Kristina Pistochini Subject: Math Topic: Topic 11-1: Adding/Subtracting Fractions Grade: 4 Est.

Time: 90 minutes

Monday, March 17, 2014

SOL: 4.5 b) add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fractions, using common multiples and factors Objectives: -Students will add and subtract fractions containing like denominators (between 2-12). -Students will understand that all resulting fractions (from adding and subtracting) must be simplified. -Students will be able to find common factors and multiples to the simplify answers. Materials: -Fraction Bars (moveable) -Fraction Grids -Fractions circles (magnetic) Procedures: Whole Group: We will briefly review what we have learned about finding equivalent fractions, putting fractions in simplest form, and how to order fractions from least to greatest or greatest to least. I will then introduce to them the concept of adding and subtracting fractions with like denominators. I will ask them to think about when in their lives they would need to add and subtract fractions (perhaps with cooking and baking). I will then pose a group problem from the textbook: Greg walks 2/10 mile to the trailhead. Then he walks 5/10 mile to the waterfall. How far does he walk in all? After students have worked to solve the problem, I will ask a couple volunteers to show how they got their answer. We will review how to scan the problem for key information, such as important numbers and which operation to use. Next, we will discuss that when fractions have like denominators, only the numerators are added Collaborative Groups: Students will work on p. 251 (1-6). We will go over these problems as a class. Independent work: Students will complete pgs. 251-251 (8-36 even). We will review the solutions as a group the following class. Accommodations: Students may struggle with the idea of adding and subtracting parts of a whole number. Therefore, students will be provided with various types of manipulatives (listed above), and will have the opportunity to work and discuss solution methods with a partner. Further, as students work in groups and independently, I will meet with individual students to assist in any further explanations and examples they may need. Evaluation: Students will be informally evaluated based on their participation in whole group discussions, as well as small group and independent activities.

Kristina Pistochini Subject: Math Topic: Topic 11-2 Adding Fractions Grade: 4 Est. Time: 90 minutes

Tuesday, March 18, 2014

SOL: 4.5 b) add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fractions, using common multiples and factors Objectives: -Students will add fractions containing unlike denominators (between 2-12). -Students will use common factors/multiples to find equivalent fractions with like denominators to add. -Students will understand that all resulting fractions (from adding and subtracting) must be simplified. -Students will be able to find common factors and multiples to the simplify answers. Materials: -Fraction Bars (moveable) -Fraction Grids -Fractions circles (magnetic) Procedures: Whole Group: We will briefly review what we have learned about adding and subtracting fractions with like denominators (the denominator stays the same and only the numerators are added because they are parts of the same whole). I will tell them that today we will be adding fractions with unlike denominators. I will then pose a group problem from the textbook: Wendy adds 1/8 cup of pineapple juice to cup of orange juice. How much juice does she have in all? I will ask students to discuss a way we can figure out the solution, noting that the denominators are different. I will ask students to think of ways we can solve this problem, and volunteer their methods. We will discuss the methods of using their fractions strips (as I use the fraction bars) as well as finding a common denominator to add the two fractions. Collaborative Groups: Students will work on p. 254 (1-6). We will go over these problems as a class. Independent work: Students will complete pgs. 254-255(8-36 even). We will review the solutions as a group the following class. Accommodations: Students may struggle with the idea of adding and subtracting parts of a whole number. Therefore, students will be provided with various types of manipulatives (listed above), and will have the opportunity to work and discuss solution methods with a partner. Further, as students work in groups and independently, I will meet with individual students to assist in any further explanations and examples they may need.

Evaluation: Students will be informally evaluated based on their participation in whole group discussions, as well as small group and independent activities.

Kristina Pistochini Subject: Math Topic: Topic 11-3 Subtracting Fractions Grade: 4 Est. Time: 90 minutes

