Kivala/5th grade Addition and subtraction of Fractions/???

I.
II.

Topic Adding and subtracting fractions with unlike denominators.

Objectives/Standards
After being shown through the use of fraction strips and notes provided by
the teacher TSWBAT add and subtract fractions with unlike denominators
to 80% accuracy on a test at the end of the week.
CC.2.1.5.C.1 - Use the understanding of equivalency to add and subtract

III.

fractions.
Teaching Procedures
ANTICIPATORY SET Listen to music video Denominators! (A song about
how to add and subtract fractions) https://www.youtube.com/watch?
v=A6IkCdYcFc4&list=RDA6IkCdYcFc4
D1 Pass out the provided assisted notes which should be in braille
and explain to students that we will be talking about the addition and
subtraction of fractions. Pass out colored squares. The colors
represent a different number between 0-9.
0 red
1 orange
2 - Yellow
3 Green
4 Blue
5 Purple
6 Black
7 Pink

Kivala/5th grade Addition and subtraction of Fractions/???

8 White
9 Brown
Use the colors to represent numbers like 123 can be written as
orange, yellow, green. Have a long black line represent the
fraction line.
Review the definition of addition ask the students to give you their
definition of addition answers should be similar to the action or process
of joining something to something else or the union of 2 groups.
Definitions should be provided for the student. Ask them to give you
some examples of addition as well. After you review for a few minutes ask
the students for the definition of subtraction definitions should be
provided for the student. Look for answers similar to the process of
taking a number away from another number or whole. Review others
terms:
a. Numerator: The number on top of the fraction bar. It names parts of a
whole.
b. Denominator: The number on the bottom of the fraction bar. It names
how many parts a whole is broken into.
c. Common Denominators: Fractions that have the same denominators.
(Like Denominators)

Kivala/5th grade Addition and subtraction of Fractions/???

d. Uncommon Denominators: Fractions that have different denominators.
(Unlike Denominators)
e. Improper fraction a fraction whose numerator is bigger than the
denominator
f.

Mixed number- a fraction with a whole number in front of it.

Ask the students to give you some examples of simple subtraction. Pass
out an additional worksheet with embossed numbers to the
student can follow along with the lesson. He will be able to feel
out the numbers and feel out the process when adding the next
example. After a few addition minutes write 3/1 + 4/1 = 7/1 on the
board. Help the student arrange the colors on his desk to match
the numbers on the board. (FA)Ask them why they think you wrote the
numbers over one. Students should be familiar with fractions and should
know that if you put any number over one that it is still equal to that
number. Answers received should be similar to the definition above. The
next problem should be on the embossed on the paper as well.
Write 3/8 + 4/8 on the board next. Pair the students off and have the
students work with the colored blocks to work out the problems.
(FA) Ask the students for the answer, 7/8. The colors should be pink
over white. Students should see this as a review from the previous
lesson on adding and subtracting fractions with like denominators. This
will also be embossed on the paper handout. Write 3/9 + 5/9 on the
board and ask for the answer again, 8/9. Have the students work in
groups again and use the color blocks

Kivala/5th grade Addition and subtraction of Fractions/???

IP1 - Then write the number 3/4 + 2/8 =? Pass out fraction strips as you
tell the students that it is their turn to teach you something. Have the
students pair off and ask the students to come up with their own
procedure and have them explain why they did what they did. This
problem will be found on the paper as well. Pair the student with
another student or aide that can help the student put everything
together and feel out the strips. Use the color blocks and work
out the process. Talk though it together to make sure that the
student understands. After about 10 minutes give the students the
problem 16/18 3/9 =? Repeat the process. (FA)Have the students
come up with a procedure for this problem as well. After a few minutes
have the students return to their seats and have them share their
answers.
D2 -After a few students share their answers state that 16/18 3/9
=10/18. Continue to use the colored blocks. (FA) Ask the students if
they notice anything about the 10/18. Answers should be close to the final
fractions denominator is 18. 9 x 2 = 18 or 18 and 19 are factors of each
other. Students should be familiar with multiplication. Explain to the
students in order to add fractions together the denominator needs to be
the same. You can find the similar denominator by multiplying two
numbers together like 9 x 2. The denominator may not even be in the
original problem. Like 2/4 + 2/3, you need to multiply 4 by 3 and 3 by 4 to
get 12. State that IF YOU DO SOMETHING TO THE DENOMINATOR YOU
NEED TO DO THE SAME THING TO THE NUMERATOR AS WELL.

