Add fractions with sums between 1 and 2, 45 minutes

Materials needed:
Paper
Pencil
White board
Markers
Preparation
Get all the materials ready ahead of time.
Have video ready for students.
Grade Level: Five
Area(s) of Child Development
In this lesson students cognitive development is supported because students are
solving the problem their own logically way before being taught another way. They
are accepted to use their critical thinking skills at grade level to show their
understanding of math.
In this lesson linguistic development is supported when students are discussing
ideas with their partners and reflecting their ideas at the end of the class. Also when
working in their groups students need to use their communication skills to create a
product.
Social development is supported through this lesson because students are required
to work in a team with their group members to create a product. Also students are
expected to discuss and talk among themselves to find answers and check their
learning.
Standards
Common Core Standards for Mathematical Practices #1
Make sense of problems and persevere in solving them.
Common Core Standards for Mathematical Content 4.NBT: Number and
Operations in Base 10
Number & OperationsFractions
5.NF
Use equivalent fractions as a strategy to add and subtract fractions.

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 like
denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general,
a/b + c/d = (ad + bc)/bd.)
2. Solve word problems involving addition and subtraction of fractions
referring to the same whole, including cases of unlike denominators, e.g., by
using visual fraction models or equations to represent the problem. Use
benchmark fractions and number sense of fractions to estimate mentally and
assess the reasonableness of answers. For example, recognize an incorrect
result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
Art Standard:
2. Students will know and use a variety of visual arts materials, techniques, and
processes. Students will know about resources and opportunities for participation
in visual arts in the community (exhibitions, libraries, museums, galleries) and use
appropriate materials (art reproductions, slides, print materials, electronic media).
Students will be aware of vocational options available in the visual arts.
Students:

Select and use mediums and processes that communicate

intended meaning in their art works, and exhibit
competence in at least two mediums (a)

Use the computer and electronic media to express their

visual ideas and demonstrate a variety of approaches to
artistic creation (b)

Blooms Taxonomy:
Comprehension is shown when the student explains or describes their way of
solving the solution to the addition problem.
Application is shown through the students process of solving the word problems
and creating their own solution for the presentation.
Knowledge is shown when the student draws the picture way of solving the
problem, drawing from real life experiences.

Enduring Understanding
Addition of fractions is useful in a variety of everyday situations. Visuals are used to
help understand and see how fractions can be added with the sums of 1 or 2. There
is a reason behind each step when adding fractions of unlike units that allow one to
arrive at the correct answer with a sum of 1 or 2.
Essential Questions
How can addition of fractions be applied to real life situations?
What is the importance of drawing visuals to solve the answer to the addition
fraction problems?
What are different ways that the addition of fractions with the sums of 1 or 2 be
solved?
Prior Knowledge:
Students will already know how to simply fractions.
They will understand what fractions represent in a geometric sense.

Objectives
Students will be able to add fractions that have the sums of 1 or 2.
Students will be able to use visual drawings to show their work and solve for the
problem answer.
Students will be able to apply to real life how to add fractions with the sums of 1 or
2.
Body of the Lesson
Anticipatory Set
Students will watch a video of children reading a book about fractions.
http://www.youtube.com/watch?v=RYMD8SFreyI
Give Me Half by Stuart J. Murphy
*This is a way to incorporate childrens literature learning
Procedures and Activities
Story Problem:
Leslie has 1 liter of milk in her fridge to drink today. She drank 1/2 liter of milk for
breakfast and 2/5 liter of milk for dinner. How many liters did Leslie drink during

breakfast and dinner?

If students finish early: (Bonus: How much milk does Leslie have left over to go with
her dessert, a brownie? Give your answer as a fraction of liters and as a decimal.)

