Name: Charla Teaford

Topic: Add & Subtract Time Frame: Grade Level: 6th grade Date: November 17, 2009
w/Unlike Denominators 60 minutes
Goals/Focus: Students will practice adding and subtracting fractions with unlike denominators with a focus on accuracy.
______Concept Development __x___Solidify _______ Practice (check one)
State Core/Standard: Standard 1, Objective 6, b. Add, subtract, multiply, and divide fractions and mixed numbers.
What will the students be What questions will I ask?
Cycle 1 Task How will I assess?
saying/doing?
Launch I have 2/3 of a candy bar. My Listening to the problem and Display on the Promethean Board.
Materials: friend gave me 1/3 of a candy looking at the board. Tell students that they need to
Promethean Board, flip bar. How much do I have now? show me with pictures the problem
chart w/candy bar and answer.
Explore Students will work by themselves Students will draw 2/3 of a candy What does 2/3 of a candy bar look I will be watching students
to solve the problem above. bar and 1/3 of a candy bar and put like? What does 1/3 of a candy bar to see how they draw this
Materials: them together to get a whole bar. look like? How many total pieces problem.
Promethean Board, flip Some students will automatically are in 1 candy bar? How many
chart w/candy bar add the two pieces together to get pieces do I have total?
1 but will not be able to draw it.
One student will work on the board
Summarize I expect to be clarifying that we Students will explain their thinking Why do we add only the 2 and the I will be listening to the
Materials: Promethean can split our candy bar into 3 and their picture to the class. 1? Why are we using thirds? How discussion to see if they
Board, flip chart w/candy equal groups and start with 2 of do our pictures show 2/3 + 1/3? understand that there are 3
bar them, and then add 1 more parts to our whole and we
Generalization: group. have 2 and add 1 more.
What will the students be
Cycle 2 Task What questions will I ask? How will I assess?
saying/doing?
Launch I have 3/6 of a candy bar. My Listening to the problem and Display on the Promethean Board.
Materials: friend gave me 2/6 of a candy looking at the board. Tell students that they need to
Promethean Board, flip bar. How much do I have now? show me with pictures the problem
chart w/candy bar and answer.
Explore Students will work by themselves Students will draw 3/6 of a candy What does 3/6 of a candy bar look I will be watching students
Materials: to solve the problem above. bar and 2/6 of a candy bar and put like? What does 2/6 of a candy bar to see how they draw this
Promethean Board, flip them together to get 5/6 of a bar. look like? How many total pieces problem.
chart w/candy bar Some students will not draw the are in 1 candy bar? How many
picture to solve. One student will pieces do I have total?
work the problem on the board.
Summarize
Materials:
Generalization:
The denominator is the
number of equal pieces in
the whole. The numerator is
how many of those equal
size pieces we have.
Cycle 3
Launch
Materials:
Promethean Board, flip
chart w/candy bar
Explore
Materials:
Promethean Board, flip
chart w/candy bar
Summarize
Materials: Promethean
Board, flip chart w/candy
bar
Generalization:
We cannot add the pieces
together unless they are the
same size.
Cycle 4
Launch
Materials:
Promethean Board, flip
chart w/candy bar
Explore
Materials:
Promethean Board, flip
chart w/candy bar
This summary will be a review
that since we have equal sized
pieces we can just add the pieces
together to get our answer.
Task
I have 3/4 of a candy bar. My
friend gave me ½ of a candy bar.
How much do I have now?
Students will work with a partner
to solve the problem above.
This summary will be focusing on
why they needed to find same
sized pieces.
Task
I have ½ of a candy bar. My friend
gave me 1/3 of a candy bar. How
much do I have now?
Students will work with a partner
to solve the problem above.
Students will explain their thinking
and their picture to the class.
Students will show that there are 6
equal pieces in our whole and we
now have 5 of those 6 pieces.
What will the students be
saying/doing?
Listening to the problem and
looking at the board.
Students will draw 3/4 and 1/2 of a
candy bar. Some students will just
add the numerators together and
forget that the denominators are
unlike.
Students will explain why they
could not just add the two pieces
together. Students will also explain
how they found same sized pieces.
What will the students be
saying/doing?
Listening to the problem and
looking at the board.
Students will draw ½ and 1/3 of a
candy bar. Some students will just
add the numerators together and
forget that the denominators are
unlike.
Why could we just add 3 and 2
together to get our answer? Why
did you draw 6 pieces in the whole?
What questions will I ask?
Display on the Promethean Board.
Tell students that they need to
show me with pictures the problem
and answer.
What does 3/4 of a candy bar look
like? What does ½ of a candy bar
look like? Why can’t we just add
them together? How can we make
them the same sized pieces?
Why did we need to find same sized
pieces? How many same sized
pieces are in our whole? What
fraction is 3/4 equivalent to in our
equal sized pieces? What is ½
equivalent to in our equal sized
pieces?
What questions will I ask?
Display on the Promethean Board.
