2017-2018 11/20/2017 - 11/20/2017

Mrs. Danielle Bozung Day View

Monday 11/20/2017

Math 9:50am - 11:00am

Finding Common Denominators and Adding Fractions
Today's SOL Focus
MA.4.5.b Add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12,
and simplify the resulting fractions, using common multiples and factors
MA.4.5.a Determine common multiples and factors, including least common multiple and greatest common factor

I CAN correctly add two fractions together

BY finding their common denominator and new numerators
SO THAT I do well on the unit test
Success Criteria for Today
Paying attention and contributing to the class discussion, participating in the Fraction Bingo Game, correctly answering an
Exit Ticket question
Long Term Assessment
Test on Nov 30, 2017
Vocabulary
common denominator, numerator, multiple
Procedure/Activites
SOL Question (attached)
Warm Up Question (attached)

Write 1/2 plus 1/3 on the board

Say: We are going to learn about adding fractions, but adding fractions is not the same as adding whole numbers
Add across on the board: 1+1=2 and 2+3=5
1. 1/2 + 1/3 does not equal 2/5
2. Use Fraction Squares to demonstrate: if we put 1/2 together with 1/3, is it the same size as 2/5?
This is why when we add fractions we need to find a common denominator, which means both fractions have the same
denominator
1. Go back to 1/2 and 1/3 on the board
2. Say: We are going to list the multiples of the denominators
3. Start with 3 and ask: The first multiple of 3 is? 3x1=3, the second multiple of 3 is? 3x2=6, the third multiple of 3 is?
3x3=9
4. Move onto the denominator of 2 and ask: The first multiple of 2 is? 2x1=2, the second multiple of 2 is? 2x2=4, the third
multiple of 3 is? 2x3=6
5. Now we have the first 3 multiple of each denominator, which ones match? (6)
6. So we know we want both of these fractions (1/2 and 1/3) to have 6's for the denominator, but we can't just change the
2 and 3 into 6's
1. Write on the board (1/6 and 1/6)
2. Demonstrate with fraction squares: is 1/2 the same size as 1/6? is 1/3 the same size as 1/6?
3. So we also need to change the numerators to make them equal
7. Start with 1/2: how many 1/6's do you need to equal 1/2?
1. Look at our list of multiples
2. What did we have to multiply 2 by to get 6? (3)
3. So whatever we multiply the denominator by to get the common denominator, becomes our numerator
4. Demonstrate with Fraction Squares: 3 sixths is the same size as 1/2
8. Move onto 1/3: how many 1/6's do you need to equal 1/3?
1. Look at our list of multiples
2. What did we have to multiply 3 by to get 6? (2)
3. So whatever we multiply the denominator by to get the common denominator, becomes our numerator
4. Demonstrate with Fraction Squares: 2 sixths is the same size as 1/3
9. Now we have the fractions 3/6 and 2/6
1. Both denominators are the same, so we know our answer will also have a 6 as a denominator

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2017-2018 11/20/2017 - 11/20/2017
Mrs. Danielle Bozung Day View

2. Draw a line on the board for the fraction line, and write a 6 under the line for our answer's denominator
3. Now we just add the numerators together to get our answer's numerator (3+2=5)
4. So our answer to 1/2 + 1/3 is 5/6
5. Demonstrate with Fraction Squares: Put 1/2 together with 1/3. Is this the same size as 5/6?
Follow the same steps for another example:
1. 1/2 + 1/6
2. Can't do 1+1 and 2+6 (demonstrate how 1/2 and 1/6 is not the same size as 2/8)
3. Find the common denominator
1. 1st multiple of 2 is 2, 2nd is 4, 3rd is 6
2. 1st multiple of 3 is 3, 2nd is 6, 3rd is 9
3. So the common denominator is 6
4. Find the new numerators
1. we multiplied 2 by 3 to get 6, so the new numerator is 3
2. we multiplied 3 by 1 to get 6, so the numerator can stay 1
5. Our new fractions that we are adding are 3/6 and 1/6
6. Because the denominators are both 6, we know the answer has a 6 as the denominator
7. 3 + 1 = 4, so the answer's numerator is 4
8. Demonstrate how 1/2+1/6 is the same size as 4/6
Do one more example if necessary:
1. 1/3 + 1/6
Play Bingo Game
1. Materials needed:
1. Bingo cards
2. Counters (to mark their answers on their bingo cards)
3. Paper and pencils (for students to use as scratch paper to write on and solve problems)
2. Bingo cards attached
1. All bingo cards have been created, laminated, and given out for use
3. Questions attached
1. all questions only have one answer, and all answers are provided and should be put on the students' bingo boards
4. To play
1. Call out or write up on the board each question and give students time to answer it and mark their board with a
counter
2. Keep calling questions until a student has Bingo (up/down/left/right/diagonal)
3. Have student call out answers to check if they have the right fractions
1. teacher should be keeping track of the answers to the questions they have asked
4. If the student has Bingo, have students remove their counters and play the game again
Exit Ticket
1. 10/20 + 2/5
Differentiation
If some students are struggling to do the addition for the Bingo game, allow these students to pair together and play the
game as a team
Attachments
SOL.png
WARMUP.png

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