Lesson Plan

# Reslicing Fractions

Learning to add fractions with unlike denominators through pizza.
Objectives

Students will be able to find the least common denominator to add fractions of unlike denominators

Subjects
Math

#### 1 Hook

Activity: Conversing

Refresh students on the concept of adding fractions with example of two pizzas cut into equal slices (8 slices each)

Ask students how many slices they want of pepperoni pizza and what the fraction would be to describe it. (Example: 2 slices= 2/8)

Do the same for cheese pizza. (Example: 3 slices= 3/8)

As a class, add the total slices together in terms of a whole pizza. (Example: 2/8 + 3/8= 5/8 of a pizza)

#### 2 Direct Instruction

Activity: Presenting

Ask the students what would happen if the cheese pizza were cut into 6 equal slices? Would 3 slices from that pizza be the same amount as three slices from the pizza cut into 1/8's?

It doesn't make sense to add different sized slices to find a total number of slices eaten. We have to recut the pizza into equal sized slices in order to to find a total number of slices eaten that makes sense.

The "Adding Fractions Animation" at mathisfun.com allows us to do just that while walking us through the steps of reslicing the pizzas and rewriting our fractions.

#### 3 Guided Practice

Activity: Investigating

Ask students for any clarification questions.
Solve problem on board with student-guidance, asking students not only why they chose each step but why they avoided common missteps (such as adding denominators)

Problem:

4/9 + 7/18

#### 4 Independent Practice

Activity: Assessing

Write three problems on board for students to write down and complete independently

Students fold notebook paper longways so they can work the equation on left side and write down steps/logic on right side. Have students draw their own pizzas for at least one problem.

Problems:

2/3 + 2/5
1/4 + 5/6
3/8 + 3/4

Check for errors as students work

#### 5 Wrap-Up

Activity: Assessing

Assign worksheet with practice problems for homework. Require written explanation of thought process for two problems as well as one problem where students draw the fractions in each stage as pizzas and one problem where students create their own visual to demonstrate the fractions.