Wednesday, March 19, 2014

SOL: 4.5 b) add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fractions, using common multiples and factors Objectives: -Students will subtract fractions containing unlike denominators (between 2-12). -Students will use common factors/multiples to find equivalent fractions with like denominators to subtract. -Students will understand that all resulting fractions (from adding and subtracting) must be simplified. -Students will be able to find common factors and multiples to the simplify answers. Materials: -Fraction Bars (moveable) -Fraction Grids -Fractions circles (magnetic) Procedures: Whole Group: Students will begin with a brief quiz about adding and subtracting fractions with like denominators (11-1 Practice or 11-1 Enrichment). The quiz students receive will be based on whether they struggled or excelled in Mondays lessons. Next we will briefly review adding fractions with unlike denominators. I will tell them that today we will be subtracting fractions with unlike denominators. I will then pose a group problem from the textbook: Andy lives mile away from the park. Clara lives 3/8 mile away from the park. How much closer to the park does Clara live than Andy? I will ask students to discuss a way we can figure out the solution, noting that the denominators are different. I will ask students to think of ways we can solve this problem, and volunteer their methods. They will likely discover that the process of finding a common denominator is the same as when we needed to add fractions with unlike denominators. We will discuss the methods of using their fractions strips (as I use the fraction bars) as well as finding a common denominator to subtract the two fractions. Collaborative Groups: Students will work on p. 256 (1-6). We will go over these problems as a class. Independent work: Students will complete pgs. 256-257(8-28 even). We will review the solutions as a group the following class. Accommodations: Students may struggle with the idea of adding and subtracting parts of a whole number. Therefore, students will be provided with various types of manipulatives (listed above), and will have the opportunity to work and discuss solution methods with a partner. Further, as students work in groups and independently, I will meet with individual students to assist in any further explanations and examples they may need. Evaluation: Students will be informally evaluated based on their participation in whole group discussions, as well as small group and independent activities.

Kristina Pistochini Subject: Math Topic: Topic 11-3 Subtracting Fractions Grade: 4 Est. Time: 90 minutes

Thursday, March 20, 2014

SOL: 4.5 b) add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fractions, using common multiples and factors Objectives: -Students will subtract fractions containing unlike denominators (between 2-12). -Students will use common factors/multiples to find equivalent fractions with like denominators to subtract. -Students will understand that all resulting fractions (from adding and subtracting) must be simplified. -Students will be able to find common factors and multiples to the simplify answers. Materials: -Fraction Bars (moveable) -Fraction Grids -Fractions circles (magnetic) Procedures: Whole Group: Today, we will continue with subtracting fractions. We will have a more in-depth review of their independent classwork from the previous lesson; pgs. 256-257 (8-28 even). I review how to use the various methods we have discussed to add and subtract fractions; fractions pieces (while I use fraction bars) and using common factors and multiples to create equivalent fractions with like denominators that are easier to add and subtract. Collaborative Groups: Students will complete 11-3 Practice (worksheet). We will then go over the solutions as a class. Independent work: Students will complete pgs. 256-257 (7-27 odd). We will review the solutions as a group the following class. Accommodations: Students may struggle with the idea of adding and subtracting parts of a whole number. Therefore, students will be provided with various types of manipulatives (listed above), and will have the opportunity to work and discuss solution methods with a partner. Further, as students work in groups and independently, I will meet with individual students to assist in any further explanations and examples they may need. Evaluation: Students will be informally evaluated based on their participation in whole group discussions, as well as small group and independent activities.

Kristina Pistochini Subject: Math Topic: Topic 11-3 Subtracting Fractions Grade: 4 Est. Time: 90 minutes

Friday, March 21, 2014

SOL: 4.5 b) add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fractions, using common multiples and factors Objectives: -Students will add and subtract fractions containing like denominators (between 2-12). -Students will subtract fractions containing unlike denominators (between 2-12). -Students will use common factors/multiples to find equivalent fractions with like denominators to subtract. -Students will understand that all resulting fractions (from adding and subtracting) must be simplified. -Students will be able to find common factors and multiples to the simplify answers. Materials: -Fraction Bars (moveable) -Fraction Grids -Fractions circles (magnetic) Procedures: Whole Group: Today, we will review topics 11-1 to 11-3. We will work through sample problems on pgs. 262-263 in the textbook. We will also review, again, how to use the various methods we have discussed to add and subtract fractions; fractions pieces (while I use fraction bars) and using common factors and multiples to create equivalent fractions with like denominators that are easier to add and subtract. Students will work either independently or in collaborative partners as they solve the problems, but we will go over (and re-work if necessary) all problems as a class. Accommodations: Students may struggle with the idea of adding and subtracting parts of a whole number. Therefore, students will be provided with various types of manipulatives (listed above), and will have the opportunity to work and discuss solution methods with a partner. Further, as students work in groups and independently, I will meet with individual students to assist in any further explanations and examples they may need. Evaluation: Students will be informally evaluated based on their participation in whole group discussions, as well as small group and independent activities.