Structured Curriculum Lesson Plan Day: 109 Subject: Mathematics Grade Level

STRUCTURED CURRICULUM LESSON PLAN
Day: 109 Subject: Mathematics Grade Level: 4
Correlations (SG,CAS,CFS): 6A4, 6A5, 6C5
ITBS/TAP: ISAT:
Perform arithmetic operations involving Perform computations involving fractions
fractions
Demonstrate understanding of measurement
concepts
Unit Focus/Foci
Fractions
Instructional Focus/Foci
Adding fractions with like denominators
Materials
Six-Group Activity: Subtracting like fraction and mixed numbers

Math journals
Overhead projector
Pens
Transparency
Homework worksheet
Educational Strategies/Instructional Procedures
Warm-up Activity:
Write these problems on the chalkboard.
Tell students to rename these improper fractions as whole numbers or mixed numbers.
6 13 15 14
1. = ____ 2. = ____ 3. = ____ 4. = ____
3 10 8 7
13 10 3 14
5. = ____ 6. = ____ 7. = ____ 8. = ___
12 5 2 9
Review the answers with students.
143
Lesson:
Instruct students to take notes in their math journals. Write all examples on the
chalkboard.
Review parts of a fraction: numerator, denominator and fraction bar. On a
transparency, draw the following:
+ =
1 2
4 4
Ask students for the sum.   Draw the following box next to the equal sign and write
3
4
the sum beneath it.
3
4
Ask students to look at the denominators. Did the denominator change for the sum?
(No) What happened with the numerator? (They were added.)
Have students draw the following figures in their math journals. Instruct students to then
shade in the figures to show the sum and then write the sum.1.
1.
+ =
1 1
+ =
3 3
144
2.
+ =
3 4
+ =
8 8
Draw the following figures on a transparency.
+ =
1 4 5
+ =
6 6 6
Have students draw the figures below in their math journals. Ask students to shade in the
figures to show the fractions, add the fractions, and then shade in the final figure to show
the sum.
+ =
3 2
+ =
8 8
7 1
Write + = on the chalkboard or transparency. Take students through the following
12 12
steps for finding the sum of these two fractions with like denominators.
Step 1: Add the numerators.

7 1 8
+ =
12 12
Step 2: Use the like or common denominators.
7 1 8
+ =
12 12 12
Step 3: Write the sum in simplest form.
8 2  8÷ 4 2 
=  = 
12 3  12 ÷ 4 3 
145
Remember that a fraction is in simplest form when the denominator can only be evenly
divided by 1.
Tell students that the problems can be solved horizontally or vertically.
Write the problems below on the chalkboard. Call on 3 students to solve while the others
work as many as possible in their journals.
1. 2. 3.
3 7 5
15 20 10
10 4 1
+ 15 + 20 + 10
+ . Ask students for the sum.   Ask if the sum is in simplest form. (No)
1 1 2
Write
4 4 4
Ask how they know. (If the numerator and denominator can be divided by a number
other than 1, the number is not in simplest form.) Ask by what number the numerator
2÷ 2
. Ask for the solution.   Ask if
1 1
and denominator can be divided. (2) Write
4÷ 2 2 2
is in simplest form. (Yes) Ask how they know. (The numerator and denominator can
only be divided by 1.)
1 2
Write + . Have students copy and solve in their math journals. Remind students that
6 6
the sum must be in simplest form. Have a student come to the chalkboard to solve the
problem and explain the solution.
3 3 2
Write + + on the chalkboard. Have students copy and compute in their journals.
4 4 4
Remind students that the answer must be in simplest form.  = 2  Ask how they
8
4 
8
arrived at 2 from . (Divided 8 by 4)
4
Tell students that writing fractions in simplest form includes changing the answer to a
proper fraction.
146
2 5
Write + vertically on the chalkboard. Have students copy, compute and simplify.
6 6
7 = 1  Have a student explain the solution.
1

6 6
10 9 7
Write + + vertically on the chalkboard. Have students copy, compute and
11 11 11
simplify.  = 2  . Have a student explain the solution.
26 5
 11 11 
Ten Statements
Review the ten statements and have students write yes if they heard it in today’s lesson
and no if they did not. If the answer is no, say: The statement is true, but it was not
heard in today’s lesson.
1. When adding fractions with the same denominator, add only the numerators. (yes)
2. A fraction is improper if the numerator is larger than the denominator. (yes)
2
3. is not in simplest form because the numerator and denominator can be divided by
6
2. (yes)
4. There are 52 weeks in a year. (no)
5. When adding fractions with the same denominators the denominator remains the
same for the sum. (yes)
6. One can add fractions when they are lined up horizontally or vertically. (yes)
1 4
7. In the problem + , add the numerators 1 and 4. (yes)
7 7
8. A chevron is a comparison symbol. (no)
9. A fraction is in simplest form if the numerator and denominator can only be evenly
divided by 1. (yes)
10. A line segment is a straight figure with two endpoints. (no)
Free-Choice Lesson
Have students choose a lesson from the Free-Choice Activity sheet (one box per day).
Six-Group Activity
Have a group of six students, two from each ability level, complete an activity on
Subtracting like fractions and mixed numbers as a teacher directed activity.
147
Math Workshop
Have students work in the Math Workshop after completing their Free-Choice Lesson.
Integration with Core Subject(s)
LA: Understand explicit, factual information
SS: Sequence information, especially using timelines

Select appropriate information for intended purpose
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: Six-Group Activity Lesson.
Technology:
Assessment
Student response during lesson

Ten Statement Review
Homework
Have students solve the following problems.

