Day 2-4: Lesson One (Adding Fractions with Unlike Denominators) Objective: Students will be able to add two fractions with unlike denominators. Math Standard: 5.1.3.1 Add and subtract decimals and fractions, using efficient and generalizable procedures, including standard algorithms 5.1.3.2 Model addition and subtraction of fractions and decimals using a variety of representation. Day 2 Launch: The teacher will bring in a Hershey bar and a Kit Kat bar. The teacher will break one piece of the kit kat bar off (1/4) and then break off 3 pieces of the Hershey bar (3/12) and give them to each student. The teacher will then ask the students started with two full candy bars. “I How much of these candy bars do you each have?” Explore: The teacher will teach the students how to use a concrete visual to change unlike fractions into having the same denominator. The teacher will instruct the students to draw a square. This square represents one whole. Then, the teacher will have the students break up the first square into the first denominator (for example, if the first fraction is ½, the students will break up the whole square into two parts so that the parts go horizontally). Students will then shade in the number in the numerator for the first fraction (for example, if the first fraction is ½, the students will shade in 1 part because they have one of two parts). The teacher will then have the students do this with the second fraction, but break up the square into vertical parts (for example, if the second fraction is 1/4, the students will break up the square into four vertical sections and then shade one of them). The teacher will lead students in a discussion about how this visually shows the amount of each fractions. Then, the teacher will ask students how they think they can make the fractions have the same number of squares in each, so that they can be added. **The teacher will let students work on their own with this for the rest of Day 2. 1/2
Day 2-4: Lesson One (Adding Fractions with Unlike Denominators) Objective: Students will be able to add two fractions with unlike denominators. Math Standard: 5.1.3.1 Add and subtract decimals and fractions, using efficient and generalizable procedures, including standard algorithms 5.1.3.2 Model addition and subtraction of fractions and decimals using a variety of representation. Day 2 Launch: The teacher will bring in a Hershey bar and a Kit Kat bar. The teacher will break one piece of the kit kat bar off (1/4) and then break off 3 pieces of the Hershey bar (3/12) and give them to each student. The teacher will then ask the students “I started with two full candy bars. How much of these candy bars do you each have?” Explore: The teacher will teach the students how to use a concrete visual to change unlike fractions into having the same denominator. The teacher will instruct the students to draw a square. This square represents one whole. Then, the teacher will have the students break up the first square into the first denominator (for example, if the first fraction is ½, the students will break up the whole square into two parts so that the parts go horizontally). Students will then shade in the number in the numerator for the first fraction (for example, if the first fraction is ½, the students will shade in 1 part because they have one of two parts). The teacher will then have the students do this with the second fraction, but break up the square into vertical parts (for example, if the second fraction is 1/4, the students will break up the square into four vertical sections and then shade one of them). The teacher will lead students in a discussion about how this visually shows the amount of each fractions. Then, the teacher will ask students how they think they can make the fractions have the same number of squares in each, so that they can be added. **The teacher will let students work on their own with this for the rest of Day 2. 1/2
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