Lesson Plan Title
Adding and Subtracting Fractions
Goals
Students will learn how to correctly add and subtract fractions with unlike denominators.
Objectives
Students will be able to correctly solve problems of adding/subtracting two fractions 4/5 times.
Students will be able to identify an LCM between two fractions to create “like” denominators
5/5 times.
Students will restate the answer in simplest form 2/3 times.
Discipline and Topic
This lesson will be part of a unit that deals with adding, subtracting, multiplying and dividing
fractions, including mixed numbers. The concept of computing these operations with fractions is
crucial, as it will turn up throughout their mathematical education.
Target Population
This lesson is for a regular 6th grade mathematics class.
Curriculum Alignment (State and Common Core)
NYS Standards:
6.N.16 Add and subtract fractions with unlike denominators
Lesson Description
(5 min) First, the class will review fractions as a class by watching Video #1 - “Fruit Fractions-
animated maths lesson” until 1:47.
- What do we know about the fractions 4/5 and 8/10?
- What about 1, and 6/6?
(5-10 min)Students will then do some warm-up problems as a class with adding and subtracting
fractions that have common denominators (e.g. 4/5 + 1/5 = ; 6/7 – 2/7 = )
- What do we notice about our fractions?
- How do our numerators and denominators compare within the problem?
(10 min)Then the problem of 1/3 + 1/6 will be presented to the class. Students will discuss ideas
of how to solve the problem. Remind students that they can draw pictures if it helps them think
about the problem. A discussion will be done after everyone has a chance to think. After some
discussion, the rule of having a common denominator before adding and subtracting will be
addressed. Some extra examples may be given from the teacher to the class to ensure students
have an understanding. (e.g. ¼ + 1/8 = ; 4/5 – 1/3 = ; etc.)
(10 min)Video #2- “Two fractions—song parody” will be played for the class until 2:05. The
class will review the steps of adding/subtracting. The steps discussed should go along the lines
of:
1) If the denominators are different, find the LCD (Least common denominator)
2) Multiply both the numerator and the denominator by a number that will result in the
LCD
3) Add/subtract the numerators
4) Keep the denominator
5) Reduce if possible.
(5 min) Students will complete the ticket out the door. For homework, they will complete the
attached homework and only do the evens on both pages.
Supplemental Materials/Links
Homework retrieved from:
[Link]
[Link]
[Link]
[Link]
Video #1 - “Fruit Fractions- animated maths lesson”:
[Link]
Video #2- “Two fractions—song parody”:
[Link]
Assessment of Students
Name ________________________ Ticket out the door (6 points)
Add or subtract the following fractions. Make sure to clearly state the LCM and your
REDUCED answer.
1) 3 _ 1 = 1/4 LCM:4 2) 2 + 1 = 11/15 LCM:15 3) 5 _ 4 = 6/18 = 1/3 LCM:9
4 2 5 3 9 18
4) 5 _ 1 = 2/6 = 1/2 LCM: 6 5) 2 + 1 = 4/100 = 1/25 LCM:100
6 3 50 100
Rubric: Ticket out the door
Objective 2 1 0
Students will be able All answers are 2-3 answers are 0-1 answer is correct.
to correctly solve correct OR Only one wrong, resulting in
problems of answer is wrong only 2-3 right
adding/subtracting answers.
two fractions
Students will be able All of the answers All the answers have No LCM is stated.
to identify an LCM state the correct LCM an LCM stated except
between two for 1-2 problems
fractions to create
“like” denominators
Students will restate All answers from Only one answer is No answers are
the answer in questions 3-5 are in simplified from simplified
simplest form simplest form OR questions 3-5
one of the answers is
not in simplest form
Homework will be graded as right or wrong, and must be in simplest form. Each question will
be worth 1 point for a total of 16 points.
Evaluation of Lesson
If 80% or more of students received a 4/6 or higher on the ticket out the door, I would consider
the lesson to be a success. Also, if 80% or more of students receive a 13/16 or better on the
homework, I would also consider the lesson to be a success.
It would also be a good if the teacher informally concludes that around 75% of the class
comprehends the lesson. This can be done by observing students discuss in partners, their
responses, and the types of questions they ask.
Rationale for using the medium
The two videos I chose cover the same topic, yet differ in their approaches. The “Fruit Fractions
– animated maths lesson” video is great to show how changing the denominator of a fraction
does not necessarily change the numerator, so long as the numerator is multiplied by the same
number. The animation the video offers is great to see this relationship, as sometimes it is hard to
show these concepts without taking so much time to do so. Students can easily see that ½ = 2/4 =
4/8, and so on.
The second video, “Two Fractions—song parody” is also a great video to remind students about
the rules of adding and subtracting fractions, yet in a fun way. I am sure most of the students are
familiar with the original song, so it helps to relate to students in that manner. Also, the part
where 8 would have worked for the common denominator, but the creator used 16 instead since
it fits in with the lyrics better, shows students that even if the least common multiple is not used,
the answer is still correct, and will be the same once reduced.
I believe that both videos will help students in understanding how fractions work and it also
provides a fun way to help remember the rules that come with doing operations on fractions. The
great thing is that these videos are a good supplement to the lesson, and will not be greatly
affected if for some reason the videos fail to work.