See attached sheet for Homework Sheet
Teacher Notes
148
Homework
Add. Write each sum in simplest form.
3 1 3 5
1. + = ____ 2. + = ____
7 7 17 17
5 7 9 3 8
3. + = ____ 4. + + = ____
12 12 10 10 10
11 10 15 15 15
5. + = ____ 6. + + = ____
16 16 20 20 20
7 5 7 9 8 7
7. + + = ____ 8. + + = ____
15 15 15 24 24 24
149
Six Group Activity
Fractions (renaming): Subtracting Like Fractions and Mixed Numbers
Materials:
10 index cards (5” x 7”)
Glue
Scissors
1 pencil
1 envelope (9 ½”x 6 ½”)
Prepare the following index cards by cutting out the activity cards and gluing them to the
index cards. Use the pencil to write the answers on the back of the cards:
1 7 2 1 1
3 yd 2 year Donnie, 1
4 8 3 2 4
1 1 1 1
7 inches 3 hrs 4 miles Daryl, 1 mi 2 mi
5 10 4 5
Lay a card on the table and have the students read the card and answer the question.
After the answer is written, reveal the answer by turning the card over and say: The
answer is… …
Make a copy of this study board and use it to reteach this activity.
Subtracting Like Fractions and Mixed Numbers
When subtracting fractions with like denominators, subtract the lesser numerator from the
greater numerator and keep the denominator the same.
6 3
Example: Subtract − .
10 10
150
6 3 3
Step 1. Subtract the numerators. − =
10 10
3
Step 2. Write the common denominator.
10
Step 3. Simplify or reduce if necessary.
2 1
Example: Subtract 3 − 2 .
6 6
Subtract mixed numbers the same way. Regroup to borrow if necessary.
Step 1. Subtract the whole numbers 3-2=1
2 1 1
Step 2. Subtract the fractions − =
6 6 6
1
The answer is 1 .
6
Tell the students that they are going to do an activity just like the one they just finished.
Lay one card on the table and give the students time to solve the problem. When the
students finish the problem, reveal the answer by turning the card over and saying: The
answer is… …
151
Activity Cards
Sam bought 7 34 yards of carpet to put in the

hallway. He only used 4 24 yards. How
much carpet does Sam have left over?
2
Carrie saves 16 of her weekly earnings.
How much of her earnings does she spend?
152
Activity Cards
2
The teacher filled 3 3 albums with color
proofs. She filled 1 album with black-and-
white proofs. How much more space do the
color-proofs take up?
8
Ines spends about 12 of the year traveling
on business. Marilyn spends about 122 of the
year away on business. About how much
less time does Marilyn spend traveling on
business than Ines?
153
Activity Cards
2
Bonnie can run about 4 miles each day.
4
3
Donnie can run 5 miles each day. Who
4
can run the greater distance, and by how
much more?
Two workers were fitted for uniforms.

1
Jim’s inseam measured 37 inches and
2
1
Raymond’s measured 30 2 inches. How
much longer will Jim’s pants be than
Raymond’s?
154
Activity Cards
Joan and Burn are working on a curriculum

project. They have spent the last several
Saturdays writing lessons. Joan worked 10 35
2
hours on Saturday. Burn worked for 7 5
hours. How many more hours did Joan
work?
Sam and Marlene are meeting at a local

café. Sam must travel 12 103 miles to get
2
there. Marlene must travel 810 miles. How
much further must Sam travel?
155
Activity Cards
Jonny and Daryl are working toward fitness

goals. Jonny can walk about 3 24 miles each
day. Daryl can walk 4 34 miles each day.
Who can walk the greater distance, and by
how much more?
Hanna also wants to meet Sam at the local

2
café. If Marlene traveled 8 10 miles and
4
Hanna traveled 10 10 mile. How many miles
further than Marlene must Hanna travel to
meet Sam?
156
ITBS/TAP: ISAT:
Perform arithmetic operations involving Perform computations involving fractions.
fractions.
Unit Focus/Foci
Fractions
Subtracting fractions with like denominators
Materials
Six-Group Activity: Subtracting fractions with like denominators

Student math journals
Envelopes with student fraction pieces
Transparency fractions pieces
Warm-up Activity:
Write these problems and instructions on the chalkboard.
Add. Write each sum in simplest form.
2 4 1 3 3 1
1. + = ____ 2. + = ____ 3. + = ____
5 5 12 12 2 2
157
4. 5. 6.
5 9 8
8 14 10
1 8 7
+8 + 14 10
1
+ 10
Lesson:
Write the following problem and questions on the board or a transparency. Tasha bakes a
7 3
loaf of raisin bread ft long. She cuts a piece ft. long to give to her mother. How
8 8
long is Tasha’s loaf of bread now?
1. How many eights are left? (4)

