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You have reached that point of the school year when students begin working with fractions with different denominators. This lesson is the perfect way to introduce the concept of finding and using common denominators by connecting to their previous knowledge of equivalent fractions. You will follow the 5 E's Lesson Model (Engage, Explore, Explain, Elaborate, and Evaluate) and guide your students to fully understanding this challenging concept.

Product Contents:

Teacher Lesson Plan

-Description of the 5 E’s Lesson

-Guiding Questions for each stage of the lesson

-Collaborative Structures built into the lesson

Student Work Pages

-Follows each stage of the lesson

Exit Ticket to be used as a formative assessment

Answer keys for all work pages

Student Objectives:

-Students will model equivalent fractions.

-Students will explore the concept of a common denominator.

-Students will justify that a number is a common denominator using models.

Standards Addressed:

4.NF.1: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how

the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to

recognize and generate equivalent fractions.

4.NF.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or

numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two

fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions,

e.g., by using a visual fraction model.

5.NF.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way to produce an equivalent sum or difference with like denominators.

5.NF.2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g./ by using visual fraction model or equations to represent the problem.

I greatly appreciate your feedback!

Page Backgrounds, Clip Art, & Frames:

Creative Clips by Krista Wallden

TPT Store: http://www.teacherspayteachers.com/Store/Krista-Wallden

Model Common Denominators by Kimberly Rios is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Product Contents:

Teacher Lesson Plan

-Description of the 5 E’s Lesson

-Guiding Questions for each stage of the lesson

-Collaborative Structures built into the lesson

Student Work Pages

-Follows each stage of the lesson

Exit Ticket to be used as a formative assessment

Answer keys for all work pages

Student Objectives:

-Students will model equivalent fractions.

-Students will explore the concept of a common denominator.

-Students will justify that a number is a common denominator using models.

Standards Addressed:

4.NF.1: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how

the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to

recognize and generate equivalent fractions.

4.NF.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or

numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two

fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions,

e.g., by using a visual fraction model.

5.NF.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way to produce an equivalent sum or difference with like denominators.

5.NF.2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g./ by using visual fraction model or equations to represent the problem.

I greatly appreciate your feedback!

Page Backgrounds, Clip Art, & Frames:

Creative Clips by Krista Wallden

TPT Store: http://www.teacherspayteachers.com/Store/Krista-Wallden

Model Common Denominators by Kimberly Rios is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Total Pages

16 pages

Answer Key

Included

Teaching Duration

1 hour

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