Lesson 9-6: Add and Subtract Fractions with Like Denominators

Teacher_________Ms. McElroy_______________ Grade Level______4th_____

I. Content and Standards: 4.NF.B.3a Understand addition and subtraction of fractions

as joining and separating parts referring to the same whole
II. Prerequisites: Fraction addition and subtraction can be though about as joining and
separating segments on a number line. They can also be thought about as counting
forward or counting backward on the number line.

III. Instructional Objective: Student can count forward or backward on a number line to
add or subtract fractions with 80% accuracy.

IV. Instructional Procedures:

a. Before: Solve & Share Problem

 Review C.U.B.E.S (Circle the #’s, Underline the questions, Box keywords,
Eliminate info not needed, Solve by showing your work)

Guiding questions as needed:

1. How much of the full charge does Sebastian have? How much is used?
Sebastian has 6/8 of the full charge left on his phone and uses 2/8 of the full
charge.
2. What are you asked to do? Find the fraction of the full charge Sebastian has
left.
3. What operation will you use to find the amount of charge Sebastian’s phone
has left? Subtraction
4. How can you draw a number line for this problem? Draw a number line from
0 to 1 that is divided into 8 equal parts. Label each tick mark as 1/8, 2/8, 3/8,
and so on.
b. During:

i. Visual Learning

Guided questions:
1. How far does Mary ride to Marcy’s? 2/10 mile
2. How far do Mary and Marcy ride together? 5/10 mile
 3. What must you find? The total distance from Mary’s house to the
soccer field.
4. What operation can you use to find the distance? Addition
5. What does each segment on the number line represent? 1/10 mile
6. How do you use counting and the number line to add fractions?
Show the first addend. Then count or jump forward the amount for
the second addend to find the total.
ii. Guided Practice

Guided Questions:

1. To subtract on the number line, do you move right or left? Left

2. Do you start at zero? No

3. Where do you start? You start at the point representing the first
number in the subtraction problem.

iii. Independent Practice

 c. After: Exit Slip

V. Materials and Equipment:

a. Students Need:

i. Math Workbooks – solve and share, visual learning, guided and

independent practice

ii. Pencils

b. Teacher Needs:

i. Projector

ii. White board marker

iii. Exit slip copies

VI. Assessment/Evaluation:
 a. Asking students questions throughout lesson (Solve & Share, Visual Learning,
Guided Practice)

b. Collect Independent Practice

c. Exit Slips

VII. Differentiation:

a. Homework

i. Block 1 (on-level): 3-4, 8-10, 14, 17-19

ii. Block 2 (intervention): 1-2, 5-7, 14, 16, 18-19

iii. Block 3 (advanced): 3-4, 11-13, 15, 17-19

VIII. Technology: Smartboard is used for Visual Learning video which connects the
Solve & Share to the Guided Practice. Both the Guided Practice and Independent
Practice is also displayed on the board for students to follow along up front as well as
in their books. This allows the students to see and correct their work as we go over
it.

IX. Self-Assessment: I will collect the independent practice and grade them. I will look
at the grades to see if the students were able to complete the work with 80%
accuracy.