Kivala/5th grade Addition and subtraction of Fractions/???

Examples are on paper. Have the student feel out the problems
and use the blocks.
2/ 4 = 6/12 and 2/3 = 8/12 -> 8/12 + 6/12 = 14/12.
GP 2 Pass out the first worksheet and do the first 5 problems together.
Have a copy of this work sheet embossed and put into braille so
the student can follow along again, use the blocks. Explain the
process again and work out the problems
Have the following embossed on the notes page.

D3 Have the students look at the first 4 answers. (FA) Ask the students is
they notice anything weird about the answers, look for The numerator is
bigger than the denominator. Explain to the student that fractions with a
bigger numerator and a smaller denominator are called Improper
fractions. We do not want improper fractions, what we can do to get rid of

Kivala/5th grade Addition and subtraction of Fractions/???

this issue is seeing how many dimes the denominator can go into the
numerator an example we can use is number 4. 16/15, provide
embossed explanation and braille to the student can visualize the
process and read about it, (FA) ask the students how many times 15
can go into 16. They should say 1. Then ask them how many are left over.
They should say 1 again. So the answer is 1 1/15, this is a mixed number.
IP 3 Have the students undo the improper fractions and put them in
mixed number form. Have the student explain the process instead
of writing it down. Use the blocks to help the student. Tell the
students that tonight they will complete 8 additional problems for
homework. Give the student blocks to bring home.
CLOSURE Have the students write out their own steps for adding and
subtracting fractions, they can just write down the steps or they can have
some fun and try to make a song out of the rules similar to the one we
watched at the beginning of class. Collect rules from students at the end
of class. Have the student explain the process using the blocks.
Give them as much time as they need. Make sure that they
understand the process.
IV.

MATERIALS
Printer
Fraction strips
Pencils
Note page
Homework page
Classwork page
Blackboard
Chalk
Additional notes with embossed numbers
Embossing machine

Kivala/5th grade Addition and subtraction of Fractions/???

V.

Colored blocks
ADAPTATIONS/PLAN MODIFICATIONS
In bold throughout the lesson plan

VI.

Evaluation
Formative AssessmentAsking questions during the lesson
Have the students do think, pair, share Have the students
write their own rules or song to share with the class
Have the students teach me something
Summative Assessment Test at the end of the week.

VII.

Reflection
Student
Were the Students able to use fraction strips and understand what they
meant?
Were the students able to work together and share their ideas?
Were the students engaged throughout the entirety of the lesson?
Did the embossed notes work for the student?
Did the colored blocks work?
What other materials can I use for the student?
Teacher

Kivala/5th grade Addition and subtraction of Fractions/???

Did I not spend enough time on converting improper fractions to proper
fractions?
Did the fraction strips work? Would the pattern block have been better?
What can I do differently to improve my lesson?

Notes Addition of Fractions

Vocabulary:
a. Numerator: The number on _____________of the fraction bar. It
names parts of a whole.
b. Denominator: The number on the ________________ of the fraction
bar. It names how many parts ___________________ into.
c. Common Denominators: Fractions that have the
_____________denominators. (Like Denominators)
d. Uncommon Denominators: Fractions that have
___________________denominators. (Unlike Denominators)
e. Improper fraction a fraction whose _____________________than the
denominator

Kivala/5th grade Addition and subtraction of Fractions/???

f.

Mixed number- a fraction with a whole number __________________of

it.

Addition is:
______________________________________________________________________
EX 1:
Subtraction is:
EX 2:
___
3/1 + 4/1 = 7/1: Explain why:

Show all of your work:

3/4 + 2/8 =

Procedure:

16/18 3/9 =

Kivala/5th grade Addition and subtraction of Fractions/???

