partitioning
3) Discussion/Worksheet on
inverses of fractions

Procedures (Include and Label ALL Components: DETAILED:

Lesson Beginning (Motivation, Review, Overview)
Bell ringer:
3 fraction multiplication problems
Done individually on a scrap piece of paper
Once the bell rings 30 seconds are given to finish work
Get into predetermined (teacher chosen) groups to discuss answers for 2 minutes tops
Then discuss answers as a class, answer any questions about problems.
Review:

Q: How did we learn how to multiply fractions last class?

o Have students answer independently (no unison)
Q: Does anyone have any questions from the homework?
Q: Can one come up to the board and give us all an example?
o One problem done, thumbs up or down if they agree.
o If thumbs down, we look at what we did wrong and correct error
Motivation:
Q: Who enjoys music? Who likes to learn things by music?
Both questions answered with raised hands to see.
Teacher promises we will watch a music video as a fun way to learn division of fractions.

Overview:
Today we are going to compare multiplication of fractions with division of fractions

Today we are going to learn how to divide fractions

Today we are going to learn what a reciprocal is (also Keep, Change, Flip)
Q: How does all of this compare to regular numbers?

Lesson Development
Put the Power Point on the projector
3 problems are shown (1 division, 1 multiplication of fractions, 1 division of fractions)
Q: How many of you can solve at least 2 of 3 questions? Which one dont you know how to do?
o Allow no more than 1 minute of discussion
Show a simpler division problem with a fraction (ex: 2/(1/2))
o Have the students read the problem in this format: How many halves go into 2?
o The teacher writes 4 individual fractions on the board counts them up, then shows the answer
on the board.
o Class responds in unison with the teacher, 1/2 goes into 2 1, 2, 3, 4 times! So the answer is 4.
o If the whole class doesnt respond or if they seem to not say the right things, we will repeat.
Show next example on the PowerPoint (which is 3 divided by )
o Do the same procedure as the previous problem (including counting and unison oral responding)
One more example (4 divided by )
o Same procedure is used as before.
Q: Does anyone see a pattern here?
o Hands will be raised, individual students are called on.
o Give a what if: What if we had the problem 3/5 divided by 2/3?
How about we watch that music video? It may help us understand this problem.
Show the music video
o Keep a look out for the what if problem that I just showed to you all.
Q: What key words did they happen to keep saying over and over again in this video?
o Teacher repeats keep change flip while singing, then calls on a few individual students to sing it,
then the whole class in unison with the teacher sings it 3 times (try to increase motivation and to
have a bit of fun)
o Expect to hear keep, change, flip, (if they say reciprocal great! If not then teacher makes a
comment on it)
o Give a visual representation of reciprocal on the board, along with keep change flip. Labeling the
problem 3/5 divided by 2/3
o Physically show how the division and multiplication are tied into each other
Get into groups of 2 or 3 and solve fraction division problems given
o Five problems given: 1) 3/2 divided by 1/4, 2) 6/8 divided by 2/3; 3) 1/2 divided by ; 4) 4 divided
by ; 5) 1/3 divided by 5

Take two minutes max solving these

Q: Who has the answer?
Expect at least one person to raise hand and give answer
Ask class if they agree by thumbs up
If no one raises hand put the question on the board and walk through steps
Look at this a different way by splitting things up/partitioning
o Say you and three friends have 5 candy bars, you want to know how much candy each person
gets.
o Visual representations are very useful for this
o Draw visual rep and ask students how they would split it up
Q: What fractions are you seeing?
o
o

You have three individual halves of apples.

You and 3 friends
Q: How do you split those 3 individual halves to give you and each friend the same
amount of apples?
Solve together in pairs for 1 minute. Then go over together as a class.

