Unit Goal

The learner will understand how to add fractions as well as mixed numbers with
unlike denominators.

Unit Objectives
1. Reduce fractions to lowest terms
2. Write equivalent fraction
3. Add fractions with unlike denominators
4. Add three or more fractions with unlike denominators
5. Add mixed numbers with unlike denominators

Background and Rationale

Learning how to add fractions helps with building a great foundation and helps to
develop more confidence as students advance in math and science classes.
This lesson will lead to the next lesson on how to subtract fractions. Fractions
are in everyday life construction, recipes, landscaping, are just a few things
were fractions show up.

In this lesson the student will learn about how to add fractions with unlike
denominators. Additionally, the student will review adding fractions with like
denominators, equivalent fractions, improper fractions, mixed numbers, prime
numbers, and LCM. The student will have access to lessons that have been
taught online, and there will be extra problems provided for students that need
more practice, the steps for the process will be given to them in their notes,
Anchor Charts, collaboration, conferencing with students and teacher, and the
students will be reflected throughout the unit.

At the end of the unit, along with a test, the students will create a 3-2-1 Bridge
about adding fractions with unlike denominators. This will help to determine if
there is an understanding of what they are doing and why.

Bloom’s Taxonomy
Creating (highest level)

Common Core / State and District Standards

Learning and Innovation Skills (P21.org)
Creativity and innovation

Think Creatively:

 Use a wide range of idea creation techniques (such as brainstorming)

 Create new and worthwhile ideas (both incremental and radical concepts)
  Elaborate, refine, analyze and evaluate their own ideas in order to improve
and maximize creative efforts

Work Creatively with Others:

 Develop, implement and communicate new ideas to others effectively

 Be open and responsive to new and diverse perspectives; incorporate

group input and feedback into the work

Reason Effectively:

 Analyze how parts of a whole interact with each other to produce overall
outcomes in complex systems

Make Judgments and Decisions

 Effectively analyze and evaluate evidence, arguments, claims and beliefs

 Analyze and evaluate major alternative points of view

 Reflect critically on learning experiences and processes

Communicate Clearly

 Articulate thoughts and ideas effectively using oral, written and nonverbal
communication skills in a variety of forms and contexts

Collaborate with Others

 Demonstrate ability to work effectively and respectfully with diverse

teams

Life and Career Skills (P21.org)

Flexibility and Adaptability: Be Flexible

 Incorporate feedback effectively

 Deal positively with praise, setbacks and criticism

Initiative and Self Direction: Work Independently

 Monitor, define, prioritize and complete tasks without direct oversight

Productivity and Accountability: Produce Results

 Multi-task

 Participate actively, as well as be reliable and punctual

 Present oneself professionally and with proper etiquette

 Collaborate and cooperate effectively with teams

 Respect and appreciate team diversity

 Be accountable for results

Information, Media, and Technology Skills (P21.org)
Create Media Products

 Understand and utilize the most appropriate media creation tools,

characteristics and conventions

Apply Technology Effectively

 Use technology as a tool to research, organize, evaluate and communicate

information

 Use digital technologies (computers, PDAs, media players, GPS, etc.),

communication/networking tools and social networks appropriately to
access, manage, integrate, evaluate and create information to
successfully function in a knowledge economy

Lesson – Introduction
Post the question on the day. This is done to allow the students to evaluate
themselves each day after they have practiced with specific skills as well as
received feedback frrom peers and the teacher. This will help the students to
have an understanding of where they are with their learning and be able to see
their own progress. This also allows them to take ownership of their own
learning process.

Click on the image to access the website

Lesson Activities and Procedures

Day one will consist of 30 minutes for practice.

Day two will consist of collaboration with peers and/or the teacher which will be
60 minutes. The student will also be required to work the few new practice
problems that are customized to what the student is having trouble with. They
will then be required to take a *checking-in (Some students that get a 100 on
their *checking in will not be required to work extra problems.) All students will
need to watch the teacher-made tutorials of the lesson and take notes on mean,
median, and mode.

Day three will consist of the learner watching another teacher-made tutorial
and taking notes on the material. They will practice what they have learned
through collaboration with their peers and teacher.

Day four will consist of collaboration with peers and/or the teacher which will be
60 minutes. The student will also be required to work the few new practice
problems that are customized to what the student is having trouble with. They
will then be required to take a *checking-in (Some students that get a 100 on
their *checking in will not be required to work extra problems.) All students will
need to watch the teacher-made tutorials of the lesson and take notes on mean,
median, and mode.