2. How many fourths is this equal to ? (2)
4 1
3. How long is the loaf of bread now? ( or ft.)
8 2
1
4. How does the answer compare to ? (equal)
2
5 1
Write − = ? on the board or transparency.
6 6
Have students use their fraction pieces to solve. Teacher can show this on the overhead
11 3
projector. (Teachers can show this on the overhead projector). Write − =
12 12
Take students through the following steps for finding the difference between these two
fractions.
Step 1: Subtract the numerators.
11 3 8
− =
12 12
Step 2: Use the like or common denominator.
11 3 8
− =
12 12 12
158
Step 3: Write the difference in simplest form.
8 2  8÷4 2
=  = 
12 3  12 ÷ 4 3 
Write the problems below on the board. Have students copy, compute, and write the
differences in simplest form.
4 1 3 1 14 4
1. = = 2. − = 3. − =
5 5 4 4 16 16
Have students complete the problems on the board and have them explain their solutions.
Ten Statements
Review the ten statements and have the students write yes if they heard it in today’s
lesson and no if they did not. If the answer is no, say: The statement is true, but it was
not heard in today’s lesson.
1. When subtracting fractions with the same denominatiors you use the like or common
denominator. (yes)
2. The formula for finding area is length times width. (no)
3. A fraction is in simplest form if the numerator and denominator evenly divided by
one. (yes)
4. When subtracting fractions with like or common denominators you subtract only the
numerator. (yes)
3 1
5. In the problem − the difference will have 4 as the denominator. (yes)
4 4
6. An acute angle is less than 90 degrees. (no)
7. The last step in finding the difference between 2 fractions is to write the answer is
simplest form. (yes)
5 1
8. In the problem − you subtract the numerator 1 from the numerator 5. (yes)
6 4
9. The oppostie of addition is subtraction. (no)
2
10. is in simplest form because the numerator 2 and the denominator 3 can only be
3
evebly divided by 1. (yes)
159
Free Choice Lesson
Six-Group Activity
Subtracting fractions with like denominators as a teacher directed activity.
Math Workshop
LA: Understanding explicit, factual information
SS: Sequence information, especially using time lines

Connection(s)
Enrichment:
Fine Arts:
Home:
Technology:
Assessment

Homework
9 5
Explain how to solve − .
10 10
Teacher Notes
160
161
Six Group Activity
Fractions (renaming): Subtracting Fractions with Like Denominators
Materials:
10 3” x 5” index cards
1 black marker
1 (9 ½”x 6 ½”) envelope
Prepare the following index cards and sample rules:
1 2 1 8 3 5 11 3 8 4 3 1 12 2 10
- ( ) - ( ) - ( ) - ( ) - ( )
2 4 4 10 10 10 12 12 12 6 6 6 15 15 15
6 3 3 6 5 1 10 5 5 3 2 1 13 3 10
- ( ) - ( ) - ( ) - ( ) - ( )
9 9 9 8 8 8 12 12 12 12 12 12 22 22 22
Copy the study board and use it to reteach the lesson.
Place an index card on the table with a subtraction of fractions with like denominators.
Explain that you subtract the numerators and leave the denominator the same. Example:
5 3 2 1 2
- ( ) . If you taught simplifying then the answer is if not . Write other
10 10 10 5 10
sample problems and have students answer questions on how to solve the problem.
Give the students a sample problem and explain the rules for doing the problem with
them.
Note: If you did not teach reducing, have the students solve the problem with no
reducing.
Sample Rules
When subtracting fractions with like denominators, subtract the numerator and do nothing to the
denominators because they are the same. Move the like denominator under the numerator.
3 2 1
Example: - ( )
5 5 5
Explain to the students that we are going to do an activity dealing with subtraction of
fractions with like denominators. The students are going to risk writing the answers.
Place an index card on the table. Give the students 1 to 2 minutes to write the answer. as
you turn the index card over say, The answer is……” Check for correct answers. Store
your cards and study boars in the envelope
162
Correlations (SG,CAS,CFS): 6A4, 6A5, 6C
ITBS/TAP: ISAT:
fractions
Unit Focus/Foci
Fractions
Adding and subtracting mixed numbers with like denominators
Materials
Six-Group Activity: Adding like denominators

Math journals
Warm-up Activity:
Add or subtract. Write the answers in simplest form.
2 1 6
7 4 8
1. 2. 3.
3 2 6
+7 +4 +8
9 7 14
10 9 16
4. 5. 6.
3 0 4
−
− 10 −9 16
Review the answers with students. Answers are in the Teacher Notes.
163
Lesson:
Instruct students to take notes in their math journals.

Write the problem below on the chalkboard or a transparency.
2 1
Bob walked for 1 hour on Saturday and 1 hour on Sunday. What is the total time that
8 8
Bob spend walking? Ask what operation should be used to solve the problem.
(Addition). Write the addition problem on the chalkboard.
2
1
8
1
1
+ 8
Show this problem using the transparency fraction pieces. Line the whole strips up next
to each other. Next, line up the and . Ask students how much you have.  2 
2 1 3
8 8  8
1
2
6
Write this problem on the chalkboard or a transparency:
3
3
+ 6
Orally, review the steps below to solve the problem.
Step 1: Add the fraction parts.

1
2
6
3
3
+ 6
4
6
164
Step 2: Add the whole numbers.
1
2
6
3
3
+ 6
4
5
6
Step 3: Write the sum or difference in simplest form.

4 2 5 4 = 5 4 ÷ 2 = 5 2 
5 =5  
6 3  6 6÷2 3
7
2
12 on the chalkboard or a transparency.
Write
7
2
+ 12
14
Orally, review the three steps again. In step 3, explain how to simplify 4 . Show that
12
14 2 14 2
4 =5 because 4 = 4 + 1 . Next, demonstrate how to simplify the fraction part
12 12 12 12
2 2 2÷2 1
. 5 =5 = 5 . Or, have students simplify the fraction part first and then
12 12 12 ÷ 2 6
14 ÷ 2
change it to a proper fraction.  4 = 4 = 4 = 4 + 1 = 5 
4 7 1 1
 12 12 ÷ 2 6 6 6
1
3
2 . Orally, review the three steps to solve this problem  2 2  . Make sure
Write  
1
1  5
− 2
students know not to write a zero when subtracting the fraction parts.
165
5 4
4 6
Write 8 and 7 on the chalkboard. Ask what students should do when adding a
2 5
+ −
whole
number to a mixed number or subtracting a whole number from a mixed number. (Add
zero to or subtract zero from the fractions and then add or subtract the whole numbers.)
Write the following problems on the chalkboard. Have students work them out in their
journals while other students work them out on the chalkboard.
1. 2. 3. 4.
2 7 6 1
4 3 5 2
3 9 8 6
1 7 4 2
2 1 1 +5
+ 3 − 9 − 8 6
Ten Statements
1. 100 centimeters =1 meter. (no)

