Freeport Tutoring: Math Lesson 2;

March 27, 2014

Academic Primary Learning Target: Equivalent fractions; Adding fractions to
create 1-whole.

NYS Common Core Standards:

5.NFA.1 Use equivalent fractions as a strategy to add and subtract fractions; Add and
subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an
equivalent sum or difference of fractions with like denominators.

Behavioral Objectives:
Students will use manipulatives and experience to find and record 5
combinations of 1 cup, cup, 1/3 cup, and cup to make 2 cups.


Lesson Objective: Students will be able to create 1, , 1/3, and 1/4
th
cup
combinations to get to 1 and 2 cups.

Materials:
- Computers
- Internet access:
o Brain Pop video:
http://www.brainpop.com/math/numbersandoperations/addingand
subtractingfractions/
- Food Dye
- Bucket of water
- Worksheet
- Markers
- Measuring Cups
- Plastic Spoons
- Plastic Clear cups

Academic Language: Fraction, equivalent, denominator

Procedure: Teacher will review adding and subtracting fractions with like
denominators through brain pop video. Students will have the opportunity to ask
questions and lead discussion of previous experience and misconceptions. Teacher
will model the use of combinations of measuring cups (1/2, 1/3, ) to create 1
whole cup. Students will work as a group to find as many combinations as possible
to create 1-whole cup combinations. Students will then work independently to find
as many 2-whole cup combinations as possible.

Activating Prior Knowledge: (10 Minutes) Teacher will introduce topic of fractions
by showing a brainpop video title Adding and Subtracting Fractions. Teacher will
lead a discussion of students experience with adding fractions, and ways they use
Freeport Tutoring: Math Lesson 2;
March 27, 2014

fractions in their day to day lives. Teacher will explain her own experience in using
fractions, (driving, supermarket, cooking.) She will show students measuring cups,
where to find the fraction on the measuring cups, and explain how each of the small
cups is a part of the biggest.

Modeling: (5 Minutes) Teacher will pose the question how many combinations of
, , 1/3, can we use to make 1 whole? Teacher will demonstrate the addition of
two fractions to make a whole by using + to make 1 whole by adding red food
dye to cup of water and yellow food dye to cup of water and pouring them
together to show 1 whole cup of orange water. Teacher will explain that each was
a part of the whole and by adding those two fractions you make 1 cup.

Guided Practice: (5 Minutes) Teacher will allow the students to work
collaboratively to find and record on their worksheet as many combinations of the
measuring cups to get to 1 cup. Students will further be able to engage with the
fractions/measuring cups by adding food dye and combining to make new colors.

Independent Practice: (10 Minutes) Teacher will provide new worksheet asking
the students to find combinations of , 1/3, 1/4
th
, and 1 cup to find 2 cups. Students
will experiment and record their responses.
Assessment: Teacher will gauge students understanding by observing
students responses on the worksheet and observing their engagement
during the independent practice activity.


UDL Elements:

Multiple means of representation:

2.5: Illustrate through multiple media: Students will watch a Brain Pop video
explaining addition of fractions and how parts of a whole create a fraction, Students
will also see this point demonstrated through the use of measuring cups of dyed
water to combine to make 1 whole cup.

3.1 Activate or supply background knowledge: Students will watch brainpop video
to introduce students to equivalent and addition of fractions. Teacher will also lead
discussion of students experience of using and adding fractions within their daily
lives, as well as what theyve learned about fractions in their academic experiences.

3.4 Maximize transfer and generalization: Teacher will provide opportunity to work
independently to find combinations of fractions to create 2 after the students have
found combinations of 1 cup. Students can use the same technique (measuring cups)
or use their prior knowledge of adding and subtracting fractions to find the answers.

Multiple means of Engagement:
Freeport Tutoring: Math Lesson 2;
March 27, 2014


7.2 Optimize relevance, value, and authenticity: Students will put fractions into a
real-world context by using items which can be found in their homes. Students will
see the value of fractions while cooking.

9.2 Foster Collaboration and communication: Students will work as a group, guided
by the teacher, to experiment and find as many combinations of fractions to create 1
cup. They will be instructed to take turns, provide each other feedback, and work
together.

Multiple means of Expression:

4.2 Optimize access to tools and assistive technologies: Students will have the
opportunity to use previously acquired knowledge of adding fractions as well as the
manipulative water/measuring cups to express and find their knowledge of
fractions as part of a whole.

5.3 Build fluencies with graduated levels of support for practice and performance:
Students will have the option of using the manipulative into the independent
practice portion of the lesson, they will decide when they feel capable of using
adding fractions without the scaffolded manipulatives. They will also work
collaboratively, and use each others knowledge as a resource during the guided
practice portion of the lesson.