Procedure:

1.

4/5 + 3/2 = ______________________________

2.

5 / 6 + 2 / 5 = ______________________________

3.

3/9 + 12/4 = ______________________________

4.

2/3 + 2/5 = _________________________________

5.

22/50 - 4/25 = ______________________________

NAME ____________________________________________DATE _______

Adding and Subtracting Fraction
Home Work:
Compute the following equations. If the answer is improper convert it to a proper fraction.
Show all work!
1. 3/18 + = _______________________________________
2. 5/12 + 1/5 =________________________________________

3. 7/8 = __________________________________________
4. 10/18 2/6 = _____________________________________

Kivala/5th grade Addition and subtraction of Fractions/???

5. 6/7 + 3/7 = _______________________________________

6. 4/12 4/8 = _______________________________________
7. - = ____________________________________________
8. 6/7 + 9/10 =____________________________________________
1. What are the strengths of this student?

Fantastic hearing

Eager to talk to his fellow students and teachers

He is eager to learn

enjoys his time in the class room

He is also able to make out colors

Has a great memory.

2.
What are the barriers (weaknesses) that could affect this students learning?

He doesnt have great coordination

Is blind

Confined to a wheelchair

Has trouble forming words and sentences

3.
What do you see as the five main goals for this student as they finish this the
primary level of their learning?
1.
I would like Thomas to learn Brail
2.
Develop a relationship with a class mate who can explain material
differently
3.
Work with the colored blocks to the best of his ability
4.
Explain the material instead of worrying to write it down
5.
Participate in class to his best ability
4. What strategies do you recommend for reaching each of the above goals. (Label, a, b, c
to match answers to #3)
I would want to incorporate braille in the notes and also in his homework. I will
also have the students working together to explain the information to each other and work
together. Being able to use the colored blocks is important because he can use the colors
for the rest of his life for math problems. I will provide ample time to use the blocks in
the class room. I will also have the student isolated to he can use the blocks on a test or
independent work. During the tests I want the student to understand the material but im

Kivala/5th grade Addition and subtraction of Fractions/???

not so concerned about writing it down, I will have the student explain the material to me
or a fellow adult. Working with the students and staying in class will be able to help him
participate in class as much as possible.
5. Do you believe this student qualifies for special education? If so, under what IDEIA
label? Justify.
The student does qualify for Special Education. He has a physical disability along
with a visual impairment. The Cerebral palsy has made Thomas unable to walk or have
complete control of his hands and he is legally blind. These disabilities require extra help
and attention so Thomas can have the best learning experience.
6. If this student were to qualify for IDEA services, what do you believe the LRE would
be? Justify.
I personally would like to try and work with Thomas one on one to see if there is
anything additional we can do so he does have the ability to stay with his fellow peers. If
that is not an option I would like to see him in math for reading and math. For the reading
I will also offer an audio book so he can listen and follow along to what is being
discussed in class. Math may be a little bit more difficult, it would be hard to follow
along with the numbers and lecture without seeing how the numbers move.
7. What special materials and modifications would need to be in the classroom for this
student?
Having the colored blocks will be a must in the class room. I will also have to
provide room for the student to work and also fit his wheelchair. Having a quiet testing
place will also be important, I will have to separate the student during testing situations.
9. What specialists and related services would be part of this students team? (Table 1.3 and
any special education personnel (i.e. Learning Support teacher, Speech and Language
Therapist)
a. Physical therapy
b. O&M specialist
c. Vision impairment
d. Speech and language Therapist

Kivala/5th grade Addition and subtraction of Fractions/???

e. Occupational therapy
f. Life skills
10. What other concerns do you have for this student? How would you address these needs?
Im worried that the student could get frustrated with his material very easily and want to
give up. Giving the student enough time to work through the problems and worrying
about writing down the material. Explaining the material in his own words I think will be
able to help the student learn and not become frustrated.
10. Modify your lesson plan for this student. Assume this student is the proper age for
you lesson plan. Assume they present the same needs at this age. Remember, type your
modifications in bold into your original lesson plan.
Case Study #1