2. In the last step of adding or subtracting mixed numbers, write the answer in simplest
form. (yes)
1 3 1 3
3. In the problem 6 + 5 , add + first. (yes)
7 7 7 7
4. A rectangle has 4 sides. (no)
5. In the first step of adding or subtracting mixed numbers, add the fraction part. (yes)
6. When adding mixed numbers and part of a mixed number is missing, add zero to the
fraction. (yes)
7. When subtracting mixed numbers do not write the zero if the difference or the
fraction part is zero. (yes)
8. In the second step of adding and subtracting mixed numbers, add the whole numbers.
(yes)
7 1
9. In the problem 4 − 2 , subtract 4 − 2 in the second step. (yes)
8 8
10. A line is longer than a line segment. (no)
166
Free-Choice Lesson
Six-Group Activity
Have a group of six students, two from each ability level, complete an activity on Adding
like denominators as a teacher directed activity.
Math Workshop
SS: Select appropriate information for intended purpose
Connection(s)
Enrichment:
Fine Arts:
Home:
Technology:
Assessment

167
Homework
Add the following. Write answers in simplest form.
1 1
1 6 4
2 5 4
1. 2 2. 3.
3 3
+3 +2 +1
5 4
3
3 5
7 10
4. 7 5.
3
+5 +2
10
Teacher Notes
Answers to warm-up activity:
5 3 1 3 7 5
1.) 2.) 3.) 1 4.) 5.) 6.)
7 4 2 5 9 8
168
Six-Group Activity
Fractions: Adding Fractions with Like Denominators
Materials:
10 index cards (3”x 5”)

1 black marker
1 pencil
1 envelope (9 ½” x 6 ½”)
Prepare the following index cards:
1 1 2 4 1 5 3 1 4 4 2 6 3 2 5
+ ( ) + ( ) + ( ) + ( ) + ( )
3 3 3 6 6 6 5 5 5 8 8 8 10 10 10
8 2 10 3 2 5 10 1 11 3 2 5 3 2 5
+ ( ) + ( ) + ( ) + ( ) + ( )
12 12 12 7 7 7 20 20 20 9 9 9 12 12 12
Solve the addition problems of fractions with like denominators. Lay a card on the table
and have the students write the answer. After each answer is written, reveal the answer
on the back of the index card.
Copy this and use it to reteach the lesson. Give the sample problem to see if students
understand the rules for adding fractions with like denominators.
Adding Fractions with Like Denominators
Place a card on the table and explain the steps for solving an addition of fractions
3 1
problem. Show students + . Say: Add the numerators (3 + 1 = 4). The
5 5
4
denominator remains the same. The answer is . Say: I am going to show you a set of
5
cards with addition problems of fractions with like denominators on them. I want you to
solve the problems.
When adding fractions with like denominators, add the numerators. Don’t do anything to
the denominator because it is the same. Write it under the numerator. Example:
2 2 4
+ = .
6 6 6
Explain to the students that they are going to do an activity on solving addition problems
of fractions with like denominators. Tell them when you lay the index card on the table,
they are going to risk writing the answer. Give the students one to two minutes to solve
the problem. As you turn the card over, say: The answer is…… Do the rest of the cards
the same way. If you have not taught reducing fractions, just have the students complete
the problems with no simplifying. Store the index cards and study board in the envelope.
169
ITBS/TAP: ISAT:
fractions
Unit Focus/Foci
Fractions
Adding fractions with unlike denominators
Materials
Six-Group Activity: Subtracting fractions with like denominators

