# Carley Paxton

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Name: Carley Paxton Lesson Plan ______________________________

Date: April 28, 2014 Cooperating Teacher’s Signature

(Before Lesson is Presented to Class/Students)

|A: Class: Math |C: Topic/Title: Adding Mixed Fractions |

|A: Students learning objective/s: The students will add mixed fractions with like |Materials: Common Core Packet, practice sheets, Smartboard, |

|denominators by replacing each mixed number with an equivalent fraction and solving word |transparency, overhead projector |

|problems. |Sources: (include web sites) |

|B: Common Core State Standards: | |

|CCSS.Math.Content.4.NF.B.3.c | |

|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 |Check: ___(__ Initial |

|between addition and subtraction. | |

| |_____ Developmental |

| | |

| |_____ Culminating |

|THE LESSON: |

|A: Opening: (gain student attention, review as appropriate, establish prior knowledge, state learning outcome/s, arouse interest) |

|Rocket Math- Pass out rocket math folders to each student. Call letters in order of their appropriate level. Give two minutes to study with each other and another two|

|minutes to switch and study with their partner. Students have one minute to complete their whole multiplication quiz. If they make it in the amount of time and all |

|are correct them they get to move on the next day. |

|Have students get out marker boards and markers |

|“Let’s do some reviewing from last week. How do I make these two fractions equivalent? 4/6 and ?/36.” (24) |

|“Now let’s try to compare fractions. Are these two fractions less than, greater than, or equal to: 5/8 and ¼?” (Greater than) |

|“Compare these fractions: 7/10 and 7/9?” (Less than) |

|“Then we practice changing improper fractions to mixed numbers. Let’s try one, convert 52/9 to a mixed number.” (5 7/9) |

|“Now let’s try it the other way. Convert this mixed number into an improper fraction. 4 5/8.” (37/8) |

|*If students are struggling with a certain concept, do a few more practice problems to help practice. |

|“Last week, I introduced most of you to the idea of equivalent fractions and improper and mixed fractions. Today, we are continuing to build on the concept only we |

|are going to begin adding mixed fractions.” |

|B: Procedures/Activities/Processes: (sequentially present content with examples, state discussion questions, give evidence of providing practice) |

|Get out overhead and projector to demonstrate how to add mixed fractions. |

|“There are a few different ways I am going to demonstrate how to add mixed fractions. One strategy to solve a fraction addition problem is to shade in the whole |

|amounts of the circles. For example if you have 1 3/5 + 2 4/5, you will want to shade in the whole numbers 1 & 2 first.” *Demonstrate |

|“Next, you will fill in the fraction amounts. Therefore, 3/5 of the circle and 4/5 of a circle. However, you have to keep going on your fractions. You can see on your|

|3/5 circle it is not all filled in and you still have 4/5 of a circle, therefore you need to keep going on that same circle for two more in order to make it complete.|

|Then go on to the next circle for the last two shades.” *Demonstrate. |

|“Then when all the of the pieces are filled in we can see that 1 3/5 + 2 4/5 = 4 2/5.” |

|*Demonstrate a few more examples from the practice sheet on the transparency. |

|“Now, we are going to solve addition problems without circles. In the directions, it wants us to leave it as an improper fraction. Let’s look at number one, 53/12 + |

|20/12?” |

|“Since our denominators are the same, we are good to add our problem. We have to have common denominators in order to begin adding. It is also important to know, you |

|will NOT add your denominators together. Your denominator will always stay the same as long as they are common.” |

| |

|“Now let’s begin adding our numerators together. What is 53 + 20?” (73) |

|“Therefore, our final answer will be 73/12.” |

|“Now let’s try it with a mixed number. 4 4/8 + 1 5/8/” |

|“Our first step now is to add our whole number. So 4 +1= ?” (5) |

|“Now, we look at your denominator, are they the same? Yes they are so we know we can carry that over to our answer. Then, we look at our numerator. 4 +5=?” (9) |

|“Now that’s not going to work. Our numerator is larger than my denominator. How can we fix that? We know that 8/8 is a whole, therefore we can add one more over to |

|our whole and then we should be left with 1/8. Now our new answer is 6 1/8. Am I done with this problem?” |

|“No, in the directions, it said to put it as a mixed fraction. How can I put it as a mixed fraction?” |

|“Now, we can use our method of converting mixed fractions into improper fractions. 6 times 8 is 48 plus 1 equals 49. Our final answer should be 49/8.” |

|“There is also another way to figure this problem out by changing your mixed numbers first into improper fractions before adding. Then add them together.” |

|*Demonstrate a few more problems in both methods. |

|“We also can use word problems to add mixed fractions.” |

|“Oliver spent 2 2/6 hours working on his math homework. If he spent another 4 3/6 hours on his reading homework, what is the total time he spent on homework?” |

|“ What two numbers are important here?” (2 2/6 and 4 3/6) |

|“We need to find the total time he spent on homework so we need to add. 2 2/6 + 4 3/6=?” |

|“First, let’s add our whole numbers. 2 +4 is ?” (6) |

|“Now, our denominators are the same so we know that won’t change. Now we add our numerators. 2 + 3 is ?” (5) |

|“Now our final answer should be 6 5/6.” |

|*Demonstrate a few more word problems for extra help. |

|C: Assessment/Follow-Up: (evaluation by teacher of student learning, self-evaluation by student) turn in one copy of each. |

|Common Core packet with adding mixed fractions |

|D: Closing: (review, connect, transition) |

|Students will be given a chance to work on corrections from the last class session together. |

|If students are still struggling, have them come up to the yellow table and work in a small group atmosphere to get a one on one feel. |

|Transition to the MAP assembly in the gym. |

| |

| |

|E: Modification/s: (time, behavior, and/or special needs) |

|Utensils- Using visual aids to demonstrate how to add mixed fractions together. |

|Curriculum- By using the common core curriculum it provides an easier method of teaching how to add mixed fractions. |

|F: Lesson Reflection: (On separate page. See scoring guide for details.) |

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