5th Grade Math Lesson

Adding Mixed Numbers with Unlike Denominators

Lesson Plan
Topic/Theme/Unit: Purpose(s) – Materials/Resources:

Add Mixed Numbers What do I want my students to learn? - Smart Board

-Student Math Workbook

I want students to solve word problems that -Math notebook

include adding mixed numbers.
- Exit Slip

- Adding Mixed Numbers Poster

Student Goal: I can solve word problems
-Chromebooks
involving the addition of mixed numbers.
-Jamboard Slides

-White board and Expo marker

Why do they need to learn this?

Students need to learn adding mixed numbers

as part 5th grade mathematical standards.

How will I know if my students have learned

this?

If students can correctly answer the two

questions on adding mixed numbers on their
exit ticket.

Standards Addressed:
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. For example, 2/3 + 5/4 = 8/12 +
15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
5.NF.2 Solve word problems involving addition and subtraction of
fractions referring to the same whole, including cases of unlike
denominators, e.g., by using visual fraction models or equations to
represent the problem. Use benchmark fractions and number sense of
fractions to estimate 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 Standards:

Interacting in Meaningful Ways

A1: Exchanging information and ideas with others through oral

collaborative discussions on a range of social and academic topics.
B5. Listening actively to spoken English in a range of social and
academic contexts
C12: Selecting and applying varied and precise vocabulary and
language structures to effectively convey ideas.

Objective: After the lesson, students will show their understanding of adding
mixed numbers with unlike denominators by correctly answering at least 2
out of 3 questions.

FOCUSED INSTRUCTION Time: 10 minutes “I DO IT”

Teacher will use a digital interactive whiteboard called Jamboard to project the lesson’s goal, word problems,
steps, etc. (link attached below).

Teacher will begin the lesson by having the students work together with a partner to try to solve a real-world
problem. The math problem will be projected on the Smart Board and the students will have 3-5 minutes to solve it
on their individual white board.

Math Problem: Mrs. Aguila ran 2 ¼ miles on Monday. The next day, she ran 1 ¼ miles. How many miles did she ran
all together?

Students will use their white board to show their work. The teacher will walk around the classroom checking in on
the strategies the students are using without helping the students solve the math problem.

After about 5 minutes the teacher will call on 2-3 students to come up to the board and show the strategies, they
used to solve the problem.
Teacher will review the math vocabulary need for this lesson.

Up to now the students have learned how to add and subtract unlike fractions. Now students will continue adding
on by learning how to add the whole numbers of a fraction first and then adding the fractions.

Teacher will model a problem using two strategies: fraction tiles and making equivalent fractions. The teacher will
display fraction tiles using the website Mathigon. https://mathigon.org/polypad

Example 2 on page 678 of the student’s book.

Example #1

Mrs. Aguila and Mrs. Halburian went to the Long Beach aquarium. They saw a sea turtle. One of the flippers was
7/8 feet long. The turtle’s body was 3 1/4 feet long and the head was 1 1/8 feet long. What was the length of the
whole turtle?7/8 + 3 1/4 + 1 1/8 = 3 + 1 + 7/8 + ¼ + 1/8 = 5 ¼

The students will follow along in their workbooks.

GUIDED INSTRUCTION Time: 15 minutes “WE DO IT”

Prior to the lesson, the teacher will pass out fraction tiles to each group of students. Teacher will guide the
students on how to use the 2 different strategies. First with the fractions tiles and then with making equivalent
fractions. The teacher will display fraction tiles using the website Mathigon. Student workbook, page 678 number
1.

3 3/8 + 2 1/2

First students will add the whole numbers, then the fractions. Before they can add the fractions, they need to be
renamed. We will find the least common multiple of the denominators 8 and 2. Then make equivalent fractions
using the least common denominator. The equivalent fractions will be 3/8 and 4/8. We will add the whole numbers
and then the like fractions 3 + 2 + 3/8 + 4/8 = 5 7/8.

Students will be encouraged to use mathematical vocabulary that they have learned throughout this unit such as
denominator, numerator, common denominator, equivalent fractions, whole number, and mixed number.

