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Jayne Halvey |
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Mathematics Lesson Plan |
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Addition of Fractions |
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Mathematical Concept: |
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To introduce students to the concept of fractions using number sense, sharing and pats of whole, a long with the addition of whole number concepts and grouping. |
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Time: |
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10 - 15 minutes |
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Mathematical Background: |
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Students should have knowledge of fractional parts of the whole, names of fraction parts (halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths), counting fractional parts, meanings of the top and bottom parts in a fraction, addition of whole numbers, and fraction number sense, as well as an understanding of equivalent fractions. |
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Materials: |
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Students will use rainbow fraction circles or squares, containing a whole, halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths. |
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Grouping: |
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Students will work in pairs, but each individual student will have their own set of fraction circles or squares. |
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Preparation: |
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Students will be grouped and materials will be passed out. |
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Instruction for Teachers: |
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1.Have the students open their sets of fraction circles/squares and placethem on the table in front of them. |
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2.Identify the different fraction circles/squares in the set, a whole, halves,thirds, fourths, and so on. |
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3.Review the concept of a number and a name with addition. |
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a.Use number 20; remind students that 2 is the number and that 10 isthe name. Write on the board or overhead as (2 tens), which is 2groups of 10. Then add (3 ones) to the (2 tens). Explain thatadding fractions works the same way. |
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4.Present the students with a problem to solve. For example, your friend has1/2 of a pizza and you give her 1/4 of a pizza. The students would then usetheir fraction circles/squares to show 1/4 added to 1/2 of a pizza. Whilethe students are doing this the teacher will write the problem on theoverhead or board, showing that 1 fourth added to 1 half is 3 fourths. Theteacher would do a couple more examples. One might be: If I have 1 thirdof a candy bar and I am given 1 half of another candy bar, how much of acandy bar would I have now? 5 sixths would be produced by the studentswith the fraction circles/squares. |
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5. Provide several more opportunities for students to discover addition of fractions through real world concepts to help prepare them to transfer their understanding of fraction addition to symbols. For example, |
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(3/4ths + 2/3rds = 17/12ths). The teacher could say, "If we have 3 fourths of a pizza and we are given 2 thirds more, how much pizza would we have then?" (Have students share their fraction circle/square sets to show 17 twelfths.) |
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Questions To Be Addressed: |
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1.Ask students to determine which is the number and which is the name in1/4. |
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2.If your friend has 1 half of a pizza and I give her 1 fourth, how much will shehave then? |
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3.If I have 1 third of a candy bar and I am given 1 half, how much candy barwill I have then? |
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4.If we have 3 fourths of a pizza and we are given 2 thirds, then we wouldhave ____ pizzas. |
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5.Why is knowing how to add fractions important in the real world? |
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6.Can you think of any other real world examples of adding fractions? |
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Closure: |
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Tomorrow we will be learning about subtracting fractions. |
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Sources: |
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John Van De Walle, Elementary and Middle School Mathematics and Dr. Zollman. |
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