Adding/Subtracting Fractions - Franklin College

FRANKLIN COLLEGE
Education Department
LESSON PLAN
Student Name: Scott Niederhaus Lesson Plan No. 2
Mrs. Habig Subject: Math Grade: 5
Date Prepared: 1/23/07 Date Taught: 1/24/07
Related Standard (Source): Indiana Academic Standards
Math
5.1.6 Describe and identify prime and composite numbers.
5.2.2 Add and subtract fractions (including mixed numbers) with different denominators.
Topic: Adding and Subtracting Fractions (Regrouping)
Objective: The student will be able to add or subtract fractions, while understanding that when a
whole number is crossed out or created it makes a new number while rolling dice to
get the numerator and denominator, along with showing knowledge of common
denominators before adding or subtracting.
Materials:
(Teacher): magnetic numbers (to stick on board for problems), worksheets (for students), and
dice.
(Student): paper, pencil, dice, and worksheet.
I. Procedures
A. Beginning of Lesson
I will have them clap once if they can hear my voice, clap twice if they can hear my
voice, etc. I will start the lesson by having the students help me pick out certain
numbers from the board. I will then tell the students that we will be working on
borrowing and regrouping fractions.
B. Instructional Steps:
1. I will clap once, twice, etc. until the class is ready to listen to what I have to say.
2. Then, I will tell the students we are going to work on regrouping and borrowing
with fractions.

3. I will then call upon a few students to pick designated numbers from the board.
I will have created these numbers and color coded them, so I will ask the student to
pick one pink number, and so on.
4. Once all the numbers have been designated, I will put an addition sign in between
the two fractions we just created.
5. I will then ask the students “In order for us to add the fractions, what do we need
first?” They should say a common denominator.
6. At this point, I will call on another student to come up and select a denominator.
7. I will then ask the students what needs to be done next. They should say add the
fractions together.
8. Once we have added the fractions together, I will ask them what we need to do
next. They should say either add another whole number or add the whole numbers
together.
9. Then, I will ask them what the answer should be. They hopefully will give me the
correct answer.
10. I will then construct a few more addition problems and have students come up to
complete them.
11. I will then switch it over to subtraction, and discuss how we need to borrow if the
first fraction is not as big as the second.
12. I will run through a couple of examples with this, until I feel the students
confidently understand.
13. After this, I will hand out the worksheet I created for the students.
14. After I have handed it out to everyone, I will tell them that they are going to be
paired up with the person sitting next to them.
15. I will then tell them that they are going to receive dice and that one person rolls
one die for the numerator and the other for the denominator.
16. Then, I will tell them they are to repeat this for the next fraction. Then they are
either to add or subtract once they have completed them.
17. I will go through an example with them, so they do not get confused on what they
are supposed to do. Once they are done, I will have them give me their papers and I
will grade them.
Closure Statement: I will recap my lesson with asking what we need to get before we can add or
subtract fractions. Then, I will demonstrate a problem like the students will complete with their
dice.
II. Assessment: I will assess the students on their abilities to get the correct denominator. I will
also assess by watching the individuals at the board borrow, add, subtract, reduce, etc. I will also
assess the students on the papers they turn in.
III. Extension and Remediation: For remediation for a student who struggles with the concept of
regrouping and borrowing fractions, I will take him/her out into the hall or to a table, and we will
work through some problems until he/she understands. If the whole class does not understand, I
will forget the pairs thing, and I will make the problems up on my own. I will then have the

students work them out with me on the board until they understand. For an extension, I will have
a couple of the faster individuals or groups roll the dice and then see who can complete the
problem fastest. If the whole class understands, then we will move on to another subject.
IV. Homework Assignment(s): Worksheet (if not already completed in class)