Hannah Kim

Lesson 8.2/8.3: Review on adding and subtracting mixed numbers

February 24-25, 2016

I.

Mathematics/ 5th Grade

Integration of Learning Outcomes

II.

Students will be able to practice adding and subtracting mixed numbers in a variety of
ways.
Standards

III.

M05.A-F.1.1.1 Add and subtract fractions (including mixed numbers) with unlike
denominators. (May include multiple methods and representations.) Example: 2/3 + 5/4 =
8/12 + 15/12 = 23/12
Anticipatory Set

Start out with a white board warm up to reinforce how we add and subtract mixed
numbers. Pass out the foldable worksheet that clearly shows the steps on how we add and
subtract mixed numbers. With the class, fold the foldable and have students read the steps
independently and remind them this is a great tool to use when we need to add and
subtract mixed numbers.
o White board problems (* are challenge problems):

4 + 2

2 + 1 7/8

*1 1/6+ 6

3-1

6 3/4 4 3/8

*5 1/6- 3 1/3

IV.

Procedures
1. Start out introducing the foldable to students and how it is a resource to use when
adding and subtracting mixed numbers. Encourage students to look at the foldable
during white board warm ups.
2. Go over white board problems as needed on the front board (depending on
whether majority of students get the answer correct)

Challenge problems will most likely be demonstrated on front board to

class.

3. Pass out colored cubes to separate students in their differentiated groups.

4. Go over with the class the different stations they will be in today depending on
their cube color. (Put up Powerpoint slide that shows which groups belong to
which station)
1. Yellow- Spiral Card Game
2. Purple-Independent worksheet on adding/subtracting mixed numbers
3. Black- Fraction Capture Game
4. Green- Adding/subtracting fractions activity
5. Explain carefully to all students the instructions on how to play each game
1. Spiral Card Game- One person hands one card to each group member until
all cards are gone. Do not show each other what cards you have. There is
one person who has a start card, that person puts their card down and there
is an improper fraction on this card. Whoever has the mixed number
equivalent puts their card down and so on until the stop card is down at
the end. This should create a spiral of cards. If there are no cards left, there
is a mismatch and you must reshuffle and try again (There are instructions
and pictures at the station just incase).
2. Worksheet- Students will have a worksheet on their desk on
adding/subtracting mixed numbers. If there are questions or students need
help, encourage students to raise their hand to get assistance from the
teacher. Teacher will mainly monitor this station so I can get a sense of
who needs help and who is on track with the concept.

3. Fraction Capture Game- Players roll dice, form fractions, and claim
corresponding squares on game board. Students have played this game
before so students should be familiar with how to play the game.
4. Adding/subtracting Mixed numbers activity- Every letter pertains to a
problem with adding/subtracting mixed numbers, do the problems that
spell out your full name and last name. Compare answers with people in
your group that have the same letters. There will be an answer key so
students can check their answers, but make sure all students have work to
show how they solved each problem.
6. As students work in stations, monitor and assist students. Make sure all students
are on task while they are in their stations. (Have powepoint up on board so
students know which station to switch to after)
7. Switch stations every 10-15 minutes depending on how long students take to play
a certain game/ finish up a worksheet.

Spiral
Game

+/Mixed
Numbers
Activity

Worksheet
(In your
seat)

Fraction
Capture
Game

Give a 5-minute warning so students can clean up their station and get
ready to move to the next station with their group.

8. In the last 5 minutes of class, bring students back to their seats and make sure they
have cleaned up their area.

9. Closure: Pass out a sticky note to each student and have students write down 1
fact that they learned or 1 piece of advice they would give it another student when
participating in the different stations or 1 question they still have about what we
are learning. They will post their sticky note on the class board pertaining to their
assigned number in the class- Wednesday.
10. Closure: Pass out an assessment on adding and subtracting mixed numbersThursday.
11. Students work on this independently and put in math basket when finished.
12. If students finish early, have them work on the independent worksheet from the
worksheet station or finish up journal pages 252/254 from previous lesson.
V.

Differentiation
This lesson is differentiated by the challenge problems in the warm up.
o Foldable works as a great resource for those who are struggling with the steps of
adding/subtracting numbers. Lower level students may use this foldable to work
on the independent worksheet to guide students through what steps to take.

VI.

The groups are differentiated by lower level (1 group), on level (2 groups), and higher
level (1 group) thinking skills by looking at the previous assessments given to the class.
Closure
1. Pass out a sticky note to each student and have students write down 1 fact that
they learned or 1 piece of advice they would give it another student when
participating in the different stations or 1 question they still have about what we
are learning. They will post their sticky note on the class board pertaining to their
assigned number in the class on Wednesday.
2. Close with the worksheet assessment which helps sum up what the students
practiced in every station on Thursday.

VII.

Have students Formative/Summative Assessment of Students

1. Formative- Monitoring and participation of students in the different stations as
well as white board work. The sticky note will also act as a formative assessment
to see if students were really paying attention and focusing on the different
stations they were in.

2. Summative-Assessment worksheet at the end of the lesson on Thursday.

VIII.

Materials/Equipment
1. Whiteboard/marker/eraser
2. Fraction Capture Game (Game board, dice)
3. Spiral Game (Instructions, Game cards)
4. Worksheet to work on independently
5. Adding/subtracting mixed numbers activity
6. Foldable on adding/subtracting mixed numbers
7. Scissors
8. Assessment
9. Sticky notes
10. Classroom board with each students numbers
11. Powerpoint slide on station switching/assigned stations per group

IX.

Technology
1. Projector (to show PowerPoint slide)

X.

Reflection on Planning
This lesson was planned by thinking of ways students could practice adding and
subtracting mixed numbers. I felt it was a great way for students to be engaged with their
peers while also reviewing concepts from the past. Also, after having followed the
Everyday Mathematics curriculum book, it is nice to have a break and to have students
move around to play games. After being taught whole class lessons on adding/subtracting
numbers students, students can now practice in different stations. I found the spiral game
on a teacherspayteachers website which I found to be a great resource for teachers. The
spiral game is reinforcement on how to change mixed numbers into improper fractions
(from the last unit) which is useful when adding/subtracting mixed numbers. The fraction
capture game was also played in the last unit with students when having to simplify their

numbers. This also allows students to practice that when adding/subtracting fractions we
must simplify our numbers in the last step. I enjoy the independent worksheet station
because students can problem solve on their own and not rely on their classmates with the
games. I can also easily monitor and assist students that are having trouble with the
concept. In the adding/subtracting fractions activity, students are able to practice adding
and subtracting mixed numbers without sitting at their desk completing a worksheet. It is
more interactive and allows for students to work with group members. I made sure the
worksheet station and the adding/subtracting mixed numbers activity were not back to
back so students could have a break from adding and subtracting mixed numbers and
could play a game with their group which reviews previous material in the last unit.
Because when working in stations, most students do that hit every station within the
period of time, my cooperating teacher and I agreed this lesson would take 2 days to do.
Because this lesson takes 2 days I made sure to have a closure/assessment for both days.
Most experience of observing station lessons, students enjoy it and are on task, but it does
take two days for students to finish all stations.

XI.

Reflection on Instruction

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