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Lesson Title: Adding and Subtracting Mixed Numbers With Unlike Denominators

Lesson Title: Adding and Subtracting Mixed Numbers With Unlike Denominators

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Published by kara031584
Traditional lesson plan converted into a lesson plan based around technology.
Traditional lesson plan converted into a lesson plan based around technology.

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Published by: kara031584 on Nov 18, 2009
Copyright:Attribution Non-commercial


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Lesson Title:
Adding and Subtracting Mixed Numbers with Unlike Denominators
Ms. Sauerwein
Grade Level:
Time Required:
60 minute
Essential Question:
To extend addition and subtraction to mixed numbers with unlike denominators.
(Prior knowledge)
The students need to know how to add and subtract mixed numbers with like denominators. Theyalso need to know how to change a mixed number into an improper fraction and vise versa.
Stage 1
Desired Results
Content Area Standard(s)
(include complete standard, not just standard #)
Standard 1: Analysis, Inquiry, and Design
 Students will use mathematical analysis, scientific inquiry, and engineering design,as appropriate, to pose questions, seek answers, and develop solutions
Standard 3: Mathematics
 Students will understand mathematics and become mathematically confident bycommunicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of numbersystems, geometry, algebra, data analysis, probability, and trigonometry.
Intended Learning Outcome
(Should define what students will know and be able to do and at what level of mastery they should be able to do it.)
Students will know…
The students will know the definitionof a mix number.2.
The students will know the definitionof an improper fraction.
Student will be able to…
Student will be able to add and subtractmixed numbers with like denominators,by show all their work on the math journal page 136.2.
Student will be able to change a mixednumber to an improper fraction to solveaddition and subtraction problems.
Stage 3
Learning PlanLearning Activities
Instructional Strategies/Learning Activities:
e.g., demonstration, discussion, small groups, role play, etc.
This lesson will take place in the classroom with the students at their assigned seats. The lesson will start off as a whole group then the students will work independently.
 Introducing the lesson:
(capturing students’ attention, activating students’ prior knowledge).
To introduce the lesson the students will complete the math message. Once we go over the mathmessage problems, I will ask them what do you think you do when you have a mixed numberaddition or subtraction problems that have different denominators.
 Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)
Teacher activity
The teacher is doing….
Student activity
The student is doing…)
Stage 2
Assessment Evidence
Students will demonstrate their learning/understanding in the following way(s):
Teacher-Created Assessments
Math message: The students will add and subtract mixed number with same denominator. Thereare eight problems. The students have about 5-10 minutes to complete this. Students will thentake out a red pen and as a whole group we will correct the worksheet.
There will be a test when we complete all of unit four.
(Performance Assessments: )
The students will be asked to write down (wipe off board) an addition problems mixed numberwith unlike denominators.
(Other Assessments: Peer, Self)
(Assessment Adaptations)
There are no adaptations to any of the test for students with special needs. The students will beable to get an accommodation they need for the unit test but the test itself will be the same.
On the smart board, I will load page 136in the math journal. Together we willwalk through the steps of answering theproblems.2.
After the first half of the paper isfinished I will ask the students to showtheir work and answer the last sixquestions on the page. During this I willbe walking around the room to check forstudent understanding of the material.3.
I will then ask students to come up to theboard and teach us how to answer theproblems they just worked on.4.
On the smart board, as a class we willanswer the questions in the math journalon pages 137 and 138.1.
The students will write the steps and thework to the problems in their math journals, we answer on the smart board.2.
The students will finish the math journalpage by themselves and show all work.3.
While the student is at the smart boardteaching us how to work out the problemthe rest of the students should have theireyes on the student and they should bechecking their work. If they have thewrong answer they should be coping thework the student puts on the board.4.
The students should be answering andcoping what we have on the smart boardin their journal.
 Adaptations to the Instructional Sequence to Differentiate:
There are no adaptations.
 Discussion and Assessment of Learning:(Pointing out to students how what they are le
arning is related to the driving question; assessing students’ 
learning as a result of the lesson)
 Extensions for early finishers:
For any student that finishes early they may start on their homework, which is study link 4-5.
 Alternate strategies for struggling students or those who learn differently:
For the struggling students they are asked to come and see me during a study hall or to stay overschool for 13
(already established procedures to be used and procedures to be taught for this lesson)
The ticket out of the room is to write down (wipe off board) an addition problems mixed numberwith unlike denominators.
Lesson Development Resources
Technology Tools and Materials
(classroom set-up, preparations, resources, etc.)
Materials:~ Math Massage half sheet work sheet~Students Math Journals~Teacher manual (Everyday math book)~Red pen~Study link 4-5~Wipe Off board~Expo~Smart Board
(Parent/Community Resources)

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