Math journals
Envelopes with student fraction pieces
Transparency fraction pieces
Homework worksheet
Lesson:
chalkboard.
Add. Make sure answers are in simplest form.
1
2
Write on the chalkboard or a transparency.
1
+6
170
Have students show this addition using their fraction pieces originally developed in
1
lesson ___. (one pink and one blue green) Ask if the piece could be replaced by
2
1 1
another piece. (Yes) Ask how many pieces would be needed to replace the piece
6 2
1 3 1
(3). Have students replace the piece with the (3) one-sixth pieces. Ask what +
2 6 6
equals.   Ask if the answer is in simplest terms. (No) Ask for the answer in simplest
4
6
4
terms. Have a student explain how to simplify (Divide the numerator and
6
1
4
denominator by 2.) Repeat this process with .
1
+8
1
2
Point to the first problem again. Have students look at the denominators. Ask if
1
+6
they are the same. (No) Tell students that they are now going to add these fractions
without their fraction pieces. To do so, the fractions must have a common (or like)
denominator. Ask if the smaller denominator can be divided into the larger one (6)
without a remainder. (Yes, 6 ÷ 2 = 3 ) Tell students that because 6 can be evenly divided
1
=
2 6
by 2, that 6 will be the common denominator. Write on the chalkboard or
1
+ =
6 6
1
transparency. Have students look at = and ask students what denominator 2 can be
2 6
multiplied by to get 6. (3). Write X3 below the equal sign. Tell students that they must
multiply the numerator 1 by 3 also. Write X3 above the equal sign and ask students for
the product of 1x3 . (3) Write the 3 above the six.
1
Next, have students look at . Since this fraction always has the common denominator
6
it is not necessary to do any multiplication. However, you may wish to demonstrate for
students why it is unnecessary.
X1
X1
171
1 1
=
6 6
1 1
Repeat this process with . + =
6 6
4 ÷3 2
6
=
÷3 3
172
1
5
2
+3
Ask if the denominators are the same. (No) Ask if the smaller denominator can be
divided evenly into the larger denominator. (No) Tell students that another way to find a
common denominator is to multiply the two denominators. Ask students for the product
of 5 and 3. (15) Write = next to each of the fractions. Ask students how to complete
15
the equivalent fractions. Then have students add and simplify if necessary.
1 3
=
5 15
2 10
=
+3 15
13
15
3
7
Write on the chalkboard. Repeat the process above.
1
+2
Write the following problems on the chalkboard or transparency and have students come
to the board or overhead to complete them. The rest of the class can solve them in their
journals. Remind students that they must simplify their answers.
1) 2) 3)
1 1 1
5 6 2
3 3 1
+ 10 +5 +5
5 1
4. Sara bought pounds of tomatoes and pound of onions. What was the total
8 4
weight of the vegetables?
173
Ten Statements
1. If one multiplies the denominator by a number, one must also multiply the numerator
by this same number. (yes)
2. Parallel lines are lines that do not intersect. (no)
3. To add two fractions, common or like denominators are needed. (yes)
1 1
4. In the problem + , the denominator 6 can be evenly divided by the denominator 3.
3 6
(yes)
5. Composite numbers are numbers having more than 2 factors. (no)
6. Another way to find a common denominator is to multiply the two denominators.
(yes)
1 1
7. In the problem + , multiply the 3 and 4 to get a common denominator. (yes)
4 3
8. The LCD of 3 and 9 is 9. (yes)
9. After finding a common denominator, equivalent fractions can be made. (yes)
10. A quadrilateral is a polygon with 4 sides. (no)
Free-Choice Lesson
Six-Group Activity
Subtracting fractions with like denominators as a teacher directed activity.
Math Workshop

Understand the meaning of words in context
SC: Apply scientific method to solve problems

Analyze and interpret data
SS: Read and interpret maps, charts, tables, graphs and cartoons
Sequence information, especially using timelines
174
Connection(s)
Enrichment:
Fine Arts:
Home:
Technology:
Assessment
Homework
Teacher Notes
175
176
Six Group Activity
Fractions (renaming): Subtracting Fractions with Like Denominators
Materials:
10 3” x 5” index cards
1 black marker
1 (9 ½”x 6 ½”) envelope
Prepare the following index cards and sample rules:
1 2 1 8 3 5 11 3 8 4 3 1 12 2 10
- ( ) - ( ) - ( ) - ( ) - ( )
2 4 4 10 10 10 12 12 12 6 6 6 15 15 15
6 3 3 6 5 1 10 5 5 3 2 1 13 3 10
- ( ) - ( ) - ( ) - ( ) - ( )
9 9 9 8 8 8 12 12 12 12 12 12 22 22 22
Copy the study board and use it to reteach the lesson.
Place an index card on the table with a subtraction of fractions with like denominators.
Explain that you subtract the numerators and leave the denominator the same. Example:
5 3 2 1 2
- ( ) . If you taught simplifying then the answer is if not . Write other
10 10 10 5 10
sample problems and have students answer questions on how to solve the problem.
Give the students a sample problem and explain the rules for doing the problem with
them.
Note: If you did not teach reducing, have the students solve the problem with no
reducing.
Sample Rules
When subtracting fractions with like denominators, subtract the numerator and do nothing to the
denominators because they are the same. Move the like denominator under the numerator.
3 2 1
Example: - ( )
5 5 5
Explain to the students that we are going to do an activity dealing with subtraction of
fractions with like denominators. The students are going to risk writing the answers.
Place an index card on the table. Give the students 1 to 2 minutes to write the answer. as
you turn the index card over say, The answer is……” Check for correct answers. Store
your cards and study boars in the envelope
177
Day: 113-114 Subject: Mathematics Grade Level: 4
ITBS/TAP: ISAT:
fractions
Unit Focus/Foci
Fractions
Subtracting fractions with unlike denominators
Materials
Six-Group Activity: Subtracting mixed numbers with unlike denominators

Math journals
Envelopes with student
Transparency fraction pieces
Homework worksheet
Warm-up Activity:
Find a common or like denominator for each of these pairs of fractions.

3 1 1 3
1. and 2. and
4 8 2 5
178
Solve. Simplify the sums.
3. 4. 5.
1
3 4
3
7 5 1
2 3 2
+ 14 +4 1
+4
Answers: Answers may vary for 1 and 2.

