Madison Leon

Adding Fractions
Grade Level: 4th Grade
Standard: 3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more
than one way, recording each decomposition by an equation. Justify decompositions.
c. Add and subtract mixed numbers with like denominators.
d. Solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators
Objective: Students will be able to add fractions using models, cuisenaire rods, and
pattern blocks.
Aim:Students will be able to understand adding fractions as joining parts while referring
to the reference same whole (common denominator).

Materials: Adding fractions slides, 22 copies of slides, cuisenaire rods, shape pattern
blocks, 7 colored printouts of the cuisenaire rods, 7 colored printouts of the pattern
blocks worksheet, 14 dry erase folders, dry erase markers, pencils,colored pencils, 22
exit tickets,timer and Chromebooks for I-ready.
Technology used: I-Ready on Chromebooks
Academic Language:
Fraction: A number that names a part of a whole or part of a group.
Unit Fraction: A fraction that has a numerator of one.
Reference Whole: The total number (whole) that is being referenced to.
Prior Knowledge:
Students must have an understanding of fractions along with comparing fractions. It is
important for students to understand that to add fractions you need to have common
denominators.

Lesson Procedure:
Introductory Activity/Mini Lesson
1. Pull up “Adding Fractions” slides on the board.
2. Hand out copies of the slides to students and instruct them to get out a pencil.
3. Explain that today we will be adding fractions by using models. Explain the
sequence of the lesson. Show the first 2 slides.
4. Begin the first example together. Start by showing students how we could use a
picture to solve the problem. Then go to the next slide to show students how they
could use a fraction strip for the same problem.
5. Have a quick class discussion about the three questions on the “Let’s Think”
page.
6. Begin the second example which requires students to use a number line together
as a class. Then, when the next slide is pulled up, pick a student to…“Explain
how you used the number line to determine if the sum was less than 4/6.”
7. Have students solve the math problem on slide 9 independently on the back of
their packet of slides. This problem requires them to add three fractions together.
Tell students that they must use one of the models we used today to show their
work. Give them about 3 minutes to complete.
8. Bring students’ attention back to the board and do the problem on the board as a
class. After this do the “Speed Round” where students can call out the answers
to the four simple problems on the board as a class as you point to each one.
9. The next slide has the definition of a unit fraction and a reference whole. This
slide explains the when we are using the manipulatives in centers, the reference
whole is constantly changing.
10. Then, on the last slide we have pre-assigned groups for our centers. Explain to
students that we will be rotating between three centers today (cuisenaire rods,
pattern blocks, and I-Ready).
11. Explain that when it is your turn for I-Ready, you must go to your desk and
complete the lesson assigned on adding fractions independently. Explain that
you understand that they will not complete the lesson today.
12. Explain what the expectations are for these centers (To use the
manipulatives/other items properly, to be on task, the volume of the room should
 be quiet, and when it is your turn for I-Ready you must sit at your seat with your
headphones on to not get distracted).
Centers
Pull-out students should be getting back around this time
13. Place the cuisenaire rod bins on the carpet with Smart Pals and dry erase
markers. Place pattern block bins with Smart Pals and dry erase markers on the
back table. The worksheets are already placed in the smart pals.
14. Tell group one to start on the carpet, group two to start at the back table, and
group three to begin with I-Ready.
15. Give students about a minute to get settled, then pull up an eight minute timer on
the board. Once students are ready, inform them that you are beginning the
timer.
16. While students are working, bounce between the two groups that are using
manipulatives to provide support and informally assess their understanding. Be
sure that students understand that the reference whole is constantly changing.
(For cuisenaire rods, have students line up the 1 rods along the “whole rod” to
determine what the reference whole is… For pattern blocks, have students stack
the blocks to find the reference whole ex. If the yellow hexagon is the whole, the
red trapezoid would represent ½ and the green triangles would represent ⅙)
17. When the timer is up, have students clean up and rotate. Each group should go
to each center once for eight minutes each. Continue to walk around to provide
support throughout the duration of centers.
18. Have students return to their seats.
Concluding Activity
19. Ask students for their feedback on what they thought of this lesson and which
center they prefered.
20. Tell students to get out their colored pencils. And hand out the exit ticket.
Assessment: Differentiation of Instruction:
-Informally assess by asking -Explain the sequence of the lesson
questions/prompts and through beforehand to help students who struggle
observations. with transitions.
-Paying close attention to the two groups -Be sure to circle the room to provide
that are using manipulatives to see how assistance to students that are struggling.
students solve. -Manipulatives help hands-on learners.
- I-Ready results when students complete -Creating groups based on the mixed
the lesson. abilities of students.
-Exit ticket
What are you assessing?:
You want to ensure that students have
developed a good understanding on:
-How to add fractions using models
(Pictures, Fraction strips, Number lines,
Manipulatives)
-Reference wholes

Pre-assigned Groups for Centers

Group One Group Two Group Three

Removed names Removed names Removed names

Exit Ticket
Help design the flag for Mr.Weber’s sailboat. Use the guide below
to color the triangles.

● 2/8 Blue
● ⅜ Red
● 2/8 Orange
● ⅛ Yellow

Write an equation that shows the fraction of triangles that are

___________________________
Part I: Pre-Lesson Planning
How did you consider the background and traits of the students, the content and
curriculum materials, school & community context, technology, strategies for
active learning, learning theory, feedback from peers/colleagues?
I considered the background of my classroom by realizing that I need to differentiate my
lesson to address the needs of all of my students. I wanted to use both technology and
manipulatives in this lesson to make it interesting and have students engage in active
learning. I knew that the students typically get really engaged and excited about working
together and using manipulatives so I wanted to do something interesting to grab their
attention. My goal is for students to apply what they have learned from the slides to
using manipulatives in the centers.

What strategies will you use to guide students’ learning (e.g., scaffolding
approach, modeling, prompts, cues, questions, clarifications, visual aids, etc.)?
Why?
The strategy that I am trying to focus on to guide my students’ learning for this specific
lesson would be modeling. I will also try to incorporate prompts, questions, and
clarifications (if needed). I will model how to add fractions using models. Then I will
send my students on their own in centers to see if they understood what I was trying to
teach. I felt this was the best approach for this lesson since I would like my students to
see a different approach on learning versus their typical math lessons which they get
from their work books.

How can the observer for this lesson (Cooperating Teacher, University
Supervisor, other school personnel, peer) help you?
The observer for this lesson, Professor Brimer, can help me by briefly introducing
himself to my class when he arrives. This way my students are not confused or
distracted when trying to figure out who he is. Another way he could help me is by
giving me some feedback and criticism at the end of the lesson to help me grow as an
educator. My cooperating teacher could help me by showing the data collected from
I-Ready.