Students will work to solve the problem in a way that makes sense to them. When a
group finishes, I will check their work and ask them to find a different method for
solving the problem. If any groups finish finding two ways, I will ask them to find as
many ways as possible to solve the problem. They can use any form of technology to
present their presentations.
When all groups have found at least one way, I will call on selected groups to share
with the class their way of solving. I will call on two or three different groups to
share.
I will then present the mathematical way of solving this type of problem, and
interactive SMART board lesson will be used to teach students and review material:
1. Show students how you would solve this problem using the SMART board.
Draw a picture and talk students through how to solve using this visual. Be
sure to explain why and where to label information on the picture.
2. Discuss whether 1/3 + will be bigger or smaller than one. How a class
discussion. Show how it would be less than one whole.
3. Then have students do the same guessing process with the problem and
3/4. Show and explain to students how this will be one whole or larger. Show
how to arrive at the answer.
4. Work through the problem 4/5 + with students. Allow students time to
work through the problem themselves before again showing them how the
teacher could solve the problem in one way.
5. Lastly have students solve 2/3 + 3/5 independently using the examples given
on the SMART board for help. Have them discuss their answers with a
partner and then show students again how to solve the problem. This will be
a time for the teacher to walk around and observe students work on the
student checklist.
6. Give students 10 minutes to solve the problem set worksheet. Have them
check their answers and work with a partner and then self correct their work
by circling the questions they will need extra practice working on to come to
the correct solution.
7. Teacher will collect this assessment.
Closing: Students will do a reflective exercise as a whole group and say one thing
that they took away from this lesson, and then one thing they would like to learn
more about.

Misconceptions
When giving instruction be sure to thoroughly show that two fractions are or are
not equal to avoid any confusion error pattern A-F-3 (Ashlock, 2010, 81)
Differentiation of Instruction
Since students are encouraged to solve in whatever way makes sense to them,
differentiation is built in to this lesson design. Students will choose their preferred
method. During direct instruction, accommodations will be made for students who
have hearing or vision difficulties by making appropriate technologies and/or
materials available to them. Students with IEPs will receive individual help to
ensure that their goals are being met. Students will be able to answer if need be on
the IPAD for assessment reasons. Other accommodations can be made to benefit a
specific student in their learning.
Assessment/Evaluation
For assessment I will present the following problem set worksheet.
Scoring Rubric (for word problem on problem set worksheet):
Correctness 10 pts
of Answer
Accuracy of 10 pts
Explanation

Low
Medium
High
Incorrect answer given
Correct answer given
Explanation leads
to incorrect
answer if followed
exactly

Explanation
includes some
unclear or
ambiguous steps
that may or may
not lead to the
correct answer

Explanation leads
to correct answer
when followed
exactly

Scoring Rubric (for standard addition problems on problem set worksheet):

Correctness 10 pts
of Answer
Accuracy of 10 pts
Explanation

Low
Medium
High
Incorrect answer given
Correct answer given
Show of work
leads to incorrect
answer if followed
exactly

Show of work
includes some
unclear or
ambiguous steps
that may or may
not lead to the
correct answer

Show of work
leads to correct
answer when
followed exactly

Closure
Students will do a reflective exercise as a whole group and say one thing that they
took away from this lesson, and then one thing they would like to learn more about.

Resources:
Ashlock, R. B. (2010). Error patterns in computation: using error patterns to
help each student learn (10th ed.). Boston: Allyn & Bacon.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design (Expanded
2nd ed.). Alexandria, VA: Association for Supervision and Curriculum
Development.
Marzano, R. J. (2001). Designing a new taxonomy of educational objectives.
Thousand Oaks, Calif.: Corwin Press.
Murphy, S. J., & Karas, G. B. (1996). Give me half!. New York, NY:
HarperCollins Publishers.

This worksheet can be completed and uploaded onto an IPAD to solve and show

teacher if student needs, through SMART board connecting software, so they can
draw and show their work on the IPAD. Also this work sheet can be read to from a
computer device and students are talk back to the computer with their answer. Or
other accommodations can be meet if a student has another disabilities.
Name

Date

1. For the following problems, draw a picture using the rectangular fraction
model and write the answer. When possible, write your answer as a mixed
number.
a) 2/3 + =

b) + 2/3 =

c) + 3/5=

d) 5/7+ =

Solve the following problem. Draw a picture and/or write the number sentence that
proves the answer.
Simplify your answer.
2. Penny used 2/5 lb. of flour to bake a vanilla cake. She used another 3/4 lb. of flour
to bake a chocolate cake. How much flour did she use altogether?