Fractions of a Quilt

Learning Target/Objectives: Students will be able to add unlike fractions.

Common Core State Standard: 5.NF.1 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.
Materials Needed: 8.5X11 inch paper, construction paper cut into
rectangles/triangles that equal fractions of the whole, hard cover math book
Description/overview of lesson: We will begin the lesson by reviewing how to find
common denominators to add fractions. This will start with looking at simple
(fractions with common denominators) fraction addition problems. I will give the
students time to work on these problems first alone and then as a whole group. We
will then move on to the task. The task gives students more practice with adding
unlike fractions. After the task we will have a discussion where select students can
share their quilts and talk about how they added the fractions.

TASK-Fraction Quilt

I will give each student a sheet of 8.5X11 inch paper. Tracing rectangles of varying
lengths and widths, students will need to completely fill their box. Each
rectangle/triangle will equal one fraction of the whole. For example, one rectangle
will be of the paper, another 1/3, another a . Once students have traced their
rectangles they can color in the paper. Students must then add the fractions.

BEFORE

Start by reviewing how to add fractions with the same denominator, do some
problems together on the board (1/4 + ) and (2/5 + 2/5).
Transition to adding fractions with different denominators. I have one pizza. I
eat and Alex eats 1/3. How much of the pizza did we eat? To add unlike
fractions we have to turn them into like fractions. To start, we need to find the
least common denominator for each fraction. What are some of the multiples
of 2 and 3? What is the first multiple that is the same for 2 and 3? 6! What do
we multiply 2 by to get 6? Whatever we do to the bottom we have to do to the
top as well. So now we have 3/6. What do we multiply 2 by to get 6? 3! So now
we have 3/6 +2/6 and now we can add. Do you notice how we multiplied the
denominators together to get a common denominator?
We are going to start by doing the first two problems on page 123 in your
hardcover math book. I will give you 5 minutes to work on this quietly by
yourself. When everyone is finished we will go over them together.
Do first 2 problems (guided practice) together on the board.
Now we are going to switch over to our math task. This task will help us to
review addition of fractions. How many of you have grandmas or moms or
aunts or family members who make quilts? Do we all know what a quilt looks
like? (draw square on board and fill in small squares with different colors, or
pull up pictures of quilts on the projector). Today we are going to be making
our own fraction quilts using rectangles. I am going to give each of you a piece

of paper and some paper rectangles and you will trace the rectangles to fill
the space. Each rectangle is a fraction of the whole paper. Some of them are
1/4 of the paper, some of them are 1/3 of the paper, and there are others in
your bags. I want you to use the rectangles to fill up the whole paper. So start
by tracing one rectangle on your paper. It says on the rectangle what fraction
of the paper it is, so write the fraction in your box, or color it the same color.
Once you have filled your paper, on the back, add up all of the fractions by
finding common denominators. You can use any combination of rectangles
that you want, but you have to use at least 2.
Pass out paper and rectangles
Now each group has rectangles that are all different lengths and widths. To
start, go ahead and trace the rectangles in the square that you just made on
your paper, until you fill the whole square (draw example on the board).
Our CHAMP expectations are C: level 1, H: raise your hand, A: small group, M:
pencils/bathroom/drink, P: School Swag.
Are there any questions?

AFTER

After 15-20 minutes of work time I will have students share their quilts by
showing how they chose to fill their paper and how they added the fractions.
I will collect their papers on the back and use it as an assessment tool. I will be
looking to see that students found the common denominator for each fraction
and added correctly.