Lesson Title: Using Properties of Addition to Add Fractions with Unlike Denominators

Grade Level: 5th Grade

Standards:
5. NF. A. 1: Add and subtract fractions with unlike denominations (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.
Central Focus (Goal): The central focus of the lesson is for students to understand how to add
fractions and mixed numbers with unlike denominators using the commutative and associative
properties of addition.
Learning Objectives:
Students will be able to define the commutative and associative properties of addition.
Students will be able to apply the properties when adding fractions and mixed numbers.
Students will be able to apply the properties when solving word problems.

Instructional strategies and learning tasks:

The instructional strategies that will be used are activating prior knowledge which will be
done through the problem of the day, modeling the use of the properties, whole group and
small group instruction. The lesson will also include teacher directed instructional
strategy because it is a new concept that is being presented.

The learning tasks that students will use are:

o Turn and talk
o Math talk
o Go Math books
o Individual work
o Small group work

Differentiation: Students individual work will be differentiated based on their learning levels.
Students have been previously assigned math groups; their individual work will be assigned
depending on the group they are in. Small group instruction will include students who need
additional help understanding the topic.

Procedure:
Step 1: Students prior knowledge will be activated through the problem of the day which will
be completed at their desks with a partner.
Step 2: Students will meet at the rug to discuss the problem of the day. Two students will be
chosen to teach and explain the problem of the day.
Step 3: I will introduce and discuss the commutative and associative properties of addition.
Step 4: I will explain the essential question of the lesson.
Step 5: I will model one addition problem on the board. At this time, I will ask the students
questions to have them help me solve the problem.
Step 6: Students will complete another addition problem. This time they will turn and talk to a
partner to discuss the steps they need to take to solve the problem.
Step 6: Students will complete an exit ticket to assess their understanding.
Step 7: Students will return to their math seats and complete their work, which will be
differentiated based on their math levels. Students who feel need additional support or who were
not able to successfully complete the exit ticket will be brought to a small group for a re-teach. If
students have completed their work early they may work on their math learning goals which
have been previously assigned.
Step 8: Students will return to the rug to check their work.
Step 9: Students will complete their second exit ticket.

Formative and Summative Assessments:

While at the rug, students will be engaged in math talk, with partners and in whole group
discussions. Students will also be encouraged to engage in math talk while at their seats
to discuss how they are solving the equations. I will walk around to see what students are
discussing and how they are planning to solve the equations.
Students will self-assess by showing thumbs up if they feel comfortable with what we
have learned, and thumbs down if they need extra help understanding.
Students will complete two exit tickets throughout the lesson. The first one will be at the
end of instruction and the second one will be at the end of the entire lesson.

o Exit Ticket 1: 9 + (7 +3 )

o Exit Ticket 2:

1. Mateo has 5 water type Pokmon cards, 4 fire type Pokmon cards, and 2

electric type Pokmon cards. How many Pokmon cards does he have in

total? Write in simplest form.

2. Describe how you used the properties to find how many Pokmon cards
Mateo has in total.