5th Grade Fraction Lesson Plan
Name: Britany Lynch & Sarah McCormick
Lesson Title: Adding Fractions with Like Denominators
Grade level(s)/Course: 5th Grade
Date taught: 10-25-12
GENERAL CONTEXT
District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
Cooperating teacher requirement: Design a small group lesson plan that will teach fractions. Lessons can target multiplying fractions and/or adding fractions with common denominators. Lessons should be engaging and make use of either visual representations or equations.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
Students will be grouped in heterogeneous groups. A typical group will include two “teachers” and 2-4 fifth grade students.
List any other special features of your school or classroom that will affect the teaching of this lesson.
Groups of teachers and students have exchanged penal letters about Math. The groups will meet only one time to work together with fractions.
INFORMATION ABOUT THE LESSON
Content Strand – found within the Wisconsin Academic Content Standards or Wisconsin Model Early Learning Standards
Number and Operations-Fractions (5.NF).2. Solve word problems involving addition of fractions referring to the same whole
e.g. use visual fraction models or equations to represent the problem.
Enduring Understanding and/or Essential Question
What is a fraction?
Outcome(s)
Students will be able to add fractions with like denominators.
Academic Language related to the lesson
Denominator
Numerator
Common factors
Simplest form
Equivalent
Prior Learning/Prior Thinking
Although students have worked with fractions in previous grades, they have not explored fractions yet in fifth grade.
LESSON IMPLEMENTATION
Anticipatory Set/Elicit Prior Knowledge
What do you already know about fractions and adding fractions?
Focus/Purpose Statement
We will be learning how to add fractions with the same denominator using different activities.
Procedures
1. Expectations-expect to be polite and respectful
2. Community Builder-Name activities
a. Say your name along with an adjective the starts with the same letter as your name.
Ex: Silly Sarah
b. Share three to five things about yourself
3. Fraction Lesson
a. We will introduce adding fractions by using Hershey’s bars. We will work with students to show a variety of examples.
b. We will then discuss simplest form of fractions.
c. We will monitor student understanding. If students seem to understand the concept we will move on, if not we will continue to teach using manipulatives (candy
bar).
d. We will play a fraction addition BINGO game if students understand concept.
Differentiation
Process-Modeling along with explanations of subject area.
Closure
Ask students to explain to us (the teacher) how to add fractions as a review.
Materials and Resources
BINGO cards
Index cards for BINGO game
Paper & Pencils
Hershey’s Bars
Smarties (tokens)
Classroom Management/Democratic Practices
Students will be motivated through hands on activities. We will be monitoring student progress through observation.
ASSESSMENT
Before the lesson
Knowledge of students was given by teacher.
During the lesson
We will observe students during the lesson, watching for understanding and asking questions through the BINGO game.
At the end of the lesson
Formative
Asking students to explain how to add fractions. Students should be able to tell us how to add fractions with like denominators in their own words.
Lesson Title: Adding Fractions with Like Denominators
Grade level(s)/Course: 5th Grade
Date taught: 10-25-12
GENERAL CONTEXT
District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
Cooperating teacher requirement: Design a small group lesson plan that will teach fractions. Lessons can target multiplying fractions and/or adding fractions with common denominators. Lessons should be engaging and make use of either visual representations or equations.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
Students will be grouped in heterogeneous groups. A typical group will include two “teachers” and 2-4 fifth grade students.
List any other special features of your school or classroom that will affect the teaching of this lesson.
Groups of teachers and students have exchanged penal letters about Math. The groups will meet only one time to work together with fractions.
INFORMATION ABOUT THE LESSON
Content Strand – found within the Wisconsin Academic Content Standards or Wisconsin Model Early Learning Standards
Number and Operations-Fractions (5.NF).2. Solve word problems involving addition of fractions referring to the same whole
e.g. use visual fraction models or equations to represent the problem.
Enduring Understanding and/or Essential Question
What is a fraction?
Outcome(s)
Students will be able to add fractions with like denominators.
Academic Language related to the lesson
Denominator
Numerator
Common factors
Simplest form
Equivalent
Prior Learning/Prior Thinking
Although students have worked with fractions in previous grades, they have not explored fractions yet in fifth grade.
LESSON IMPLEMENTATION
Anticipatory Set/Elicit Prior Knowledge
What do you already know about fractions and adding fractions?
Focus/Purpose Statement
We will be learning how to add fractions with the same denominator using different activities.
Procedures
1. Expectations-expect to be polite and respectful
2. Community Builder-Name activities
a. Say your name along with an adjective the starts with the same letter as your name.
Ex: Silly Sarah
b. Share three to five things about yourself
3. Fraction Lesson
a. We will introduce adding fractions by using Hershey’s bars. We will work with students to show a variety of examples.
b. We will then discuss simplest form of fractions.
c. We will monitor student understanding. If students seem to understand the concept we will move on, if not we will continue to teach using manipulatives (candy
bar).
d. We will play a fraction addition BINGO game if students understand concept.
Differentiation
Process-Modeling along with explanations of subject area.
Closure
Ask students to explain to us (the teacher) how to add fractions as a review.
Materials and Resources
BINGO cards
Index cards for BINGO game
Paper & Pencils
Hershey’s Bars
Smarties (tokens)
Classroom Management/Democratic Practices
Students will be motivated through hands on activities. We will be monitoring student progress through observation.
ASSESSMENT
Before the lesson
Knowledge of students was given by teacher.
During the lesson
We will observe students during the lesson, watching for understanding and asking questions through the BINGO game.
At the end of the lesson
Formative
Asking students to explain how to add fractions. Students should be able to tell us how to add fractions with like denominators in their own words.