Day Five will consist of the students applying the thinking routine

Student Procedure Teacher Procedure Materials

Day 1 Day 1 Day 1

The student will watch a techer-made
lesson created by their teacher on
adding fractions with unlike
denominators, Or the students can
watch the teacher demonstrate how
to add fractions using the steps
during fact-to-face instruction. (5
min)
The teacher will provide 3 Simple Teacher-made tutorials
Steps for Adding Fractions.Step 1:
 You need to have a
common denominator. Click on the link to access the
 Find the LCD (aka LCM) website
 Once you change the
denominator you need to
change the numerators.
 Do unto the numerator as Click on the image to access
you do to the denominator. the website

Step 2: Add the numerators

keeping the denominator the same.
Step 3: You need to simplify your
Click on the image to access
fraction if needed. You might need
the website
to change an improper fraction to
a mixed number. This will give Screencast: teacher-made
you your final answer. video for delivering
instruction at home for flipped
teaching (5 min)

The student will take notes and work The teacher will provide practice practice problems from AAA
some practice problems while problems for the students to work. math or from IXL (see above
watching the lesson. links)

Day 2 Day 2 Day 2

The student will come in the next day
and take a “checking-in” so the
teacher and student can see where
they are on their understanding of the
concept.
The teacher will give a few
practice problems either on a sheet
of paper or within a technology
tool (Quia.com) or Learning Click on the image to access
Management System (Haiku.com) the problems for a “checking
 Student Procedure
The student will then reflect on the
problems they got wrong by doing
the following:
a. They will go over the steps making
sure they followed each step.
b. Collaborate with a peer to talk
about how to work the problems.
c. They will meet with the teacher in
small groups.
Differentiation: Have students that
are having trouble with the concept
to draw pictures of what they think
the fraction addition problem will
look like. You can check for
understanding with this activity. As a
teacher you can also have drawings
on hand to help those that learn better
with visuals.
After making corrections and
reflecting the student will work
another practice problem following
the steps.
Day 3
The student will watch a teacher-
made tutorial on adding mixed
fractions with unlike
denominators and adding whole
numbers to fractions, or the students
Teacher Procedure
The teacher will have the students
to recall the steps for adding
fractions in small groups or one-
on-one with the teacher.
The teacher will provide
differentiation through drawings
for the visual learners.
The teacher will instruct the
students who need more practice
to complete additional problems.
Day 3
The teacher will provide the steps
for adding mixed fractions with
unlike denominators and adding
whole numbers to fractions.
Materials
in”
Learning Management
System (LMS): Google,
Edmodo, and/or Haiku for
online learning
Click on the image for the
practice problems
Click on the image to access
the answers to the problems
customized list
Day 3
Teacher-made
tutorialsScreencast: teacher-
made video for delivering
instruction at home for flipped
teaching (5 min)see link
 Student Procedure Teacher Procedure Materials

can watch the teacher demonstrate above

this on the board.

The student will take notes and work
some practice problems while
watching the lesson.
The teacher will provide practice
problems for the students to work.
Click on the link to access the
website

Click on the image to access

the website

Day 4 Day 4 Day 4

The student will come in the next
day and take a “checking in” so the
teacher and student can see where
they are on their understanding of the
concept.
The teacher will give a few Learning Management
practice problems either on a sheet System (LMS): Google,
of paper or within a technology Edmodo, and/or Haiku for
tool online learning

The student will then reflect on the The teacher will have the students Customized list
problems they got wrong by doing to recall the steps for adding
the following: fractions in small groups or one-
on-one with the teacher.The
a. They will go over the steps making
teacher will provide differentiation
sure they followed each step.
through drawings for the visual
b. Collaborate with a peer to talk learners.
about how to work the problems.
c. They will meet with the teacher in
small groups.

Differentiation: Have students that

are having trouble with the concept
to draw pictures of what they think
the fraction addition problem will
look like. You can check for
understanding with this activity. As a
teacher you can also have drawings
on hand to help those that learn better
 Student Procedure Teacher Procedure Materials

with visuals.

Day 5 Day 5 Day 5

The student will work on their 3-2-1 The teacher will organize groups Making Thinking Visible
with a partner and collaborate on for completing a 3-2-1 Bridge
what they are going to compare the using fractions and explain how to
concept to. apply the thinking routine.

The student will present their final 3- The teacher will give feedback to 3-2-1 bridge
2-1 to the class in a Google Doc. the students. When they have a
final product the student can find a
picture that will work

Lesson Closure
Show the students a 3-2-1 bridge thinking routine. Let them know that they will
create one since they have learned about fractions within this lesson. Students
will create and share the final product of their 3-2-1 Bridge with the class on a
Google Doc; some will present to the class, and others will display their work in
the classroom. The students will also take a test on the concept.

Click on image to enlarge

Example:

Assessment
The 3-2-1 Bridges are assessed for creativity and understanding of the concept
well enough to pick an “out-of-the-box” concept to compare to adding fractions.
When they present the 3-2-1 Bridge are they able to explain why they wrote what
they wrote.

Student Sample