Tell students that they need to
show me with pictures the problem
and answer.
What does ½ of a candy bar look
like? What does 1/3 of a candy bar
look like? Why can’t we just add
them together? How can we make
them the same sized pieces?
I will be listening to the
discussion to see if they
understand parts to whole
and are ready to move on
to unlike denominators.
How will I assess?
I will be watching students
to see how they solve this
problem & whether they
find a common
denominator or not.
I will be listening to the
discussion to see if they
understand that we have to
have a common
denominator before we can
add the numerators.
How will I assess?
I will be watching students
to see how they solve this
problem & if they
understand same sized
pieces or not.
Summarize
Materials: Promethean
Board, flip chart w/candy
bar
Generalization:
What is the generalization
that you hope your students
make?
Cycle 5
Launch
Materials:
Promethean Board, flip
chart w/candy bar
Explore
Materials:
Promethean Board, flip
chart w/candy bar
Summarize
Materials: Promethean
Board, flip chart w/candy
bar
Generalization:
Before subtracting
fractions, we must have
SSP.
Cycle 6
Launch
Materials: Promethean
Board, flip chart w/candy
bar
Explore
Materials:
Promethean Board, flip
chart w/candy bar
The summary will be a review on
how we need to find same sized
pieces before we can add the
fractions.
Task
I had 2/3 of a candy bar. I gave ½
of a whole candy bar to my
friend. How much do I have left?
Students will work with a partner
to solve the problem above.
The summary will be focused on
making SSP before we subtract so
that we can subtract our pieces.
Task
I had 5/6 of a candy bar. I gave ¼
of a whole candy bar to my
friend. How much do I have left?
Students will work with a partner
to solve the problem above.
Students will explain why they
could not just add the two pieces
together. Students will also explain
how they found same sized pieces.
What will the students be
saying/doing?
Listening to the problem and
looking at the board.
Students will draw 2/3 of a candy
bar and make same sized pieces.
Then they will take away 3 of the 4
SSP. Some students will try to add
instead of subtract. Some students
will not make SSP.
Students will explain why they
could not just subtract the two
fractions. Students will also explain
how they found same sized pieces.
What will the students be
saying/doing?
Listening to the problem and
looking at the board.
Students will draw 5/6 of a candy
bar and make same sized pieces.
Then they will take away 3 of the 7
SSP. Some students will not make
SSP. Some students will not find
the LCD.
Why did we need to find same sized
pieces? How many same sized
pieces are in our whole? What
fraction is ½ equivalent to in our
equal sized pieces? What is 1/3
equivalent to in our equal sized
pieces?
What questions will I ask?
Display on the Promethean Board.
Tell students that they need to
show me with pictures the problem
and answer.
Why couldn’t we just take ½ away
from 2/3? What are the SSP we had
to make? How many SSP are in our
whole?
Why did we have to find SSP first?
How did we find SSP? How many
SSP is 2/3? How many SSP is ½?
How did we take away ½ from 2/3?
What questions will I ask?
Display on the Promethean Board.
Tell students that they need to
show me with pictures the problem
and answer.
What is the least common
denominator of these two
fractions? How many SSP do we
need in our whole?
I will be listening to the
discussion to see if they
understand adding
fractions with unlike
denominators.
How will I assess?
I will be watching students
to see if they first made SSP
or tried to subtract without
SSP.
I will be listening to the
discussion to see if they
understand that to subtract
fractions you must first
have same sized pieces.
How will I assess?
I will be watching students
to see how they solve this
problem & if they found
the least common
denominator.
Summarize
Materials: Promethean
Board, flip chart w/candy
bar
Generalization:
We need to find the LCD for
our SSP.
The summary will be focused on
finding the least common
denominator or the smallest
number of SSP.
Students will explain how they
found same sized pieces. Students
will explain how they found the
least common denominator.
Why did we need to find SSP? What
does least common denominator
mean? How did we find the least
common denominator?
I will be listening to the
discussion to see if they
understand that we need
to find the least common
denominator for our SSP.

Exit Slip:
Students will do the following problems on their paper showing their work and must have them correct in order to go to recess: 4/5
+ ¼ =(21/20 or 1 & 1/20), 5/8 + 1/3 =(23/24), 6/7 – 1/3 =(11/21), 2/3 – 1/9 =(5/9)
Practice / Homework / Journal Prompt:
2/3+5/6, 1/5+3/4, 8/9+1/3, 4/7+1/2, 7/9-1/3, ¾-1/6, ½-1/8, 6/7-1/4
Meeting the needs of diverse learners:
Rodrigo and Antonio – ELL, Joshua – Autistic, Jonas – LD
Kevin and Dylan will help Rodrigo, Chloe will help Joshua, Alexa will help Jonas, and Gabe will help Antonio.
These students only need to complete 3 of the exit slip problems and 6 of the homework problems.
A visual representation of the candy bars will be displayed on the flip chart for these students.
Resources:
Computer, Promethean board, flip chart, paper and pencils for each student