4 3
1) 4, 8, 16 2) 10 3) 4) 1 5)
7 4
1
1
12
Lesson:
chalkboard.
1
2
1
−8
Have students show this using their fraction pieces. (One pink and one blue) Ask if the
1 1 1
piece can be replaced using pieces. (Yes) Ask how many pieces would be
2 8 8
1 1
needed to replace the piece. (4) Have students replace the piece with (4) one-
2 2
eighth pieces. Ask what − equals.   Ask if the answer is in simplest form.
4 1 3
8 8 8 
(Yes.)
11
12
Repeat this process with .
1
−4
179
1
2
Point to the first problem again.
1
−8
180
Have students look at the denominators. Ask if they are the same. (No) Tell students
that they are now going to subtract these fractions without their fraction pieces. Ask how
they can do this. (Find a common or like denominator) Ask how they can find a
common denominator. (Divide the smaller denominator evenly into the larger
denominator or multiply the two denominators.) Solve both ways with the class
reviewing steps used in previous lessons or adding fractions with unlike denominators.
1 x4 4 1 x8 8
2
x4 8 2 x8 16
1 1 x2 2
and
−8 8 −8 x2 16
3 6 ÷2 3
8 16 ÷ 2 8
Tell students to note that both ways yield the same solution. Ask which way had less
steps. (The division method) Ask why. (It was unnecessary to simplify the answer.)
Ten Statements
1. One can find a common denominator by multiplying the denominators of the

fractions being subtracted. (Yes)
2. The fractions of 8 are 1, 2, 4 and 8. (no)
3. There are 4 quarts in a gallon. (no)
1 1
4. In the problem − , eight can be the common denominator because one can
2 8
divide the denominator (2) into the denominator (8) evenly. (yes)
5. To solve a fraction with different denominators, frist find the LCD. (yes)
6. In order to subtract fractions, one needs to have common or like denominators. (yes)
6 1
7. In the problem − , one needs to multiply the denominators to find a common
7 3
denominator. (yes)
8. After finding a common denominator, one make equivalent fractions. (yes)
9. A pentagon has five sides. (no)
10. If one multiplies the denominator by 4, one must multiply the numerator by 4. (yes)
181
Free-Choice Lesson
Six-Group Activity
Subtracting mixed numbers with unlike denominators as a teacher directed activity.
Math Workshop
Connection(s)
Enrichment:
Fine Arts:
Home:
Technology:
Assessment

Homework
(See attached)
Teacher Notes
182
Homework
1. 2.
6 6
7 7
5 3
− 14 −4
3. 4.
5 5
12 6
8 1
− 24 − 12
5.
2
5
2
− 15
183
184
ITBS/TAP: ISAT:
fractions
Unit Focus/Foci
Fractions
Mixed practice
Materials
Six-Group Activity: Simplifying fractions

Math journals
Warm-up Activity:
Write the problem and directions on the chalkboard.
Using the digits 1, 2, 3 and 4 have students find as many true statements as possible for
1 3 1 2 1 2
<  〈 〈 〈 .
 2 4, 3 4, 4 3
Review the answers with students.
Lesson:
chalkboard.
Review adding and subtracting fractions and mixed numbers with like denominators.
Write problems on the chalkboard and have students solve them while the remainder of
the class solves them in their journals. Have students explain their solutions.
185
Example:
1. 2. 3.
7 7 1
4
15 11 6
2 4 3
3
+ 15 − 11 + 4
 9 = 3  3  11
    7 
 15 5  11  12 
4. 5. 6.
8 7 1
5 7
1 9 3
4
+ 7 4 4
2 −
− 9
 1  1
 12  3 
 7  3 1  3
3 = 3 
 9 3
Review adding and subtracting fractions with unlike denominators. Write problems on
the chalkboard and have students solve them while the remainder of the class solves them
in their journals. Have students explain their solutions.
Examples:
7. 8. 9.
4 2 3
16 9 20
1 1 1
+8 +6 5
 6 = 3  7 3
   
 16 8   18 + 10
 13 3
 =1 
 10 10 
186
Write the following problems on the chalkboard or a transparency. Have students find
and explain solutions.
1 2
10. Betty ate of a box of cookies and Sam ate of a box of cookies. How much did
3 5
 11
they eat altogether?  
 15
7 3
11. Kim used of a pound of salami and of a pound of beef to make sandwiches.
8 4
How much more salami than beef did Kim use?  
1
 8
Ten Statements
1. A fraction is in simplest form if the numerator and denominator can only be evenly
divided by 1. (yes)
2. When adding fractions with like or common denominators, add only the numerators.
(yes)
3. When adding or subtracting mixed numbers, add the fraction part first. (yes)
4. 1000 grams = 1 kilogram. (no)
5. When finding equivalent fractions, multiply the numerator and denominator by the
same number. (yes)
6. Intersecting lines cross at a point. (no)
7. After finding a common denominator, make equivalent fractions. (yes)
8. One way to find a common denominator is to multiply the denominators. (yes)
9. To add or subtract fractions, common denominators are needed. (yes)
10. Two figures are congruent if they are the same size and shape. (no)
Free-Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on
Simplifying fractions as a teacher directed activity.
Math Workshop
187
Connection(s)
Enrichment:
Fine Arts:
Home:
Technology:
Assessment

Homework
Tell students to study for the test.
Teacher Notes
188
Six-Group Activity
Fractions: Simplifying Fractions
Materials:

