LESSON PLAN

Name: Hannah Morini Date: Monday 3-25- Lesson Start and End Time: 8:46-
24 9:26

Academic Area: Math Grade Level: 7th Co-op initials with date:
grade learning
support

Pre-Instruction Planning

Topic Fractions with Like Denominators

PA Anchor/Standard or CC.2.1.3.C.1 Explore and develop an understanding of fractions

Eligible Content as numbers.
Eligible Content - M03.A-F.1.1.1 Demonstrate that when a
whole or set is partitioned into y equal parts, the fraction 1/y
represents 1 part of the whole and/or the fraction x/y represents
x equal parts of the whole (limit denominators to 2, 3, 4, 6, and
8; limit numerators to whole numbers less than the denominator;
and no simplification necessary.
CC.2.1.4.C.2
Build fractions from unit fractions by applying and extending
previous understandings of operations on whole numbers.

Eligible Content - M04.A-F.2.1.1 Add and subtract fractions

with a common denominator (denominators limited to 2, 3, 4, 5,
6, 8, 10, 12, and 100; answers do not need to be simplified; and
no improper fractions as the final answer).

Lesson Objectives 1. TSWBAT identify the numerator and denominator in a

fraction.
2. TSWBAT solve addition problems involving fractions
with like denominators.
3. TSWBAT represent addition problems with like
denominators using circles.
Materials Teacher:

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 - One note
- Canva
- Teacher answer key
Student:
- Pencil
- Fractions packet
- White boards?
Planning for Learners Differentiation:
UDL: Multiple Means of Representation: Canva will be used to
teach the content of this skill, along with One Note physical
paper, and a video.
Modifications/Accommodations:
- Use of visual aids.
- Student with hearing impairment will be sitting in the
front.
- Modified content in the resource room setting.
- Modified requirements for students who are lower on
pages 4-6.
- New student who is an ELL: Use of translation devices
such as Google Translate. Modified amount of problems
solved. (Show 3 then move on)
Lesson Presentation

Introduction 1. Questions 1 & 2

- Show lesson outline on Canva
Teacher: What do we all already know about fractions> Where
have you heard of them? Seen them?
- Discuss and have students write their answers down
under #1.
Teacher: When have you used fractions in your own life?
- Rephrase: Where have you heard “½ cup?”, “I will pay
half.”, or “ I got a 8 out of 10 on my quiz!”.
- Grocery shopping, tests, baking, fitness, splitting a bill,
following a recipe.

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 2. Introduction to fractions
Teacher: Fractions are equal parts of a whole object or a group
of objects. Can you see how this circle is split into two equal
parts and this one is not?
- Is the square divided into equal parts? (no)
- Is this square divided into equal parts? (yes)
Teacher: How many equal parts are in each of these foods?
Count each piece in each food.
- Answers: 2, 8, 4

Writing Fractions

Teacher: Each of these shapes have three equal parts and a

sharded part. This can be represented as a fraction by having the
number of shaded parts on top, and the total number of equal
parts on the bottom. The top number is called the numerator,
and the bottom number is called the denominator.
- For this shape, we have 4 equal parts. 4 is our
denominator. There are 3 shaded parts. 3 is our
numerator. (I do)
- Are all of these parts in this shape equal? How many
equal parts do we have? (5) How many is shaded? (2)
What is our fraction? (⅖) (we do)
- (you do) Write the fraction that represents this figure.
Hold it up on your white board when you are done. Label
the numerator and the denominator. (N beside numerator
and D beside denominator. ) (Objective 1)
- Repeat the process for last example.
3. Video

Play Math Antics Video.

Sequence of activities 4. Comprehension questions (Pull up on One Note)

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including assessments
1.Order of Operations
2. As we start talking about adding fractions with common
denominators, we need to have the same bottom in order to add
the top and keep the same bottom number.
3. When you have a fraction that has the same number on the top
and bottom, like 2/2, that equals a whole. or 1.
4. Subtraction works the same
5.You can subtract fractions with the same bottom or
denominator the same way.
6. When fractions have the same bottom or denominator it is
called adding or subtracting like fractions.
8. It’s called a common denomintor when you have the same
number on the bottom of your fraction
9. Is the denominator on the top or bottom of a fraction?
bottom.
10. Common means same.

5. Adding (Objective 2)

Teacher: When we have two bottoms that are the same, we can
add straight across. Slide the bottom number over to the answer.
That will always stay the same. The top numbers are the ones
that you will be adding.
- Do practice examples (I do) 1-2
- We do - #3
- You do - 4-5
6. Pages 4-6 (Objectives 3)

Teacher: Take a look at page 4. We are now going to represent

our addition problems using our “pies”. Let’s go through the
first problem together.

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 - When it says shade ⅜, we know that our pie has 8 equal
parts total. The 3 shows how many parts need to be
shaded. That means, we will shade in 3 parts of the pie.
⅜ is our first fraction in our problem.
- Now, it’s telling us to shade 2/8 more. This means we
have to shade in 2 more parts of the pie. This is our
second fraction in our addition problem.
- After we shaded our parts, what is the fraction now? This
is our answer.

Lesson Wrap-up Do 1-2 more examples with students then they can finish pages
4-6 on their own.
- Check student work when finished.
Self-Evaluation

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