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Lesson Plan #2

Name: Olivia Yancey


Date: 11/15/16
Lesson Title: Adding and
Estimated Time: 51 min.
Subtracting Fractions With Unlike
Denominators
Grade/Subject: 6th Grade Math
Central Focus: To perform fraction operations involving proper, improper and
mixed numbers within expressions, real world scenarios, and equation solving.
Content Standards: [5-NF1] 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.
Learning Objectives: I can add or subtract fractions with unlike denominators.
Academic Language:
Vocabulary & Symbols: Least Common Denominator (LCD).
Language Function: EVALUATE
Language Demand: Students will evaluate numeric and algebraic expressions
involving the sum and difference of fractions with unlike denominators.
Discourse: Our discussion will focus mainly on the procedure. We will assess the
given problem and talk about what we will need in order to add or subtract the
fractions. We will also discuss how the Least Common Denominator is the Least
Common Multiple of the denominators.
Syntax: We will set up each problem using the 5 steps that are outlined in the 5.2
notes. Mixed numbers will be considered the simplest form of improper fractions.
Monitoring Student Learning: Formative, Summative, and SelfAssessments prior to, during, and after learning:
Students will exhibit an understanding of the objective by accurately
evaluating the sum and difference of fractions with unlike denominators by
rewriting the fractions using the LCD.
Evidence will be collected informally through observation during class and
through the questions they ask when going over the homework, and
formally through the use of the clickers and its data collection software on
the quick assess.
Tracking of achievement levels for the whole class, small groups, and
individuals will be done through the use of the clicker data collection
software.
Description of assessments:
Informal Formative: individual practice questions.
Formal Formative: Homework workbook page 30 or Practice C worksheet;
the quick assess the following day.
What is being assessed:
Students ability and efficiency in evaluating the sum and differences of fractions
with unlike denominators.
Assessment accommodations:
Students who have a debilitating deficiency in their multiplication skills will be
able to use a multiplication chart.
Students with IEPs or who are on tier 3 intervention may be assigned a shorter
assignment.

Feedback:
Type of feedback that will be given to students:
Provide students with the 5 steps we will use to add and subtract fractions
and refer back to them or to a specific step when a student gets stuck.
Ask them leading questions such as, Are we able to just go ahead and add/
subtract? If not, what is keeping us from being able to?
Encourage students to be extra careful when it come to simplifying all their
answers.
Instructional Supports:
LT 5.2 Guided Notes
Holt McDougal Homework and Practice Workbook page 30
Holt McDougal Fraction Operations Lesson 2 Practice C
L.T. 5.2 Quick Assess
Connection to Prior Academic Learning and Related Skills:
Students have been adding fractions at least since 4th grade so I will build on the
procedure they already know. We will talk about how in order to add fractions, we
have to have the same denominator because ,as they already know, we have to
keep the denominator the same. The way that we will do that uses the content we
learned in the previous lesson on LCM and in the previous chapter on equivalent
fractions. We will find the LCM of the numbers in the denominators and then we
will rewrite the fractions with the LCD by making equivalent fractions.
Common Errors:
Not changing the denominators correctly.
Adding the numerators AND denominators together.
Incorrectly rewriting the fractions.
Incorrectly simplifying or neglecting to do so all together.
Connections to Cultural/Personal/Community Assets: The content is heavily
connected to previous material between the previous chapter on fractions, and
previous work with fractions in prior grades.
Instructional Strategies & Learning Tasks that Support Diverse Student
Needs
Procedure:
Time
Teacher Action
Student Action
20
Have the students come in grab
min.
their clicker and get out their
Students will come in, grab their
homework, red pen, and learning
clicker, and get out their homework,
targets.
red pen, pencil, and learning targets.
Have them check their homework
with the solutions that are under
Students will check their homework
the document camera.
with the solutions under the doc
After checking homework, ask the
camera, and rework any that needs
students Does anybody recognize
reworking.
the situation where the LCM is just
Students will answer, That the LMC
the product of the two numbers?
is the product of the two numbers
Tell the students that there will be a when those numbers share no
quick assess and encourage them
common factors.
to ask questions.
Students will ask questions from the

Hand out quick assesses. Put 10


homework.
min. on a timer under the doc cam.
Have the students do all their work Students will take the quick assess
and write answers on the sheet, but and enter answers in their clicker.
also have them enter the answers
into their clickers.
Monitor the answers as they are
submitting them into their clickers.

20
min.

Take up the quick assesses as the


students finish.
Pass out the days notes. Bridge 5.1
and 5.2 by pointing out why we
need to know LCM is for when we
need to add and subtract fractions
that dont have the same
denominators, we will quickly need
to find the LCM and make
equivalent fractions.
Begin the notes by reviewing what
they learned in 5th grade about
adding and subtracting fractions.
Jot down the 2 procedure steps in
the box.
Have the students write down the 5
steps for adding and subtracting
with unlike denominators. Have
them, off to the side, write down
the definition of Least Common
Denominator. Talk through the 5
steps and let them know that these
are pretty much the same steps for
the next learning target as well.
Walk through two examples (
1 1
9 11
+

and
) and refer to
3 4
10 15
the 5 steps they have down in their
notes.
Have them practice 3 problems on
5 1
3 1
+ ,
, and
their own. (
12 6
8 5
2 1
+ ).
7 3

Students will volunteer the


procedure for adding and
subtracting fractions and the
answers to the two problems.
Students will copy down the 5 steps
and definition of LCD.

Students will engage in the two,


guided examples.
Students will copy down the
individual practice questions.

Students will evaluate the three


individual practice problems, and
then volunteer their answers.

Check them by having students


volunteer the answers. Let them
know if they did not get those
correct, to listen closely to the next
example and they might be able to
identify their mistake in their
procedure.
Talk through the steps of evaluating
an algebraic expression. Then look
4
1
b , for b= .
at an example
7
2

Students will copy down the


procedure for evaluating algebraic
expressions and then follow along
with the example.

Students will follow along with the


example.

If there is time, look at the word


problem example. Show how a
picture can be drawn to help
understand the word problem and
what it is asking.
Closure: Students will use the end of the class period to get started on their
homework. Let them know that tomorrows lesson will be on subtracting mixed
numbers, so we will really have to have the learning target from today nailed
down. Remind them that there will be a quick assess tomorrow after we check the
homework, so come prepared and questions ready!
Differentiation Strategies: Students will have the choice between 2 different
homework assignments. They can choose to do the practice from the work book
OR if they feel like that might be too easy and would like more of a challenge, they
can choose to try the Practice C worksheet instead.
Accommodations/ Modifications: Students with IEPs and 504 will receive their
accommodations as outlined in those documents. Preferred seating will be given
to specific students. Resource teachers will be available to certain classes.
Students in tier 3 intervention may have a shorter assignment.