Learning Plan: ELEMENTARY & SECONDARY1

Student Teacher Brittany MacMillan Co-operating Heather White

Teacher(s)
Date March 7th, Start/End Room
2022 Time

Title of lesson Adding and Subtracting fractions Grade 5

Grade level
Subject Mathematics Adding and Subtracting
Topic
Fractions.
Relevance By adding and subtracting fractions, students are learning and understanding about the
different interactions between numbers (i.e., division, multiplication). Furthermore, it
is relevant for the students to know and understand the rules of fractions in order to
incorporate it in other mathematical topics.
Materials/Resources Smartboard, Decimal Book, highlighters and pencils.
Required

QEP Subject Area Competency 1: To solve a situational problem related to mathematics

Competencies
Learning Objectives
Essential Question(s)
Competency 2: To reason using mathematical concepts and processes
Competency 3: To communicate by using mathematical language
Students will learn to add and subtract fractions by converting all the denominators to
the same number and using a visual square grid to complete the task. Students will use
their knowledge and rules of fractions to solve word problems that focus on adding
and subtracting fractions.
What are the rules of fractions?
How can we add and subtract fractions?
What do fractions tell us?
When we add and subtract fractions what does it tells us?

Lesson Introduction (hook): Student will know:

Timing ● Students will know how to
As a class, I will engage the students in a quick recap of simplify fractions.
5-6
minutes our knowledge on fractions (i.e., converting fractions). I ● Students will know how to
will present examples on the board and go over the steps
convert fractions (i.e.,
with the students.
denominators).
● Students will know how to
represent a fraction in a grid (i.e.,
coloring in the correct spaces
that represents a numerator). For

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Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
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 example, a student will fill one
box to represent 1/4.

Development (Learning activities – step by step sequential Students will understand:

procedure):
● Students will understand how to
Step 1: I will introduce the concept of adding and add and subtract fractions.
2 subtracting fractions. ● Students will understand how to
minutes
use square grids to convert a
5 Step 2: I will present an example of adding two fractions fraction without using
minutes on the board. Firstly, we will go over what we already multiplication.
know and see.
● Students will understand how to
● What do we notice about the fractions (i.e., are
add and subtract fractions in a
the denominators the same?)
word problem.
● Which denominator do we use to convert the rest
● Students will understand
of the fractions (i.e., the bigger number)?
mathematical terms (i.e.,
2 ● How do we convert the fractions?
minutes missing, together, in all, etc.) to
determine whether to add or
Step 3: I will present the rules of adding and subtracting subtract in a word problem.
fractions.
10-15
● Make sure all the denominators are the same.
minutes ● Add or subtract your numerators ONLY.
● Simplify the fractions if you can.

Step 4: I will demonstrate the steps by solving the

problem together on the board using a squared grid. I
want the students to understand that we can convert the
fractions by using the grid.

For instance, 1/3 + 2/6. To convert 1/3 to have the same

denominator (6). Using a grid with six squares, they can
colour in 1/3 twice which will convert the fraction into
2/6.

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3 Due to the grid having 6 squares, you can fill out 1/3
minutes twice, which converts the fraction into 2/6 without
multiplying by 2.
3
minutes
In addition, I will mention if the students want to check
10 if they filled out the boxes correctly, they can multiply
minutes the denominator and numerator by the correct number.

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Step 5: As a class, we will go over a second example.
Step 6: Following the second example, we will do the
same thing with subtraction.
Step 7: I will give students 2 examples outside of the
decimal book to complete. I will give them 5 minutes to
complete. Once they are finished, we will go over them
to ensure their understanding.
Closure (transition):
Students will complete the pages in their decimal book.
Take note: Due to time, students will complete the three
pages over two days. The second day will focus on the
word problems.
Students will do:
● Students will participate in quick
recap of fractions.
● Students will complete pages in
their decimal book.
● Students will participate in
solving the questions.
Cross Curricular Competencies:
Competency 1: To use information
Competency 2: To solve problems
Competency 5: To adopt effective work
methods
Broad Areas of Learning:
Citizenship and community life.
Universal Design for Learning/
Differentiation/
I will provide visuals for students to
support my explanations. Furthermore,
students will have the opportunity to
work with a partner when working on
the two problems.
FORMATIVE - Assessment FOR learning:
Students will be assessed throughout the
lesson and by reviewing their answers
once they have completed the decimal
pages.
FORMATIVE - Assessment AS learning:
Students will participate in a class
discussion where I can assess their
knowledge of what we have currently
learned about fractions (i.e., converting
fractions).
SUMMATIVE - Assessment OF learning:
There will be no summative assessment.
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Further Considerations:
Did I explain the instructions properly?
Did I provide enough examples?
Did I explain using the grids effectively?