Lesson 5: Adding and Subtracting Like Fractions using M&Ms
Grade Level: 6
Unit: Fractions
Date: Tuesday, 11/8/11
Time: 45 minutes
Objectives
SWBAT add & subtract fractions with like denominators.
SWBAT to use M&Ms to increase their understanding of adding and subtracting like fractions.
SWBAT reduce fractions to their simplest form.
SWBAT create a graphic organizer (in the form of a 12 page Burrito Book) that contains strategies that will help them solve arithmetic problems that involve fractions
Prior Knowledge
Students must be able to add, subtract and divide positive integers.
Students must have a general understanding of factors.
Students must be able to define numerator and denominator.
Materials/Resources
Students: Assembled Burrito Book (BB), M&Ms fraction worksheet (see attachment), Adding and Subtracting Like Fractions Worksheet, pencil
Teacher: whiteboard, dry erase markers/eraser
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Time
2 min
5 min
10 min
10 min
15 min
3 min
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Lesson
New Routine Write on board: 1. Turn in homework 2. Get out Burrito Books 3. Open Planners
Pass out tonight's homework -students write problem numbers on homework then put away
Go over objectives
Warm up: Following Directions Get out paper Put your name Draw 16 balloons or circles. Color ¼ red Color ½ Blue Color the rest yellow. What fraction are yellow? What number of balloons/circles are blue? Pass to person #1 in table group. Person #1 place in homework bin.
Reducing Fractions (GCF) 1.Write this in BB: How to Reduce -Find GCF -Divide num and denom by GCF 2. Write this in BB: Greatest Common Factor: -GCF: the largest number that evenly divides into both the num and denom. 3. Try some on the board.
Adding and Subtracting LIKE Fractions 1. Ask students to define LIKE fraction: Fractions with the same denominator. 2. Write this in BB: When adding/subtracting like fractions -add/sub the numerator. -keep the original denom. -reduce 3. Try some on the board.
M&Ms Activity (see attachment) 1. Give rules: Do not touch (There's no reason-it just spreads germs). Do not eat. Please wait for directions 2. Ask a student to pass out 1 paper plate per table group. 3. Divide 2 bags of M&Ms evenly among the table groups 4. read directions 5.Students complete Worksheet 6. Students turn in worksheets
Reflection 1. What were some strategies you used to count the M&Ms without touching them? What fraction concepts were we practicing? Were you able to reduce? What was the numerator? What was the denominator? |
Monitoring Assessment
Write instructions on board
Students write in planners
Quick exercise. Do not repeat directions more than twice. Students turn in so I can look over.
Do examples on the board. Call on students to help reduce.
Do examples on the board. I do. Call on students to help solve.
-Call on students to summarize rules -1 person in group (person #4?) rereads directions to group members. -Walk around and observe/answer questions -collect and assess worksheet.
Students raise hands. Call on volunteers. |
Adaptations/Modifications
ESOL Worked in a group with classmates that were happy to interpret when needed.
TAG The large amount of M&Ms resulted in large fractions. This made reducing difficult. Most of the students in the class were unable to reduce such large fractions. My TAG student helped his group.
Special Needs Check on students and make sure they are participating/following along.
Literacy NA
Other
Reflection
What's next?
Adding/subtracting unlike fractions
What worked?
The students enjoyed the M&M activity. They followed my rules and instructions. They used great strategies and got the concept of adding and subtracting like fractions. It was a fun, hands-on way to practice today's concept. Ideally, this is the way math would always be practiced in my classroom (it was a little expensive though).
What would I change?
I needed extra time for M&M assignment so I moved today's original warm-up to lesson 7. Instead, I did a quick listen and follow directions warm-up. I thought this was a good idea because for the M&M activity to be effective, students needed to follow directions. Next time I do a follow the directions exercise I want to make it more difficult by say the directions only once.
I was lucky that none of my students were allergic to chocolate. Next time I do this activity I will use Skittles to be safe. I want all of my students to be able to enjoy the activity equally.
The M&M activity would have been a great inquiry-based lesson if I had done it before my lesson on adding and subtracting like fractions. After completing the activity I think my students would have created their own meaning and could have listed the steps on their own.
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