10.9.

19 Lesson Plan

1. Content and Standards​: CC.2.1.5.C.1: Use the understanding of equivalency to add

and subtract fractions.
○ Eligible Content – M05.A-F.1.1.1: Add and subtract fractions (including mixed
numbers) with unlike denominators. (May include multiple methods and
representations.)
2. Prerequisites​:
○ Students should already know how to rename fractions or find equivalent
fractions (i.e. finding the least common denominator of a set of fractions with
unlike denominators by finding the least common multiple of the
denominators).
○ Students should already be familiar with divisibility rules in order to find a
common denominator for a set of fractions with unlike denominators.
○ Students should already be familiar with the idea of regrouping fractions or
borrowing from the whole number in order to subtract smaller fractions
from larger fractions.
3. Essential Questions​:
○ Why is it important to rename fractions (or find equivalent fractions)?
○ How do you know how many unit fractions make a whole?
○ How can I tell ​before​ finding equivalent fractions for two fractions with
different denominators that I will have to regroup or borrow from the whole
number?
○ If you have 2 fractions, how can you determine which fraction is greater?
4. Materials​ ​and​ ​Equipment​:
○ Projector: Do now, class agenda slide, and exit ticket
○ Worksheets: Add Mixed Numbers (pg. 80) and Subtract Mixed Numbers (pg.
82)
i. Extension worksheet: Addition and Subtraction Equations with
Fractions (pg. 85)
5. Instructional​ ​Objective​: Following an interactive do now and mini lesson on
regrouping fractions, students will be able to regroup fractions with mixed numbers
in order to subtract mixed numbers with unlike denominators.
6. Instructional​ ​Procedures
○ Do Now (15 min.): The total weight of two bags is 6 ⅗ kg. One of the bags
weighs 2 ⅔ kg. ( 1kg = 2.205 lbs)
i. How heavy is the other bag? 3 14/15 kg
1. What operation do you think this problem implies?
 2. Just by looking at the two ​fractions​, can you tell which one is
greater? Hands up if you think you’ll have to regroup or
borrow.
3. What is the first thing we need to do in order to solve this
subtraction problem?
4. How many unit fractions are in one whole in this problem?
5. How can we check our work to make sure that the two bags
equal 6 ⅗ kg?
ii. How much heavier is one bag than the other? 1 4/15 kg
1. What operation does this problem imply?
○ Mini-lesson (10 min.):
i. After the do now, draw the students’ attention to the objective in the
front of the classroom and remind them that this is a skill they will be
tested tomorrow (10/11/2019)
ii. Mini lesson is combined with do now--going over language used in
word problems to hint at whether or not we should add or subtract
1. Addition:
a. Increased by, more than, combined, together, total of,
sum, added to, in all, all together or altogether, both,
how many in all, how much
2. Subtraction
a. Decreased by, minus, less, difference between/of, less
than, fewer than, left over, change, how many did not
have, how many (or how much) more, remain, reduce,
take away
○ Group Work/Guided Practice(15 min.):
i. Students will complete a series of practice problems that I put up on
the board
ii. I will walk around the room while students complete them and offer
assistance to those who need it
iii. I will take volunteers to come up to the board and answer the practice
problems
1. 6 ​5/7 ​+ 6 1​ 1/14 = 2. 6 3​ /10​ - 1 ¼ = 3. 5 ⅔ + 4 ½ =

4. 6 ¼ - 1 ⅘ = 5. 3 - 2 ⅕ = 6. 6 ⅔ - 3 ¾ =
 ○ Independent Practice (30 min.):
i. Students will complete the worksheets “Add Mixed Numbers” (pg. 80)
and “Subtract Mixed Numbers” (pg. 82).
ii. Students will be encouraged to complete as much of the worksheet as
they are able to get to
iii. If students finish early, they can work on the extension worksheet
○ Closure (5 min.):
i. Wrap up the independent practice by recapping what the lesson was
on today in class (adding/subtracting mixed numbers with unlike
denominators)
ii. Ask students to share an important breakthrough in the material they
had today during class
iii. Remind the students that their study guide is up on google classroom
and that it will be extremely helpful for the test tomorrow
○ Assessment (5 min.): Exit ticket
i. I will pass out a half sheet of lined paper for students to complete
their exit ticket on and remind them to put their name, date, and
section on the top
ii. Students will have about 2 to complete the exit ticket quietly and
independently
iii. I’ll know students are finished when their exit tickets are flipped over
on their desks and they start to silently pack for transition.

​- 6 ⅙ = 2 ​2/9

7. Assessment​:
○ The exit ticket is a way of formally assessing the lesson and how effective it
was in teaching the students how to add/subtract mixed numbers with
unlike denominators.
○ Observations during class discussion, observations during small
group/one-on-one support sessions, observations during independent work,
and non verbal agreements/disagreements during guided practice are also
ways that I can formally assess the lesson.
8. Differentiated​ ​Instruction​:
○ Display multiple ways of representation of the problem on the board (i.e.
show how to regroup, show how to borrow with visuals)
○ If students are still struggling with the idea of adding and subtracting mixed
numbers before adding in the borrowing or regrouping aspect, have them
work on a few of those before moving onto the regrouping problems ​OR
○ Select 5-7 problems on each side of the worksheet ahead of time for those
students to work and focus on during independent practice.
○ If students are exceeding the expectations for this lesson, give them the
extension worksheet (pg. 85) on adding and subtracting equations with
fractions.