Students will be asked to write the steps for adding mixed numbers into their interactive math notebook. Students
will be able to refer back to the steps whenever they get stuck or forget what to do.

Steps to Adding Mixed Numbers

Step 1: Stack the mixed numbers vertically.

Step 2: Add the whole numbers.

Step 3: Add the fractions. If they are like fractions add the numerators and leave the denominator the same. If they
are unlike, make equivalent fractions by finding the Least Common Multiple.
Step 4: Combine the whole numbers and fractions to make one mixed number.

Teacher will show a short video that explains how to add mixed numbers with unlike fractions.

https://www.youtube.com/watch?v=pynfj2bYRms&t=192s

COLLABORATIVE LEARNING Time: 5 minutes “YOU DO IT TOGETHER”

The students will work with their partner to answer the next two problems on page 679.

Students will be able to use either of the two strategies: fraction tiles or making equivalent fractions.

During this time the teacher will walk around monitoring and supporting students as needed.

After about 5 minutes, the teacher will call on students to come up to the board and share how they
solved the problems and what strategies the students used.

INDEPENDENT LEARNING Time: 15 minutes “YOU DO IT ALONE”

Students will work independently on page 679-680 in their math book.

Teacher will remind the student to use either strategy and their notes from their interactive math
notebook to help them answer the problems.

Teacher will walk around checking for understanding and assessing the student’s work.
Students who have not yet met the prerequisites for the lesson will be instructed to use their
multiplication table. (Each student has one stapled to the front of their math folder)
Students will be given a choice board. First with the work they must do in class. This will include
answering 10 problems independently in their workbook. If time allows, students will have the
opportunity to start their homework. The students will be given a choice board that has 3 options. The
easier option is to work on an IXL code practicing the skills of this lesson. Choice 2, students can complete
the homework in their workbook. The last option is for students that are ready to be challenged even
more. Students will work on a 6th grade IXL code related to adding mixed numbers.
To close the lesson, students will be given an option of two exit tickets to assess whether they have met
the learning goal.
 Differentiation

Formative Assessment: Students will complete an exit slip where they will have to add 2- 3 mixed number
problems as well as write their own problem.

Self-Assessment: Included in the exit ticket, students will self-reflect on how well they feel they understood the
lesson and if they met the learning goal. 

Summative: 

 Chapter 9 Assessment will be given at the end of the unit. 

Lesson Adaptations:

English Language Learner:

-teacher modeling the first 2 problems

- posters around the room for the different skills used in this lesson

-interactive math notebook with steps on how to add mixed numbers

-Choice board

Special Education:
-visuals around the room

- interactive math notebook with steps on how to add mixed numbers

-Multiplication Table

-Choice board
 Instructional Resources

Exit Ticket and Self Evaluation

On level

Name: Date: 5.NF.1

Adding Mixed Numbers I can …. Add mixed numbers.

Find the sum.

1 1
3 2 +2 4 = ______________________

2 1
5 3 + 3 2 = ______________________ How well do you understand this
skill?
In our classroom, 10 ¾ of peers play basketball at recess
and 12 1/8 play volleyball. What is the total amount of
classmates that play volleyball and basketball at recess?
 Challenging

Name: Date: 5.NF.1

Adding Mixed Numbers I can …. Add mixed numbers.

Find the sum.

1 1
3 2 +2 4 = ______________________

2 1
5 3 + 3 2 = ______________________ How well do you understand this
skill?
In our classroom, 10 ¾ of peers play basketball at recess
and 12 1/8 play volleyball. What is the total amount of
classmates that play volleyball and basketball at recess?

Write your own word problem on adding mixed numbers.

Include the sum (answer) to your problem.

Word Problem: Sum:

Conversation Starters for ELD student

Mathigon Website
https://mathigon.org/polypad

Math Video
https://www.youtube.com/watch?v=pynfj2bYRms&t=192s

Jamboard Slides
https://jamboard.google.com/d/1higgygnABj-yXAB6IZ9YiMmiDMY_IL-6Kco4zTZCC4M/edit?
usp=sharing