LESSON PLANNING GUIDE

Lesson Plan: Subtracting Fractions with Unlike Denominators Estimated Time of Lesson Plan: 90 minutes

Date:

Grade/Subject: 5th/Math

Organization of Student Learning: Whole class, partner, small group, independent Learning Objectives and Assessment: Objective 2: TSW subtract fractions using models. Standard: CCSS.5 NF.A.2
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Assessment:
X Formative Summative Students will use fraction to model subtraction. Students will match models to their equations via the classroom performance system.

I Can use fraction tiles to subtract fractions.

Objective 3: TSW use equivalent fractions to subtract fractions with unlike denominators. I Can subtract fractions with different denominators.

Standard: CCSS.5NF.B.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. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d =(ad + bc)/bd.)

Assessment:
X Formative Summative Students will solve subtraction problems via the classroom performance system. Students will work in small groups to solve various math tasks involving subtraction of fractions.

Leading Questions: How might you use fraction tiles to model the difference between two fractions? How could we use what we know about equivalent fractions to subtract two fractions whose denominators are not the same? How are models for addition and subtraction similar and different? How is the mathematical process for adding and subtracting fractions similar and different?

Materials and Resources: Teacher - Interactive whiteboard, Glencoe virtual manipulative website, Classroom Performance System, Computer, oversized magnetic fraction tiles Student- Fraction sort, iPads or fraction tiles, butcher paper or piece chart paper

Lipscomb College of Education, Fall 2012

Technology Use: Teacher and students will use the IWB (interactive whiteboard) along with the Glencoe virtual manipulative website. Students may use iPads with k12 Equivalence Tiles app in place of fraction tiles. Teacher and students will use CPS (classroom performance system) for formative assessment. Set: At each table there are baggies with fraction addition and subtraction equations. With your elbow buddy sort the equations into related groups (fact families). Can you use the fraction tiles or your iPads to create one model for each fact family? (Allow students to explain how their model could represent each equation in their fact family.) How can your model be used to show addition? How can your model be used to show subtraction? Today, we will use models to subtract fractions and follow the procedures we developed with addition to subtract instead. Instruction: Tell students that today they are going to begin to practice modeling subtraction problems using fraction tiles. Write the problem 5/6 - 1/3 on the board. Model 5/6 on the IWB using virtual manipulative. Show students how you could model taking 1/3 away by lining the 1/3 up below the 5/6 or covering up part of the 5/6 with the 1/3 (lined up to the very left side of the 5/6) The amount not covered or with nothing beneath it would be your answer (3/6). Ask how they might model this in a drawing. (They could x out the parts they are subtracting.) Have students try to model one on their own using their fraction tiles or the iPad app. (9/12 - 1/3) Walk around to see that students are modeling appropriately. The answer should be 5/12. Tell students that now we will find the difference using math. Show them the original problem 5/6 - 1/3 on the board. Remind them how they found equivalent fractions with common denominators when they were adding and that they would use the same process. 5/6 - 1/3 5/6 - 2/6 = 3/6 or Have students try 9/12 - 1/3 on their own. Walk around to make sure they are finding the common denominator and mentioning the importance of finding the least common denominator (to avoid simplifying in the end). The answer should be 5/12. Let students try to both model and perform the math for the problem 3/8 - (=1/8) Have a volunteer model it on the board. Have a volunteer work it out on the board. Ask students how modeling subtraction is different than modeling addition. (Students should discuss that when you add, you are putting tiles together to form a longer amount. When you are subtracting you are covering up or crossing out some which leaves a smaller amount than what you started.) Ask students how subtraction differs from addition mathematically? (Students should see that steps are the same but you just subtract numerators. They may note that you have to simplify less than with addition.) Use the CPS to check students understanding of subtraction. Pull students who score <75% to the small group table and continue working with them.

Lipscomb College of Education, Fall 2012

 Students who score >75% may work in small groups solving math tasks using subtraction. Closure: Today we used models and math to solve subtraction expressions with fractions. Who can retell how we can use models to solve subtraction problems (Have student volunteers explain their understanding to the class. Allow them to use oversized magnetic fraction tiles if needed.) Who can tell the class the steps to mathematical solve these expressions? (Have student volunteers recap the steps while you write them on the board.) Cross-curriculum Connections: Fractions easily incorporate into home economics. Differentiated Instruction: Students have the opportunity to use manipulatives both virtual and physical. They have the opportunity to use math equations to prove their understanding. They have the opportunity to explain their understanding. They have the opportunity to work with partners, groups, and independently. ELL Modifications: N/A SPED Modifications: These students will receive more guided practice over each skill before being asked to combine them to achieve the task. The math task may be reserved for the small group as the majority of the class may need to continue to practice the skill for the remainder of class before attempting an independent task. Assignment: Students will make up 3 subtraction problems with fractions. They will model each problem and write step by step instructions for how to solve each of their problems. Finally they will write a story problem to go with each expression.

Lipscomb College of Education, Fall 2012