1 envelope (9 ½” x 6 ½”)
1 black marker
1 pencil
Prepare the following index cards using the black marker to write the problems on the
front of the cards. Write the answers on the back of the cards in pencil.
2 2 1 6 1 9 3 15 5
(1) ( ) ( ) ( ) ( )
2 4 2 12 2 12 4 18 6
6 5 1 8 2 10 5 1
(1) ( ) ( ) (1) ( )
6 10 2 12 3 10 15 3
4 2 3 9 1 6 3 12 1
( ) (1) ( ) ( ) ( )
10 5 3 18 2 8 4 24 2
5 1 7 1 3 1 4 1 8
( ) ( ) ( ) ( ) (1)
20 4 14 2 15 5 12 3 8
Place the study board on the table with an example of a fraction that needs to be
simplified. Say: Simplifying a fraction means writing it an easier way with smaller
numbers. Look at the following examples to see how fractions are reduced.
15
Example 1: Simplify .
20
Find a number that divides evenly into the numerator and the denominator of the fraction.
15 ÷ 5 3
Ex: 5 divides evenly into both 15 and 20. = .
20 ÷ 5 4
Check to see whether or not the numerator and denominator can be divided evenly by
another number. Since 3 and 4 cannot both be divided evenly by another number, the
fraction is reduced as far as possible.
48
Say: Look at the second example: .
64
189
Find a number that evenly divides the numerator and the denominator. 8 goes evenly into
48 8 6
both 48 and 64. ÷ =
64 8 8
Check to see if another number goes evenly into both the numerator and denominator of
the fraction. Two evenly divides goes evenly into both 6 and 8. Check to see whether
another number goes evenly into both the numerator and denominator of the fraction. In
this case, the fraction is simplified as far as possible.
When you reduce a fraction, the value does not change. A reduced fraction is equal to
the original fraction.
Write the name of the activity and materials needed on the front of the 9 ½ “x 6 ½ “
envelope and store the index cards and study board in it. Explain the rules for
simplifying or reducing fractions. Copy this study board.
Simplifying Fractions
6
Rule #1: If the numerator and denominator are the same, the fraction equals 1. Example: = 1,
6
5
= 1.
5
Rule #2: If the numerator can divide evenly into the denominator, this is a way to simplify.
5 1 3
; 5 goes into 10 two times and 5 goes into itself one time. The answer is . ;
10 2 6
1
3 goes into 6 two times. 3 goes into itself one time. The answer is .
2
2 1
The numerator can divide the denominator evenly. Ex.: = .
10 5
Rule #3: If the second rule won’t work, find a number (except 1) that can divide the
6
numerator and denominator evenly. Example: ; 2 can divide into 6 and 8 evenly.
8
6 2 3
÷ = .
8 2 4
Find the number that can divide both the numerator and denominator evenly. (3)
6 3 2
Ex.: ÷ =
9 3 3
6
When the numerator and denominator are the same, the fraction always equals one. Ex.: = 1;
6
5
= 1.
5
190
Tell the students that they are going to risk writing the answers to these problems. Begin
by placing an index card on a flat surface. Give the students one to two minutes to write
the answer. When giving the answer, turn the index card over and say: The answer
is……
191
Six-Group Activity
Fractions: Simplifying Fractions
Materials:

1 envelope (9 ½” x 6 ½”)
1 black marker
1 pencil
Prepare the following index cards using the black marker to write the problems on the
front of the cards. Write the answers on the back of the cards in pencil.
2 2 1 6 1 9 3 15 5
(1) ( ) ( ) ( ) ( )
2 4 2 12 2 12 4 18 6
6 5 1 8 2 10 5 1
(1) ( ) ( ) (1) ( )
6 10 2 12 3 10 15 3
4 2 3 9 1 6 3 12 1
( ) (1) ( ) ( ) ( )
10 5 3 18 2 8 4 24 2
5 1 7 1 3 1 4 1 8
( ) ( ) ( ) ( ) (1)
20 4 14 2 15 5 12 3 8
Place the study board on the table with an example of a fraction that needs to be
simplified. Say: Simplifying a fraction means writing it an easier way with smaller
numbers. Look at the following examples to see how fractions are reduced.
15
Example 1: Simplify .
20
Find a number that divides evenly into the numerator and the denominator of the fraction.
15 ÷ 5 3
Ex: 5 divides evenly into both 15 and 20. = .
20 ÷ 5 4
Check to see whether or not the numerator and denominator can be divided evenly by
another number. Since 3 and 4 cannot both be divided evenly by another number, the
fraction is reduced as far as possible.
48
Say: Look at the second example: .
64
192
Find a number that evenly divides the numerator and the denominator. 8 goes evenly into
48 8 6
both 48 and 64. ÷ =
64 8 8
Check to see if another number goes evenly into both the numerator and denominator of
the fraction. Two evenly divides goes evenly into both 6 and 8. Check to see whether
another number goes evenly into both the numerator and denominator of the fraction. In
this case, the fraction is simplified as far as possible.
When you reduce a fraction, the value does not change. A reduced fraction is equal to
the original fraction.
Write the name of the activity and materials needed on the front of the 9 ½ “x 6 ½ “
envelope and store the index cards and study board in it. Explain the rules for
simplifying or reducing fractions. Copy this study board.
Simplifying Fractions
6
Rule #1: If the numerator and denominator are the same, the fraction equals 1. Example: = 1,
6
5
= 1.
5
Rule #2: If the numerator can divide evenly into the denominator, this is a way to simplify.
5 1 3
; 5 goes into 10 two times and 5 goes into itself one time. The answer is . ;
10 2 6
1
3 goes into 6 two times. 3 goes into itself one time. The answer is .
2
2 1
The numerator can divide the denominator evenly. Ex.: = .
10 5
Rule #3: If the second rule won’t work, find a number (except 1) that can divide the
6
numerator and denominator evenly. Example: ; 2 can divide into 6 and 8 evenly.
8
6 2 3
÷ = .
8 2 4
Find the number that can divide both the numerator and denominator evenly. (3)
6 3 2
Ex.: ÷ =
9 3 3
6
When the numerator and denominator are the same, the fraction always equals one. Ex.: = 1;
6
5
= 1.
5
193
Tell the students that they are going to risk writing the answers to these problems. Begin
by placing an index card on a flat surface. Give the students one to two minutes to write
the answer. When giving the answer, turn the index card over and say: The answer
is……
194
ITBS/TAP: ISAT:
fractions
Unit Focus/Foci
Fractions
Formal Assessment-Adding and subtracting fractions and mixed numbers
Materials
Educational Strategies/Ins tructional Procedure
Distribute test.
195
Test
Find a common denominator for each of the following pairs of fractions.
1. 2. 3.
1 1 3 7 5 1
and ___________ and ___________ and ___________
2 4 5 8 6 4
Add or subtract. Write the sum or difference in simplest form.
4. 5. 6. 7.
4 3 5 8 4 1 9 0
+ = ________ + = _______ - = ________ - = _______
8 8 12 12 9 9 12 12
8. 9. 10. 11.
1 5 1 4
3 8 4 5
2 1 1 1
+9 +2 -5 -6
Rewrite these fractions as proper fractions.
12. 13. 14. 15.

