Date Taught: Monday July 9, 2018 Lesson 1

Co Teaching Strategy: One Teach One Assist (during Instructional Input I will teach and
Savannah will assist students with their needs), Co Teaching (during Guided Practice and
Independent Practice, Savannah and I will both assist students and help them with their work).

Topic: Adding Fractions With Unlike Denominators

Standard: 5.NF.A.1 Using equivalent fractions as a strategy to add and subtract fractions. Add
fractions with unlike denominators (including mixed numbers) by replacing given fractions with
equivalent fractions in such a way as to produce an equivalent sum of fractions with like
denominators.

Objectives:
Student-Friendly Objective: SWBAT correctly add five fraction problems with unlike
denominators with limited assistance from the teacher.

Assessment Plan: Students will answer fraction problems created by their peers. Teachers will
observe them as they answer the questions on the maze, ensuring they understand the process of
finding a least common denominator and adding the given fractions. They will need to answer at
least five right before the end of the assessment.

Materials Needed: whiteboard, expo markers, paper, pencils, shape manipulatives, Tenzi dice,
colored paper, paper cut into arrow shapes, tape.

Key Vocabulary: Denominator, Numerator, Unlike, Least Common Denominator

Anticipatory Set (Gain attention/motivation/recall prior knowledge): 2-5 minutes

● Have the students get into partners and give each pair of students a set of Pattern Blocks
(one hexagon, six triangles, two trapezoids).
● Explain to the students that the hexagon represents one whole.
● Instruct students to figure out how many triangles make up the hexagon by putting the
triangles on top of the hexagon. Then, instruct students to work with partners to figure
out how many trapezoids make up the hexagon.
● Tell students that there are three ways to make one whole by using these pattern blocks:
one hexagon or six triangles or two trapezoids.
● Explain that when we look at how many total of each shape we have, that gives us the
denominator, or the number below the line in a common fraction. Remind the students
that a fraction is a number that represents parts of a whole.
 ● Tell your class that, today, they're going to find common denominators between two
fractions so that they can add fractions with unlike denominators.
Instructional Inputs:
Students will raise their hands when they have a question. We are going to be doing lots
of activities so it is important to listen and pay attention. We will also be working in pairs
and groups, so we will switch up groups so we can get to know each other and share our
knowledge and skills with one another.
What is a fraction?
Why do we need to understand fractions?
When have you used fractions in your own life?
Modeling: 15 minutes
● Tell your class that the denominator represents the total number of equal parts the item is
divided into. Refer back to the introduction for an example (six triangles and two
trapezoids).
● Explain to students that when we have unlike denominators, we can't just add the
numerators, or numbers above the line in a fraction, like we would when the
denominators are the same. There are some extra steps that we have to take.
● Write an example on the board (if we get mini whiteboards…): 1/2 + 5/6.
● Explain to students that the denominators are different, but if we just added it like we
normally do, we would come up with the answer of 6/6. Model this by putting the
trapezoid (represents 1/2) and five triangles (represents 5/6) and on top of the hexagon
(representing one whole or 6/6). Explain that this shows that 1/2 + 5/6 can't make 6/6, or
one whole.
● Model the example with the shapes. Separate the trapezoids and the triangles. Show that
it's not possible to add the numerators when the denominators are broken up differently—
students need to find the least common denominator, or lowest common multiple of two
numbers.
● Show students how to correctly find the common denominator of 2 and 6. Write on the
whiteboard as they give the multiples of both 2 and 6. Together decide which multiple
each denominator could be multiplied to enable them to have a common denominator.
Together it will be decided that the denominator of 6 is needed.
● Have the students guide you in multiplying the fraction of ½ to have the denominator of
6. They can also use the shape manipulatives to see how many triangles fit into a
trapezoid and concluding the number the denominator of 2 needs to be multiplied by.
● Add 3/6 + 5/6 to get the answer is 8/6. Change the improper fraction to a whole number:
1 2/6. Show this using triangles and creating the full hexagons with the eight triangles
you have if they struggle with changing improper fractions to a whole number.