Transition: So we are about out of time today, so what did we learn about dividing fractions today?
Lesson Ending (Review, Preview, Closure)
Review:
Did division of fractions writing it out (How many halves are in 2?)
Looked at patterns when whole numbers are divided by fractions
Q: What did we learn from the music video?
Used splitting up/partitioning for dividing things among friends
Preview:
What will be happening next class:
o Addition of Fractions
o Learn about common denominators
Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson):
Students are actively answering questions throughout the lesson. Giving the question about music was
keeping the kids excited about what would be happening throughout the lesson. Students are also talking
with partners on how to solve the given problems so teamwork is incorporated.
Special Adaptations/Modifications:
There is one student with a reading disability that has a reading level one below grade level. This student
will be seated towards the front of the room to see the print easier. The video doesnt completely rely on
text itself so the student wont have any issues following along.
Anticipated Difficulties AND Modifications:
Technical Difficulties:
o If the video doesnt work we will refer to keep, change, flip using visual representations on the
chalkboard.
o If the computer/PowerPoint doesnt work the chalkboard will also be used to the fullest of its
ability.
Physical Structure:
The classroom is set up in typical rows where students face to start out.
Materials:

Computer, Projector/whiteboard, chalk, PowerPoint, worksheet for homework

References (2)
Flocabulary - Dividing Fractions - Keep, Change, Flip. (2013, October 8). Retrieved November 6, 2014, from
http://www.youtube.com/watch?v=uMz4Hause-o
Teaching Division of Fractions. (2008, July 23). Retrieved November 11, 2014, from
http://mathwithouttears.blogspot.com/2008/07/teaching-d-ivision-of-fractions.html

Name: ___________________________________

Directions: For each given problem, write your work and the answer in simplest form

1.

2. 2/5

3. 1/6 2/3

4. 7/8

5. 5/6 8/3

6. 2/7 2/7

7. 7/8 8/7

8. 5/12 2/3

9. 5/10 1/7

10. 4/9 5/11

The Lesson Plan Template

STAGE THREE (Learning Experiences: Daily Lesson Plan)
Name:
Title of Lesson: Fraction Addition (Day 4)
Grade Level(s): 5th
Common Core State Standards, PA Academic Standards, and Assessment Anchors (where applicable):
2. CC.2.1.5.C.1: Use the understanding of equivalency to add and subtract fractions.
a. M05.A-F.1.1.1: Add and subtract fractions (including mixed numbers) with unlike denominators.
(May include multiple methods and representations.) Example: 2/3 + 5/4 = 8/12 + 15/12 = 23/12
Enduring Understanding(s):
(EU 1) Students will understand that comparisons can be used to show equivalency of different fractions.
(EU 2) Students will understand that fractions can be used within all basic operations.
Essential Question(s):
(EQ 1) How do comparisons relate to the equivalency of different fractions?
(EQ 2) How do fractions compare to other numbers when using basic operations?
Content (Code)
4. Addition of fractions
5. Common denominators
6. Multiples/Factors

Objectives (Code)
(1-3) Students will solve addition
problems using common
denominators with fractions.
(2,3) Students will discuss the
ideas of multiples and factors to
find common denominators.

Formative Assessments (Code)

From previous lesson: Go over
inverse worksheet (not included)
(1-3) Questions on common
denominators and how to add
fractions
(1) Book examples and teacher
made up examples

Procedures (Include and Label ALL Components: DETAILED:

Lesson Beginning (Motivation, Review, Overview)
Bell ringer:
2 fraction multiplication problems, 2 fraction division problems
Done individually on a scrap piece of paper
Once the bell rings 30 seconds are given to finish work
Get into predetermined (teacher chosen) groups to discuss answers for 2 minutes tops
Then discuss answers as a class, answer any questions about problems.
Review:
Q: How did we learn how to divide fractions last class? What special rules did we learn?
o Have students answer independently (no unison)
Q: Does anyone have any questions from the homework?
Q: Can one come up to the board and give us all an example?

o
o

One problem done, thumbs up or down if they agree.

If thumbs down, we look at what we did wrong and correct error

Motivation:
Q: Who enjoys getting presents? Are there different types of presents that you can receive?
Both questions answered with raised hands to see.
We will use this idea to learn about addition of fractions.
Overview:
Today we are going to go over multiples and factors.
Today we are going to learn how to add fractions
Today we are going to learn about a common denominator.
Q: How does all of this compare to regular numbers?

