Title: Lesson 6: Using Clocks to Add Fractions.
Standard(s): 5.NF.A.1
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. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 (In general, a/b + c/d = (ad + bc)/bd).
SMP#2 Reason abstractly and quantitatively.
SMP#7 Look for and make use of structure.
Lesson Overview: This lesson will review the previous days skills learned. This lesson will take the introduction of adding clocks on fractions to adding more complex fractions and creating mixed fractions for answers.
Resources or Materials Needed
Time: 60 Minutes
Step 1: Pre-Instructional Activities
Standard(s): 5.NF.A.1
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. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 (In general, a/b + c/d = (ad + bc)/bd).
SMP#2 Reason abstractly and quantitatively.
SMP#7 Look for and make use of structure.
Lesson Overview: This lesson will review the previous days skills learned. This lesson will take the introduction of adding clocks on fractions to adding more complex fractions and creating mixed fractions for answers.
Resources or Materials Needed
- T Chart
- Blank clock template (Appedix C)
- White Boards and Markers
- Pencils
- Notebooks
- Anchor Chart Paper
- 10 x 10 grid paper
Time: 60 Minutes
Step 1: Pre-Instructional Activities
- Students will have a discussion about what other ways their parents refer to certain times of the day and discuss with the teacher their findings.
- Teacher will as students how many hours are on an analog clock.
- Teacher will explain that for the sake of these next few lessons we will only be working with 12 hours of the clock.
- Teacher will ask students to add 1/4 +1/2= on the clock template and share with their partner
- The teacher will review the previous day’s problems with the whole class to make sure they understand how the clock works.
- The teacher will introduce a problem they have not tried yet, 11/12 + 1/6=
- This problem will introduce mixed fractions to the students.
- The students should be given time to complete this problem with their shoulder partners before the teacher shows how to complete the problem.
- The teacher will show the students another example of that will have an answer with a mixed number.
- Teacher will ask the students to complete
- 2/3 + 1/6=
- 3/4+ 1/2 =
- 1/4 + 2/3 =
- 11/12 + 1/4=
- For each problem students will use a new blank clock template
- The teacher may need to pull small groups to check for understanding.
- A pre-assessment indicated that the students do not have a very good understanding of fractions, specifically adding and subtracting fractions with like and unlike denominators
- The teacher will circulate around the room during the group time and observe student’s understanding of the content
- Students will complete a post assessment at the end of the instructional unit
- Students will be asked to complete a brief assessment at home:
- Discuss with their parents why and what they call different times of the day. I.E. Quarter to (15 minutes to the hour)
- The students will need to be prepared for a discussion about this the following day.