ࡱ> { ,bjbjzz Ƥ$ff4$IlvvvvQ"s FIHIHIHIHIHIHI$3LNlIQQlIvvIvvFIFICXGv0Gpi"2E(2II0IZEhsO0sOPGsOGplIlIIsOf : 5-E Lesson Plan Your Name: Brooke Byrd Your E-mail Address: ebyrd100893@troy.eduGrade Level:5-6Subject Area: MathematicsLesson Title: Adding and Subtracting Fractions with Unlike Denominators Lesson Length: 45 minutes 1 hourTHE TEACHING PROCESSLesson Overview This lesson teaches students a method to help them add and subtract fractions with unlike denominators. Unit Objectives: Students will be able to solve addition and subtraction problems involving fractions with unlike denominators. Standards addressed (AL COS) ALEX 5th (2010) 11.) 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. [5-NF1] Example: 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) List of Materials Pencil Paper SMART Board (interactive whiteboard) Math Website  HYPERLINK "http://funschool.kaboose.com/fun-blaster/back-to-school/games/game_action_fraction.html" http://funschool.kaboose.com/fun-blaster/back-to-school/games/game_action_fraction.html Worksheet Assessment INSTRUCTIONAL SEQUENCEPhase One: Engage the LearnerActivity: Call the students to sit in front of the SMART board in the classroom. On a math website such as  HYPERLINK "http://funschool.kaboose.com/fun-blaster/back-to-school/games/game_action_fraction.html" http://funschool.kaboose.com/fun-blaster/back-to-school/games/game_action_fraction.html, is a game titled Action Fraction that will refresh the students memory on adding and subtracting fractions with like denominators. Allow the students to come up one at a time to play levels 1 and 2 of the math game on the board. (Levels 3 and so forth cover todays lesson of adding and subtracting fractions with unlike denominators, which the students have not yet been introduced.) However, students should have previously mastered how to add and subtract fractions with like denominators, to be able to complete this activity. Whats the teacher doing? Pull the math game up on the SMART board Ask questions concerning fractions Calling the students up to the board to play the game Assist the students as needed with answering the questions to the game Example of game questions:  QUOTE   QUOTE    What are the students doing? Ask the teacher about the math game Go up to the SMART board to play the math game Once the students have been called upon and completed their math problem they are to go back and sit down in front of the SMART boardPhase Two: Explore the Concept Activity: Once the math game is complete inform the students that they are learning more about adding and subtracting fractions. Now close the game and allow the students to come up to the SMART board and make their own math problems to give to their classmates. Once student 1 places the problem on the SMART board then student 2 comes up to answer the problem. Once it is answered correctly then student 2 can place a math problem for student 3 to answer and so forth. These problems can have anything to do with adding and subtracting fractions with like denominators. The students assist each other with trying to figure out the correct answer when called upon by the teacher. After the students figure out the other students equation, place a new example onto the board. This time change the like denominators to unlike denominators and ask the students as a whole how will the changes made affect the answer now. Whats the teacher doing? Explain the next direction to the students. Allow the students one by one to come up to the board to place their equations on the board. Help assist the students to put an appropriate equation on the board. Help other students figure out the equation, if needed.What are the students doing? Listening to the teacher explain the directions. Figure out in their head what they want their equation to be. Work out their classmates math problem. Helping other classmates out that are trying to solve the problem. Sitting quietly and patiently until it is their time to be called on. Phase Three: Explain the Concept and Define the TermsActivity: After the discussion occurs on the new equations with the unlike denominators show the students how the two equations are different. Ex:  QUOTE   differs from  QUOTE   Explain to the students; although, these two equations look as though they can be worked the same, the answer to the second equation is different because of the term least common denominator or least common multiple. Explain to the students in order to get the correct answer they will have to apply the method of finding the least common denominator, first. Ex:  QUOTE    QUOTE  First, explain to the students we need to find something called the least common denominator (LCD), which is truly just the LCM (least common multiple) of our denominators, 2 and 3. The LCM of 2 and 3 is 6. So, our LCD 6. Second, demonstrate to the students that we must make 6 our new denominator. Change  QUOTE   Multiply by 3 in the numerator and denominator.  Change  QUOTE   Multiply by 2 in the numerator and denominator.  Next, show the students how the second step ties into the original equation. Now we have  Last, explain to the students that we have applied the method, and broken this equation down to get it to look similar to an equation that has like denominators. Now we can solve.  Whats the teacher doing? Explain to the students the difference between the two equations. Explain to the students what the least common denominator is and how it relates to the least common multiple. Ask students questions to allow you to see their understanding of the new conceptWhat are the students doing? Sitting down in front of the teacher observing and listening to the teacher explaining adding and subtracting fractions with unlike denominators. Asking teacher questions about the math problems.Phase Four: Elaborate on the Concept Activity: After the teacher has worked out some similar problems on the board using the least common denominator to demonstrate exactly what steps they need to take to obtain an equation with like denominators in order to solve, explain to the students that there is a more simple way to solve these types of equations. Ex:  QUOTE    QUOTE  First, take b and d and multiply. This gives you a common denominator of bd. Ex. b x d = bd Second, cross multiply a and d. Then, do the same for b and c. Ex. a x d = ad b x c = bc Next, add both the product of a and d to that of the product of b and c. Now we have  QUOTE   Explain to the students that by using this method and applying cross multiplication they can obtain the same answer as they would if they applied the method previously explained to them using the least common denominator. Send students back to the desk and give them a worksheet on adding and subtracting fractions with unlike denominators keeping the examples of both methods and steps on the board to allow the students to refer back to it. Give students enough time to work through the worksheet together, and then discuss the worksheet as a whole in class with the students and allow them to ask questions. Whats the teacher doing? Explain to the students the second method of solving fractions with unlike denominators. Ask students questions to allow you to see their understanding. Send students back to their desk. Give students 10 -15 minutes to figure math problems out. Once they are done go over the worksheet as a class on the SMART board. Allow students to ask questions about the problems they had issues solving. What are the students doing? Sitting down in front of the teacher observing and listening to the teacher explaining the concepts more in depth. Sitting at their desk in groups helping group members figure out the problems. Asking teacher questions about the math problems. Phase Five: Evaluate students' Understanding of the Concept Activity: Once the students go over the worksheet they have completed in class with their group members, test the students. Give the students an individual test on adding and subtracting fractions with different denominators to see what they have grasped mentally and to check if they truly understand the concept. Take the test up and grade the test and give test back to students to allow the students to see what they have missed. Whats the teacher doing? Clear the board and tell students to clear desk. Handing out the students assessments. Walking around the class to see if any students are having problems or need help. Take up the test. Grade the test. Distribute the test back to students. Go over the problems that was most missed. What are the students doing? Clearing their desk. Taking the test individually. Working at desk. Turn in test. Go over the test. 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