Lesson Development
Q: Does anyone remember from previous classes what multiples are?
o Expect hands to be raised, I will call on a student.
o Q: Can anyone give me examples of multiples of 5?
Call on one student and expect correct multiples
o Q: How about multiples of 3?
Call on one student and expect correct multiples
Q: Does anyone remember from previous classes what factors are?
o Expect hands to be raised, will call on another student
o Q: What are the factors of 15?
Q: What is similar about all of these things I just asked?
o 15 is a multiple of 3 and 5!
o Give the example 2/3 plus 3/5
o Have them think about the question about the presents.
o You have toys and clothes separate, just like 2/3 and 3/5
o
o When you call them both presents though (common denom.) you can put them together
o Same with the denominator of 2/3 and 3/5, and the first one you get is 15
o To change 2/3
Multiply top and bottom both by 5 to get 10/15 (equivalency)
o To change 3/5
Multiply top and bottom both by 3 to get 9/15
o Now you can add the tops to get 19/15
o Q: What kind of fraction is this kids?
Expect to hear improper fraction
Pull up Power point with 2 fraction addition problems
o +
o 3/8 + 1/6
o Work with the person beside you. Group responses for answer
Show PowerPoint slide with mixed number representation and problem from website
Students make up their own mixed number addition problem with a partner
o One person from each group puts it on the board
Time permmiting, we will do problems 1, 4, and 8 of homework sheet
Transition: So we are about out of time today, so what did we learn about adding fractions today?
Q: How does adding fractions compare to adding regular numbers?
o Maybe it is actually the same!!!

Lesson Ending (Review, Preview, Closure)

Review:
We learned how to find the common denominator with multiples and factors
We learned how to add mixed numbers.
Preview:
What will be happening next class:
o Subtraction of Fractions
o Review common denominators
Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson):
Students are actively answering questions throughout the lesson. Giving the question about presents was
keeping the kids excited about what would be happening throughout the lesson. Students are also talking
with partners on how to solve the given problems so teamwork is incorporated.
Special Adaptations/Modifications:
There is one student with a reading disability that has a reading level one below grade level. This student
will be seated towards the front of the room to see the print easier.
Anticipated Difficulties AND Modifications:
Technical Difficulties:
o If the computer/PowerPoint doesnt work the chalkboard will also be used to the fullest of its
ability.
Physical Structure:
The classroom is set with 6 students sitting at a long desk beside each other. This gives optimal
opportunities for collaboration and teamwork.
Materials:
Computer, Projector/whiteboard, chalk, PowerPoint, homework worksheet
References (2)
Pierce, R. (2014, January 1). Adding and Subtracting Mixed Fractions. Retrieved November 20, 2014, from
http://www.mathsisfun.com/numbers/fractions-mixed-addition.html
Sums of Fractions and Mixed Numbers Version 1. (n.d.). Retrieved November 20, 2014, from http://www.teachnology.com/worksheets/math/fractions/add/1/

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Lesson Plan 5

Day 1: Numbers and Operations

Name:
Title of Lesson:
Grade Level:

Fraction Subtraction
Grade 5

PA Academic Standards and Anchors:

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

M05.A-F.1.1.1: Add and subtract fractions (including mixed numbers) with unlike
denominators. (May include multiple methods and representations.) Example: 2/3
+ 5/4 = 8/12 + 15/12 = 23/12

Enduring Understanding(s):

Students will understand that comparisons can be used to show

equivalency of different fractions.
Students will understand that fractions can be used within all basic
operations.

Essential Question(s):

How do comparisons relate to the equivalency of different fractions?

How do fractions compare to other numbers when using basic
operations?
Content

Day 2: Representations
of Fractions:
1) Subtraction of fractions
2) Common denominators
3) Multiples/Factors

Objectives
The students will be able to:

(1-3) Students will solve

subtraction problems
using common
denominators with
fractions.
(2,3) Students will recall
the previous ideas of
multiples and factors to
find common
denominators.

Other Evidence
Formative
Assessment
Previous lesson: Go
over questions on
homework on
fraction addition
(2,3) Questioning on
re-emphasis of
common
denominators
(1-3) Compare
subtraction of
fractions to addition
of fractions
(1) Worksheet on
subtraction of
fractions

Procedure
Lesson Beginning
Bell Ringer:
2 fraction multiplication problems, 2 fraction division problems, 2
fraction addition problems
Done individually on scrap piece of paper
Once the bell rings, 40 seconds are given to finish the work
Get into predetermined (teacher chosen) groups to discuss answers for
two minutes
Then discuss answers as a class, answer any questions about
problems.
Motivation
Q: Who likes food? Are there different types of food?
o Both questions answered with raised hands to see
o We will use this idea to learn about subtraction of fraction
(similar to addition)
Overview
Today we are going to review multiples and factors again
Today we are going to learn how to subtract fractions.
Today we are going to review common denominators.
Q: How does all of this compare to regular numbers?
Lesson Development

