ED 345 Calvin College Lesson Planning Form

Teacher:
Miss Heykoop
Date:
4/11/16
Theme: Adding/Subtracting Fractions Review & Improper/Mixed Fractions

Subject/ Topic/

I. Objectives
What is the main focus of this lesson?
This lesson reviews adding and subtracting fractions. It also focuses on changing improper fractions to
mixed numbers and vice versa.
How does this lesson tie in to a unit plan? (If applicable.)
This is the sixth lesson in a fraction unit. It begins by reviewing adding and subtracting fractions and then
ends with changing improper fractions to mixed numbers and vice versa.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
1) SWBAT add and subtract fractions with common and unlike denominators.
2) SWBAT use multiplication and division to rename mixed numbers and improper fractions.
II. Before you start
Prerequisite knowledge
and skills.

Students know how to add and subtract fractions. They have also been
introduced to improper fractions and mixed numbers.
Formative: I will be checking on groups progress when they are working on
the addition and subtraction problems with their partners on the sheet.
Students will also be playing a Roll and Rename game to practice changing
mixed numbers into improper fractions.

Assessment
(formative and
summative)

Summative: Students will be completing a mixed number and improper

fractions worksheet for homework.
Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION
Multiple Means of Representation
Options for Perception
The content will be presented verbally, and
students will get to use their white boards
to explore adding & subtracting fractions
and use multiplication and division to
rename mixed numbers and improper
fractions.
Options for Language/Symbols
When talking about fractions students will
be using the terms: numerator,
denominator, unlike and common
denominators, mixed numbers, and
improper fractions. There will be visuals
to demonstrate these terms.

Options for Comprehension

Students will have already learned how to
add and subtract fractions. They have also
already been introduced to improper
fractions and mixed numbers.

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Students will be working with
their partners to solve problems.
They will also be playing a game
with each other called Roll and
Rename.

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Students will be working with
their partners to solve problems.
They will also get to play a game.

Options for Expression

They will get to show what they
know about adding and
subtracting fractions when they
work with their partners on review
questions. Each student will be
able to express their knowledge
on their whiteboards too.

Options for Sustaining Effort &

Persistence
Students will be doing various
activities throughout the lesson to
keep them engaged such as:
renaming mixed numbers and
improper fractions, solving adding
and subtracting fraction
subtraction problems, and
working with partners.
Options for Self Regulation
Students will be self-motivated
because they get to complete lots
of activities and play a math
game at the end of the lesson.

Options for Executive Function

Students will explore renaming
mixed numbers and improper
fractions with partners.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Adding and subtracting fractions sheet, pencils, white boards, markers,

dice, mixed numbers and improper fractions worksheet

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.

Students will be working at their desks.

III. The Plan

Tim
Parts
e
Motivatio
10
n
min
(Opening/
Introducti
on/
Engageme
nt)

5
min

Developm
ent

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
- Review with students how to add and subtract fractions
- Introduce how to find the Least Common Multiple (write out multiples for
both denominators and choose the smallest one that each one has)
-

Explain the difference between GCF and LCM and that we want to find the
LCM when looking for a common denominator when adding and subtracting
fractions

We use GCF to find a number that we can divide a fraction by to

reduce/simplify fractions (think the opposite: you want to find the greatest
number that denominators share when reducing)
Give students a sheet with addition and subtraction problems to practice with
their partners

5
min

10
min
10
min

5
min

Draw this fraction on the board as a picture and have students write the
improper fraction and mixed number for it on their whiteboards (17/5)

Have students solve these problems on their whiteboards and compare their
answers with their partners (23/4, 6/2, 5 6/7, 4 )
Have students find their clock partners and practice switching between
improper fractions and mixed numbers
Player 1 rolls the dice twice and has to make an improper fraction out of the
two numbers
Player 1 then changes that improper fraction to a mixed number
Player 2 checks their answer to see if it is right, if its right player 1 gets a
point
Player 2 now takes their turn
Play 5 rounds and the player with the most points wins!

Closure

Ask: what does an improper fraction look like?

Draw a picture of a pizza on the board and shade in 11/8 of the pizza and
write it as an improper fraction
Next write it as a mixed number (1 3/8)
Model how to change this mixed number to an improper fraction and how to
change the improper fraction to a mixed number
Remind students that the line that the fraction bar means divide by

- Pass out the homework for students to work on

Your reflection on the lesson including ideas for improvement for next time: