Lesson Plan - Frac ons

Date: 1/28/2020; 9:35am - 10:15am Grade Level: 5 Subject: Math

Central Focus of Lesson/Learning Segment:
Use equivalent frac ons as a strategy to add and subtract frac ons.
Key Content Standard (CCSS or Next Gen. put in full code and full text for each standard):
CCSS.MATH.CONTENT.5.NF.A.1
Add and subtract frac ons with unlike denominators (including mixed numbers) by replacing given
frac ons with equivalent frac ons in such a way as to produce an equivalent sum or difference of
frac ons with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b +
c/d = (ad + bc)/bd.)
CCSS.MATH.CONTENT.5.NF.A.2
Solve word problems involving addi on and subtrac on of frac ons referring to the same whole,
including cases of unlike denominators, e.g., by using visual frac on models or equa ons to
represent the problem. Use benchmark frac ons and number sense of frac ons to es mate
mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 +
1/2 = 3/7, by observing that 3/7 < 1/2.
ELD Content Standard by Proficiency Level:
Part 1.1. Exchanging Informa on/Ideas
Key Modifica ons and Accommoda ons based on IEP/504, ELL:
I need further informa on.
Learning Target (Content Objec ve):
I can produce common denominators when working with frac ons.
I can solve for equivalent frac ons when I have frac ons with unlike denominators.
I can produce answers for the addi on and subtrac on of frac ons.
I can jus fy my thinking by explaining my number sense.
I can recognize and interpret math informa on in word problems.
Academic Language Objec ve:
Students will be able to explain their number sense when adding and subtrac ng frac ons with
unlike denominators when working with word problems.
The language func on is to explain.
The language demand is to add and subtract.
Vocabulary includes number sense, add, subtract, unlike denominator.
Assessment/Evidence of Learning
X Formal Forma ve
X Informal Forma ve
Grouping (you may check one or more if it applies)
X Whole Group
X Pairs
X Independent
Teaching Model (you may check one or more if it applies)
X Direct Explicit Instruc on
X Discussion
X Coopera ve Learning
Lesson Slides: h p://bit.ly/2urDOb8
 Lesson Plan - Frac ons

Lesson Introduc on
Ac va on of Prior Knowledge (7-10 mins.):
● Whiteboards
Thirty (30) students are having a class party. Mrs. Gantner (me) brings in six (6) cakes to celebrate. If
the students share the cakes evenly, how much can each students have?
● Group Discussion

If addi onal prac ce is needed:

● Whiteboards
A teacher brought 6 li le pineapple cakes for his students to share. If there are 9 students, and they
all want the same amount, how much cake can each student have?
● Group Discussion
Lesson Body
Guided Prac ce (8-10 mins.):
● “Carnival Day” Worksheets
● Brief Group Discussion about what the frac ons share in common and what the students
will need to do in order to compare them.
Part 1 - One of the games is to test your strength. You hit a bu on with a hammer and it shoots a
metal ball up toward a bell. Tamara’s ball went ⅔ of the way up, Marcus’s ball went ⅜ of the way
up, and your ball went ¼ of the way up.
● Together, we will solve:
What is the difference between the highest and the lowest hit? How do you know you’re right?
Explain and draw a picture or write and equa on.

Independent Prac ce (10-12 mins.):

2. One of you is ⅝ away from ringing the bell. Who is it? Write an equa on to show how you got
your answer.
3. Tony has been watching you. He laughs and says that all three of your measurements put
together would not reach the bell. Es mate to see if Tony is correct. Explain and jus fy your
posi on.

Collabora ve Prac ce (3-5 mins.):

● Discuss strategies and answers with a table partner.
Lesson Closing
Pop-Quiz (1-2 mins.):
● On an index card
My friend made trail mix with ⅓ cup coconut, ¼ cup peanuts, and ⅛ cup chocolate chips. How much
trail mix does my friend have?