Guided Practice: 10-15 minutes

 ● Set ground rules of using the dice. They stay on the table, used only for the math activity,
and should not be thrown at anyone!
● Put students into partnerships and give each partnership two sets of dice. One color for
the numerator, one color for the denominator. Write on the board so they remember white
dice/ pink dice + green dice/ blue dice.
● Explain that the partnership will roll the dice to create a fraction math problem, and
together they will solve each one.
● To give an example, Savannah will roll two dice, and I will roll two dice. On a blank
sheet of paper, we will write out the problem we rolled, then solve it together.
● They will work together, creating math problems, writing them on a sheet of paper, and
solving them together. Tell them to work to see how many they can finish in ten minutes
and set a timer. Savannah and I will go to each group and listen to their reasoning and
answer any questions they might have.
● Halfway through the time, add an extra denominator die to create bigger denominators (if
the simple ones are too easy for some groups, add the extra die earlier on).

Closure: 5 minutes
● Call on volunteers to explain processes the process they used to solve the math problems
today with unlike denominators.
● Go back to the shape manipulatives and review the first problem given that day, ½ + 5/6
and have them explain why we can’t just add those without finding the common
denominator. Be sure to use the manipulatives, break them apart, and combine them for
the visual reminder to solidify their understanding.

Independent practice/application: 10 minutes

Creating a Fraction Maze!

● Each student will be given four colored sheets of paper (each student will have their own
color). They will be instructed to create a fraction problem using single digit numerators
and denominators.
● They will then take two “arrow” pieces of paper and create one with the answer, and one
with the distracting answer.
● Remind them what a good distracting answer may be ( adding the denominators without
finding the least common denominator, subtracting them, having a fraction that is not
reduced, etc.).
● Give students time to work on their own problems. They can use the dice to make
fractions if they don’t want to think of them on their own.
 ● Once everyone is done, lay the maze out on the floor in the gym (taping them),
connecting everyone’s problems together. The conclusion of this activity will be the
assessment.

Example… (this looks terrible, sorry!)

Assessment 10 minutes

● Have the students begin on a random problem that is not their own. They solve that
problem and move on to the one connected to the correct answer.
● Have each student carry around paper to write down the problems they land on, and their
answers so Savannah and I can ensure their level of mastery and understanding.
● Make sure the students start on different problems, and that the problems are spaced out
far enough that they don’t run into each other.
● Savannah and I will observe their ability to solve addition of fractions with unlike
denominators as they write their own problem and solve the peer created problems.
Fast Finishers:
● Students will work with their pizzas, adding fraction problems for the new toppings of
the day.
Reflection:
· Your specific insights into teaching as a result of your teaching experience with
this specific lesson plan. Include at least two things that went well, supported by
examples and/or reasoning and two suggestions for improvement, supported by examples
and/or reasoning.
 Reflection

Monday July 9th, 2018 – Math camp was kind of a mess today. When Lexie was teaching the
lesson on adding and subtracting fractions, I was observing the student’s learning and helping
when needed. I think the students were too overwhelmed with how many activities that by the
time they finished one equation, Lexie moved on to the next activity. We started the day off with
a question of the day while we were waiting for all of the students to arrive. When Lexie started
the lesson, one of our students, Skylar was completely engaged in the lesson but Skylar was
having a hard time letting the other students answer the questions. Skylar was confident in his
answers that he was giving but a lot of the answers he was saying were wrong. I think it was
interesting to see him give incorrect answers because Lexie handled correctly Skylar in a calm
and helpful way. Lexie didn’t make Skylar feel wrong or dumb because he gave a wrong
answer, instead she helped him understand why he was wrong and helped him find the correct
answer. When it was time for the students to break off into groups/partners, we let them choose
their groups and the boys were together and the girls were together. I don’t think that was the
best option because the students were not able to help each other in solving the equations,
instead they were more competing to finish first so they were not finding the correct answers or
applying what they learned to the activity. When the girls were working with each other, one
student, Tori, was falling behind the other two, Fiona and Maya because she was still confused
on the concept of adding and subtracting fractions. Because Tori was falling behind, she wasn’t
helping Maya and Fiona solve the problems and she was just sitting there while they answered
the questions. Lexie had a really good activity for the students to do at the end that would help
us assess the progress or lack thereof, but we did not have any time to complete it so I think the
student’s didn’t really see the point in the activity and it kind of hurt their learning instead of help
it. I think the lesson Lexie planned was great but we didn’t have enough time to complete all of
them, so for the next day, we chose to modify the lesson to about 10 minutes of instruction and
the rest of the time will include two big activities for the students to complete, that way the
students can focus more on grasping the concepts in the two activities before moving on.