Content Area/Course: Mathematics, Grade 5 Denominators are subtracted from each other. Denominators do not have to be the same when adding or subtracting Unit: Adding and Subtracting Fractions Instructional Tips/Strategies/Suggestions: Time (minutes): 60 Advanced Students: Ask students to create subtraction problems with regrouping. Give them the difference and ask them to come up with Lesson #6: Representing and Solving Fraction Subtraction Problems with multiple ways of getting that particular answer. Regrouping For instance: Find 5 ways to get 5/6 as the difference of a subtraction problem. By the end of this lesson students will know and be able to: Remediation: (Type of remediation depends on student’s needs) Represent and fraction subtraction problems with regrouping Review how to find common denominators Essential Question(s) addressed in this lesson: Provide manipulatives for visual students How can we use models to find and justify calculations? Break down the process of solving fractions Have students write or illustrate a sheet” on how to solve a fraction “cheat Standard(s)/Unit Goal(s) to be addressed in this lesson (type each subtraction problem standard/goal exactly as written in the framework): 5.NF.1 Add and subtract fractions with unlike denominators (including Pre-Assessment: mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with Journal: What do we know subtraction of fractions with like and unlike the denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. denominators? SMP.3 Construct viable arguments and critique the reasoning of others. Provide students with deliberate practice problems and provide immediate Instructional (list all materials needed for this lesson): feedback to students by monitoring practice. (See attached handout) Manipulatives as needed. Students may use manipulatives with their practice problems. Board Lessons Birmingham Grid for Learning What students need to know and are able to do coming into this lesson PBS Teacher (including language needs): Teacher Domain Students are able to: Find common denominators. Create equivalent fractions. Turn mixed numbers into fractions. Solve fraction addition Anticipated Student Preconceptions/Misconceptions:
Content Area/Course: Mathematics, Grade 5 Unit: Adding and Subtracting Fractions Time (minutes): 60 Lesson #6: Representing and Solving Fraction Subtraction Problems with Regrouping By the end of this lesson students will know and be able to: Represent and fraction subtraction problems with regrouping Essential Question(s) addressed in this lesson: How can we use models to find and justify calculations? Standard(s)/Unit Goal(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): 5.NF.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 the denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. SMP.3 Construct viable arguments and critique the reasoning of others. Instructional (list all materials needed for this lesson): Manipulatives as needed. Board Lessons Birmingham Grid for Learning PBS Teacher Teacher Domain Anticipated Student Preconceptions/Misconceptions: Denominators are subtracted from each other. Denominators do not have to be the same when adding or subtracting Instructional Tips/Strategies/Suggestions: Advanced Students: Ask students to create subtraction problems with regrouping. Give them the difference and ask them to come up with multiple ways of getting that particular answer. For instance: Find 5 ways to get 5/6 as the difference of a subtraction problem. Remediation: (Type of remediation depends on student’s needs) Review how to find common denominators Provide manipulatives for visual students Break down the process of solving fractions Have students write or illustrate a “cheat sheet” on how to solve a fraction subtraction problem Pre-Assessment: Journal: What do we know subtraction of fractions with like and unlike denominators? Provide students with deliberate practice problems and provide immediate feedback to students by monitoring practice. (See attached handout) Students may use manipulatives with their practice problems. What students need to know and are able to do coming into this lesson (including language needs): Students are able to: Find common denominators. Create equivalent fractions. Turn mixed numbers into fractions. Solve fraction addition