INSTRUCTIONAL PROJECT 4

1) Date: 25.04.2022
Teacher: TUBA DEMIRCI

2) Lesson: Operations in fractions

Lesson Type:

3) Grade: 6th - 8th Graders

Subject: Mathematics

4) Timeline: Four 45-minute periods.

5) Standards:
• CCSS.MATH.CONTENT.5.NF.A.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.
• CCSS.MATH.CONTENT.6.NS.A.1 Interpret and compute quotients of fractions, and solve word problems involving
division of fractions by fractions.
• CCSS.MATH.CONTENT.6.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the
standard algorithm for each operation.

6) Instructional Objectives:
• The rules for adding, subtracting, multiplying and dividing fractions and apply them to solve problems involving
the order of operations.
• Students will be able to solve operations in fractions.
• To engage students in the procedures and processes necessary to successfully solve questions involving order of
operations with fractions.

Pre-requisites:

• Students need to know:

• • Describing parts of a whole,
• • Types of fractions (zero, one, proper, improper, and mixed number),
• • Identify the numerator and denominator of each fraction and verbally reading the fraction,
• simplify fractions,
• • Finding the smallest/least common multiple that is LCM,
• • Finding reciprocal fractions,
• • BEDMAS.
7) Materials: Whiteboard, Smart Board, Internet Connection, Chrome-books for students, Notebook for students and
Markers.

8) Introduction:

 Distribute whiteboards and markers to each student.

 Show students the following problem on the board, and instruct them to try to solve it, remembering PEMDAS:
2 + 1/2 x 3 (Answer: 3 1/2).
 Tell students that today they will learn how to use PEMDAS to solve math problems involving fractions and
decimals. Write '1/3 x 3 - 1' on the board, and model how you use PEMDAS to solve. Do the same for '1.2 - (0.3 +
0.4)'. Be sure to show each step of the process.
 Tell students that any operations inside parentheses must be done first, then exponents (indicate that there are
none in this problem), followed by multiplication and division from left to right (whichever comes first), and
finally addition and subtraction, also from left to right.
 Remind students that the order of operations allows us to calculate mathematical expressions in a consistent
way, getting the same answer every time. Tell them that if we didn't have these rules, people would get
different answers for the same problem.
 Inform students that the PEMDAS rules are the same for expressions with fractions and decimals.

Bell work:
https://www.math-aids.com/Fractions/

https://www.math-drills.com/orderofoperations.php

https://www.math-drills.com/orderofoperations/ooo_fractions_pemdas_sixsteps_negative_001.php

9) Instructional Activities and Procedures:

• Write the order of operations on the board - Grouping Symbols, Exponents, Multiplication, Division, Addition,
and Subtraction,
• Tell students to copy it down. Be certain that understand that grouping symbols include (parentheses), {braces},
and [brackets.] Make sure students know all three of the grouping symbols. Also, make sure you tell the
students that you do multiplication and division from left to right, as well as addition and subtraction.
• Keep the problems easy at first and then increase the difficulty of the problems.
• Do as many problems that you feel are needed. Here are a few problems (increasing by difficulty):

½ + 1/3 * ¾

2/3 + (1/2 * ½) – ¼

{[3/4 – ½] + 5/6}

7/8 ÷1/2 + 2/3 – ¼

½ + ½ * 5/6 – 1/9
After a few problems have been completed, assign students to complete some problems on their own. Give them no
more than 10. Write them on the board. Give them at least 20 minutes to complete the problems. Walk around the
room to check on students’ progress. When all the students are finished have volunteers write the answers on the

Pre-Assessment: “Do Now”

Adding/subtracting fractions,

1. Turn all mixed numbers into improper fractions.

2. Find the common denominator for the equation. Make sure you are finding the LCD.

3. Add or subtract. Pay attention for positive/negative signs.

4. Simplify your fraction. Reduce then make a mixed number.

board. Tell students to correct their work as you review the problems.
Multiplying fractions,

1. Unlike adding/subtracting fractions, we do not need a common denominator. If it is a mixed number, you must turn it
into an improper fraction before you multiply. Look for opportunities to simplify before you multiply! Then, multiply
straight across and you are almost finished.

2. After multiplying, simplify either by reducing or making a mixed number or both!

Dividing fractions

1. The division sign is changed to multiplication, the second fraction becomes reciprocal.
2. If you have a mixed number, it must be improper before it is made the reciprocal.
Post-assessment:

10) Modifications: Students may work in groups or individually in order to complete their assignments. In order to
accommodate for all students, allow extra time to review for lower students and extra worksheets to occupy the time of
advanced students.

Allow students to work on the independent practice with a supportive partner. Pull aside a small teacher-led group and
guide them through the Order of Operations
Struggling Students:
Students can benefit from rational numbers worksheets as they provide a visual simulation of the concept where
students can visualize each step of the problem. Rational numbers involve main arithmetic operations such as addition,
subtraction, multiplication, and division. Hence, worksheets help students in practicing problems involving arithmetic
operations along with integers and fractions.

Possible Misconceptions:

1. A common misconception is that learners believe the numerator and denominator are the same.
1 1
2. Students learn that 4 is greater than 2. And this is true. So does it also hold true that 4 is greater than 2
?
3 3 1
3. The language of fractions such as 4
÷ 2 is equal to ×
4 2
.

4. When students equalize the denominators they enlarge just the denominators.

5. Finding incorrect common denominators.

6. Following order of operations rules.

Advanced Students:
Assignments and quizzes for given topic. Students may do more practice on it.

If students need extra help on topic TutorMe is a free tutoring program for our students. Students may enter this site
and find an available tutor to ask his/her questions.

Also, students can watch Khan Academy's videos and quiz themselves using Khoot and Quizzez.

11) Evaluation and Assessment:

I ask the following questions:

• How do you do operations with fractions?

• Why is it important to know the operations on fractions?

• How do you convert mixed number to improper fraction?

• What are the advantages and disadvantages of using a shape to teach fractions?
• What are fractions used in real life?
• What are some examples of fractions in real life?
• Why do we need fractions for kids?
• What are the differences between adding and subtracting denominators with like and unlike denominators?
• Why is it important following the rule of order of operations? Explain with an example.
• How can you determine which property of logarithms to use when solving the equation?

Assessment (5 minutes) Distribute an index card to each student, and have them solve the following problem, showing
each step: (60 x 1/2) ÷ 3 + 16 - 2.5. Collect the index cards as an exit ticket to gauge students' understanding of the topic.
Exit Ticket:
To finish the lesson, review the order of operations one more time. As homework, give them a worksheet with no more
than 15 problems on it to complete, as these take a long time to complete. When the class is just about over (about 5
minutes left), erase the board and tell the students to put everything away except a pencil. Give each student a small slip
of paper. Write the following problem on the board and have the students complete it and hand it to you before they
leave: [5/6 * 1/2 + 1/3] * ½ + 1/4. By having them complete this problem before they leave you can see if they
understood the lesson and can reteach it the next day if necessary.

LESSON TEACHER PRINCIPAL

TUBA DEMIRCI