Q: Who remembers what we did yesterday with the multiples

and factors?
o Q: Can anyone give me examples of a number where its
factors are multiples of the factors?
o Expect something like 8 has factors of 2 and 4 and 8 is a
multiple of both 2 and 4
o Students will raise their hands to answer this question
Q: Does anyone remember how to add fractions from what we
did in the last class?
o Q: Can anyone remind us how we added 2/3 and 3/5 from
our notes from yesterdays class?
One student will explain in detail what we did including:
Using multiples and factors to find the common
denominator
How to compute the common denominator
Then what you do to get your final answer

Transition: Now let us do the same thing that we just did with
the addition and do the same thing with subtraction.
o Use the same problem that we just reviewed (2/3 + 3/5) and
change it into a subtraction problem.
You already know how to find the common denominator,
and make the new fractions.
Just subtract instead of add
o Pull up the PowerPoint slide with 2 fraction subtraction problems
on it
-
3/10 1/5
Work with the person beside you. Group responses for
answers
Transition: Now we are going to look at two examples of
subtraction using mixed numbers.
o This is just like what we looked at yesterday when we were
adding.
Show PowerPoint slides to show examples of mixed number subtraction
problems
Students make up their own mixed number subtraction problems
based on the motivation (who likes food) from earlier.
o The teacher will give an example to go off of
o Ex: I have 5 and candy bars and I give (subtraction) 3 and
to my son, how much is left?
o The groups will present their problems to the rest of the class
Transition: Now that we have learned how to use fractions for
all of the operations we have finished this unit!!
We are then going to have a review game.
o The class will be split in half.
o One person from each team will come to the front of room and
have a half of a chalk board each.
o Teacher will give them a fraction operation problem
o Whoever gets the answer right fastest gets one point for their
team
o The game is over after everyone gets one chance to go to the
board.
o The team with the most points at the end of the game will
receive 2 bonus points on the test.
Pass out the review sheet with all fraction operations on it.
o Students are to complete this on their own for homework.
Transition: So we are out of time for today.
o Q: So what did we learn about fractions today?
o Q: What did we learn about how to do all operations with
fractions?
Lesson Ending
Review
So today we learned how to subtract fractions

We also made sure that you knew how to do all the operations by
playing the review game.
Preview
What will be happening on Monday:
o We will have a test on fraction operations
o Make sure to do the review sheet, it will help you study
Meaningful Student Engagement:
Students are actively answering questions throughout the lesson.
Giving the question about presents was keeping the kids excited about
what would be happening throughout the lesson. Students are also
talking with partners on how to solve the given problems so teamwork
is incorporated.
Special Adaptations/Modifications:
There is one student with a reading disability that has a reading level one
below grade level. This student will be seated towards the front of the room
to see the print easier.
Anticipated Difficulties AND Modifications:
Reluctant students: failure to participate in an indirect lesson may pose
difficulties.
Scaffolding and a more direct instruction approach is prepared for in
the event that the above should occur.
Technical difficulties: projector or computer failure would be troublesome.
In the event the projector or PowerPoint fails, we are prepared to use
the chalk board for any necessary visual aids. The pictures used will
also be printed out in case of technical difficulties.
Physical Structure:
The classroom is set up with desks in single file rows facing the
chalkboard/screen in front. One wall has a couple windows, one wall has
posters and visual representations of math-related topics, and the other wall
has the chalkboard/screen for the projector. The projector screen will be used.
Materials:
PowerPoint, chalkboard, chalk, computer, fraction operations worksheet
References:

Pierce, R. (2014, January 1). Adding and Subtracting Mixed Fractions. Retrieved
November 20, 2014, from http://www.mathsisfun.com/numbers/fractions-mixedaddition.html
Math Worksheets Land. (n.d.). Retrieved November 29, 2014, from
http://www.mathworksheetsland.com/

Name: ___________________________________

Directions: For each given problem, write your work and the answer in simplest form

1. 6/4 x 1/6

2. 7/9 4/2

3. 2 1/6 - 2/5

4. + 4 5/7

5. 5/5 x 9/6

6. 2/7 2/7

7. 7/8 - 8/7

8. 5/12 + 2/3

9. 5/10 x 1/7

10. 4/9 x 6/8