Lesson #5 (Adding and Subtracting ) 25-30 min lesson

Teacher: Meghan Leuschner Date: 3/20/17 Subject/ Topic/ Theme: Math, Fractions, Adding &
Subtracting

I. Objectives
What is the main focus of this lesson?
Adding and subtracting fractions with like denominators.

How does this lesson tie in to a unit plan? (If applicable.)

My unit is an introduction to fractions. My students did not receive instruction on the standards for 3rd
grade fractions. My unit is supposed to take them from a starting 2nd grade level to beginning of 4th
grade level for fractions. I will continue to teach fractions with 4th grade standards after this unit, but this
unit (6 lessons) is meant to be a solid foundation/intro to fractions.

What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.

Students will be able to add and subtract fractions with like denominators.

CCSS.MATH.CONTENT.4.NF.B.3.A
Understand addition and subtraction of fractions as joining and separating parts referring to the same
whole.

II. Before you start

All previous 4 lessons from this unit and being able to add and subtract
Prerequisite knowledge
whole numbers fluently.
and skills.

-holding whiteboards up
Assessment
-exit slip
(formative and
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression Multiple Means of
(Action) Engagement
Options for Perception Options for action/interaction Options for recruiting interest
-Whiteboard Ask for models/pictures to -Fun math joke
represent the addition as well as -Show a picture of adding with
the number sentence. fractions and ask for names/how
you did it

Options for Language/Symbols Options for Expression Options for Sustaining Effort &
Make connection between division and White boards to give automatic Persistence
fractions. feedback to teacher. Drawing math problems

Options for Comprehension Options for Executive Function Options for Self Regulation
Use visual drawings to show why/how we -Stating the learning objective Rating self 1,2,3
add fractions together,
 -Screen to show fraction joke
Materials-what materials -White boards, dry-erase markers, erasers
(books, handouts, etc) do -Big whiteboard
you need for this lesson -Pencils
and do you have them? -Exit slips

Do you need to set up -In seats for whiteboard lesson

your classroom in any
special way for this
lesson? If so, describe it.

III. The Plan

Tim The description of (script for) the lesson, wherein you describe teacher
Parts
e activities and student activities
2 Motivation Ask students if any of them wanted to change their rating on their
min (Opening/ cookies from last week?
Introducti Show fraction joke on board and ask students to talk to their neighbor
on/ to discuss why it is funny/if they get the joke.
Engageme
nt) Explain that today we will learn how to add and subtract fractions with the same
denominator. This means that the pieces are cut the same way already.

20 Developm 1. Draw + 2/4 = on the board with circles. Have the students help
min ent name the circle fractions. Ask how I figured it out? Explain why I only added
the top part and not the bottom part: The denominator is how the piece is
cut, we are not recutting the pieces, we are simply adding them.

2. Draw examples on the whiteboard and have students show work and
hold up whiteboards when they have their answers.
a. +
b. 2/8 +
c. 4/6 + 4/6
d. 15/2 +

3. Explain that when a fraction has a bigger numerator than a

denominator, it means they have over a whole number. (Show examples
above with drawings). Complete more examples:
a. 8/4 + 2/4
b. 8/5 - 5/5
c. -
d. 10/12 - 8/12

4. Have students draw pictures to represent the number sentences:

a. +
b. +
c. 4/8 + 4/8
d. 4/4 -
e. 3/2-

5. Create your own problem using a picture on a small pieces of paper

handed out as your exit slip. Swap with your neighbor and name all the
fractions and complete the math problem.

Closure Students rate their understanding 1, I get it 2, I need practice, 3 I need help.
3
min They must complete the exit slips and have everything else put away. Teacher will
call upon students to line up for art. When row is ready, teacher will call on them,
they may hand in exit slip WITH THEIR NAME ON IT, on their way to line up. Remind
students of hallway expectations.

Your reflection on the lesson including ideas for improvement for next time:

I think this lesson went really well. I gave a small intro bit for improper fractions and mixed numbers so
that when we get to that next week, it will not be the first time that they see it. Lesson went smoothly
overall. I made one mistake with a fraction but then recognized it and corrected it. It was kind of
embarrassing but was a good teaching point that I got to point out.

We ended up needing to leave for art before the exit slips, but I was able to see from the whiteboards
being held up that my students were understanding the content of adding and subtracting fractions. The
concept is one that is very easy to understand and then the procedure can be quite dry after learning it
within minutes.