7 15 27 11
5 3 4 2
Add or subtract. Write the sum or difference in simplest form.
16. 17. 18. 19. 20.

5 1 2 7 9
6 5 18 2 19
12 3 3 8 10
1 +2 −9 5 1
3 5 15
+ 12 + 8 - 10
196
Solve.
3 2
21. Keesha bought yards of fabric. She needs yards to make a skirt. How much
4 3
fabric will she have left?
3 1
22. Sam needs 2 gallons of blue paint and 1 gallons of white paint. How much paint
8 8
does he need altogether?
4 1
23. Tamika has quarts of cherry Kool-Aid and quarts of lemonade. How much
5 3
more Kool-Aid than lemonade does she have?
1
24. Terry baked 3 dozen cookies. She needs to bake 1 dozen more. How many
2
cookies will she have baked?
1 5
25. Explain how to find a common denominator for and .
3 6
197
Ten Statements
No Ten Statements today.
Free-Choice Lesson
Six-Group Activity
No Six-Group Activity today.
Math Workshop
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Formal Assessment
Homework
Teacher Notes
198
Answer Key for Test:
Possible answers for 1 to 3.
1. 2, 8 or any multiple of 4. 2. 40 or any multiple of 40. 3. 12, 24 or any multiple of 12.
4. 5. 6.
7 1 1
1
8 12 3
7. 8. 9.
3 5 1
1
4 9 8
10. 11. 12.

1 19 2
1
20 20 5
13. 14. 15.

5 3 1
6 5
4 2
16. 17. 18.

1 1 2
9 7 9
2 3 3
19. 20. 21.

1 4 1
8 4
2 5 12
22. 23. 24.

1 7 1
3 4 dozen
2 15 2
25. Multiply the denominators or you can divide the larger denominator by the smaller
denominator.
199

Structured Curriculum Lesson Plan Day: 109 Subject: Mathematics Grade Level

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Structured Curriculum Lesson Plan Day: 109 Subject: Mathematics Grade Level

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STRUCTURED CURRICULUM LESSON PLAN

Day: 109 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A4, 6A5, 6C5

Adding fractions with like denominators

Six-Group Activity: Subtracting like fraction and mixed numbers

Educational Strategies/Instructional Procedures

Write these problems on the chalkboard.

Review the answers with students.

Draw the following figures on a transparency.

Step 1: Add the numerators.

Tell students that the problems can be solved horizontally or vertically.

Integration with Core Subject(s)

LA: Understand explicit, factual information

SS: Sequence information, especially using timelines

Remediation: Six-Group Activity Lesson.

Student response during lesson

Have students solve the following problems.

Fractions (renaming): Subtracting Like Fractions and Mixed Numbers

Subtracting Like Fractions and Mixed Numbers

Step 3. Simplify or reduce if necessary.

Subtract mixed numbers the same way. Regroup to borrow if necessary.

Step 1. Subtract the whole numbers 3-2=1

Sam bought 7 34 yards of carpet to put in the

Two workers were fitted for uniforms.

Joan and Burn are working on a curriculum

Sam and Marlene are meeting at a local

Jonny and Daryl are working toward fitness

Hanna also wants to meet Sam at the local

Day: 110 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A4, 6A5, 6C5

Subtracting fractions with like denominators

Six-Group Activity: Subtracting fractions with like denominators

Educational Strategies/Instructional Procedures

Write these problems and instructions on the chalkboard.

Add. Write each sum in simplest form.

1. How many eights are left? (4)

Step 1: Subtract the numerators.

Step 2: Use the like or common denominator.

Integration with Core Subject(s)

LA: Understanding explicit, factual information

SS: Sequence information, especially using time lines

Remediation: Six-Group Activity Lesson.

Student response during lesson

Fractions (renaming): Subtracting Fractions with Like Denominators

Prepare the following index cards and sample rules:

Copy the study board and use it to reteach the lesson.

Day: 111 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A4, 6A5, 6C

Adding and subtracting mixed numbers with like denominators

Six-Group Activity: Adding like denominators

Educational Strategies/Instructional Procedures

Write these problems on the chalkboard.

Add or subtract. Write the answers in simplest form.

Instruct students to take notes in their math journals.

Orally, review the steps below to solve the problem.

Step 1: Add the fraction parts.

Step 3: Write the sum or difference in simplest form.

1. 100 centimeters =1 meter. (no)

Integration with Core Subject(s)

LA: Understand explicit, factual information

SS: Select appropriate information for intended purpose

Remediation: Six-Group Activity Lesson.

Student response during lesson