Addition of Fractions with Unlike Denominators

Student Sample One
Student Sample Two
Student Sample Three

Name: Trudy Stacy
Grade: 6
School: East Side Gouverneur

1. Title/Context Of Learning Experience
   Students will be able to add fractions with different denominators.
   6.N.16 Add and subtract fractions with unlike denominators
   6.R.1 Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations
   6.PS.11 Translate from a picture/diagram to a number or symbolic expression
   Students need to be able to write a simple fraction, know basic geometric shapes and how to add numbers.
2. Essential Question
   If the fractions have different denominators how is it possible to add them?
3. Assessment Plan
   Students are able to add fractions with unlike denominators in a story problem.Student refection: Students will reflect and write an explanation of how to add fractions with different denominators and explain which way was easiest for them.
4. Procedure
   Explore Activity: Students will use pattern blocks to see how many different ways they can make a hexagon. The teacher will show students how to record their answer using isometric grid paper. After drawing the hexagon on the grid paper students will record their answer in written form as well. Example: 2 red or ½ + ½Students will share their work with a small group of students to see all of the possible answers.

   The pattern blocks I use which came with my textbook series are made of plastic and fit fairly well on the grid paper (attached). A teacher who does not have pattern blocks but wants to replicate this lesson could easily make the multi colored appropriate size shapes using the provided grid paper and transforming it to card stock.

   After students are comfortable with the pattern blocks I will move to adding fractions with different denominators. I will start with problems that were part of the explore activity. Example: 1/6 + 1/3 = ½

   Next I will move to problems that are not familiar to students. At this point I will introduce finding the least common denominator. Students will practice this and then will change the fractions to equivalent fractions so they can add the fractions.

5. Resources
   Pattern blocks for each student, isometric grid paper, colored pencils
6. Instructional/Environmental Modifications
   - Fraction strips, fraction circles, and grid paper can be provided with this lesson.
   - Students will be in groups with manipulates to use as needed.
   - Special needs students received additional support from a consultant teacher.
7. Time Required
   Two or three days (45 minute periods) will be needed to accomplish this learning experience.
8. Reflection
   -To develop a deeper understanding of fraction concepts
   -Some students had an easier time working with the manipulatives than others, again demonstrating the necessity of differentiated instruction.
   -I was surprised that some of the students with higher level math skills had more trouble with this activity than those students who have typically struggled more in the past.
   -Peers felt the lesson was engaging and an interesting approach to fractions.
   -For many students the use of manipulatives helped deepen the understanding of the math concept.
   -The activity may help students gain a visual representation of fractions.
   -Students actively participated in the activities both days.