Lesson

Title/Focus

Adding and subtracting fractions

Subject/Gra
de Level

Grade 8 Math

Unit

Multiplying and Dividing Fractions

Date
Time
Duratio
n
Teache
r

March 10, 2015

50 minutes
Zach Rhodes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Demonstrate an understanding of adding and subtracting positive fractions and mixed

numbers, concretely, pictorially, and symbolically.
LEARNING OBJECTIVES

Students will:
1. Exhibit the ability to determine a common denominator
2. Determine an effective method to quickly find a proper common denominator
3. Display problem solving techniques to solve fraction questions in a group

ASSESSMENTS
Observations:

Key Questions:

Products/Performa
nces:

Students are attentive during the lecture portion

Students are contributing to group tasks
Students are working effectively with peers
Students are using the rules learned in class to solve the problems
Do students understand the common denominator?
Can students reduce the fractions?
Do students find one or the other more challenging?
Group questions each student will take a turn to solve with
assistance
Questions from the board individually

LEARNING RESOURCES CONSULTED

Science Focus 8 Mcgraw-Hill Ryerson

MATERIALS AND EQUIPMENT

Smartboard and whiteboard

PROCEDURE
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Learning Activity
#1

LO #1,2

Introduction
When did we last learn about adding and subtracting
fractions?
What do we remember?
-Students are attentive in their groups
-Students are copying down notes
-Students are contributing to the discussion
-Students are working together productively
-Review what students know about adding and subtracting
fractions
-Go through examples on the board as a class
-Solve problems as a group
-Questions off the board individually
Body
-Go through examples on the board as a class
Discuss the rules we have learned thus far, mainly
common denominator
How do we determine our common denominator most
effectively?
-Ask for help from the students to solve the problems, as this
should be review
-Discuss the rules, mainly the use of the common
denominator and the reducing of our product
-How do we reduce to lowest terms? What are our rules?

Adapted from a template created by Dr. K. Roscoe

Time

Time

5-10 mins

Learning Activity
#2

LO #1,3

Learning Activity
#3

LO #1,2,3

Assessment of
Learning:

Transition To Next
Lesson

-Students will work in their groups of 4 to solve a question on

the board
Students will use small white boards
Students each have a number 1-4
I will decide what number will be doing the work to
solve
The other 3 group members will be coaches
This is not a race, take your time and assist your
teammates in a proper manner
We will be respectful, and everyone will have a turn
Once students are finished, we will hold up our
whiteboards
If there is an incorrect response or any questions, I will
go over it on the board in an attempt to clear these up
-Students will now have an opportunity to work on questions
individually
I will put questions on the board for students to solve
I will ask volunteers to put their work on the board for
specific questions
Show all work!
They are still in groups of 4, so they can ask peers for
assistance or myself
This will be formative, this is still an intro to this topic
Closure
Today all I am looking for is students working through
questions with me and their groups to understand the rules
remember knowledge of this topic. There will be only
formative assessment, just questions done as a class and
some individual that will be formative.
We will continue to talk about adding and subtracting
fractions next class.

Adapted from a template created by Dr. K. Roscoe

20 mins

10-20
mins

Time

3 mins