Day One: Least Common Multiple:
1. Snapshot: Daily Spiral Review 10-2
2. Write “Least Common Multiple” on board. Have
students define each word. Students may come up to
board and write an answer.
a. Teacher Writes: A product of a given
whole number and another whole
number. You can find multiples by SKIP
COUNTING.
b. Students record this definition in their
interactive notebooks.
c. Teacher says: How do you find the first 5
multiples of 10? What are they?
3. Write on Board: Hot dogs come in packs of 8 and
buns come in packs of 6. How many hot dogs and
buns do I need to buy to have the same amount?
a. Complete on board together.
b. Note: you can use your calculator to find
multiples. (6 x 1, 6 x 2, 6 x 3,….)
4. Have students discuss: What is the difference between
a FACTOR and a MULTIPLE?
5. Complete Guided Practice pg. 260
6. Students may use remaining time going over
vocabulary cards.
Day Two: Adding Fractions with Unlike Denominators
1. Snapshot: Finish up problems from pg. 260 (finding LCM)
2. View Brain Pop video “Adding Fractions with Unlike Denominators”
3. Set up Interactive Notebooks: 10-3 Adding Fractions with Unlike
Denominators
4. Glue “Four Square” notes into interactive notebook.
5. Complete Four Square notes on board with the problem: 1/3 + ½
6. Complete Practice 10-3
7. Exit Ticket: At our pizza party, Forrest eats 3/8 of our pizza. Mr. Muzik
comes in and eats 1/6 of our pizza. How much of our pizza did Forrest
and Mr. Muzik eat all together?
Day Three: Mixed Numbers
o Distribute CBM #1
o Hands-On Mixed Number Conversion Activity:
1. Group students in pairs. Provide each group with number cards,
counters, and toothpicks.
2. Explain to the class that in this lesson they will convert improper
fractions to mixed numbers. Define both terms on board.
a. Improper fraction: a fraction with a numerator that is greater
than its denominator.
b. Mixed number: a number that includes both a whole number
and a fraction.
3. Have students take out the “9” and the “4” number cards. Have them
create a fraction by placing the toothpick horizontally on the table, with
the 9 above the toothpick to represent the numerator, and the 4 below
the toothpick to represent the denominator. Write 9/4 on the board.
Ask students What kind of fraction is this and how do you
know?
4. Have students take out the number of counters that represent the
number of individual parts in 9/4 (9 counters). Model counting
out nine counters and explain that these represent the numerator, or
the individual parts. Divide into groups of four and ask students why
you’re doing this. (The denominator is four, so a whole is four
parts).
5. Say: Instead of nine individual parts, I now have two groups
of four with one counter left over. How many wholes do we
have? (2). How do we know?...How many individual pieces
are left? What part of the whole does this one piece represent
(1/4)
6. Since 4/4 represents a whole, I can simplify and write 1. Write
on board: 1 + 1 + 1/4. This can be simplified even further….2 ¼
7. Complete all this with the number 9/6
o Converting Improper Fractions Worksheet (after distributing, explain to
students that they may use mental math to divide and determine the
remainder (Student F), while students who do not have their
multiplication/division facts committed to memory can draw a picture to
divide parts into wholes.
o Mixed Number Memory Game (Make two sets, teacher play with F)
Day Four: Adding Mixed Numbers
o Snapshot: In pairs, quiz each other with fraction vocabulary flash cards.
(Peer Tutoring)
o Complete Fraction Four-Square, Mixed Number edition
1. Students glue Fraction Four-Square sheet into notebook
2. Go through the four steps with the number 4 2/3 + 5 ½.
o Peer Tutoring:
o Hand out additional Four Square sheets (two to each student),
along with two tasks cards.
o Split students into peers for peer tutoring. One student will work
through one task card using a four-square sheet, the other will
watch and monitor, then they will switch roles. Next, switch
partners so that F will not be stuck working only with Mrs. K.
o Distribute CBM #2
o Exit Ticket: Mrs. Kraus’ grandma has 1 ½ yards of fabric in her sewing
cabinet. She buys 2 ¼ yards more to make a dress. How much is she using
in all?
Day Five: Subtracting Mixed Numbers
o Snapshot: Mikaya bakes a cake that calls for 1 2/3 cup sugar. She is going
to frost the cake with an icing that calls for ¾ cup sugar. How much sugar
will she need to use in all? C
o Complete “Subtracting Mixed Numbers” in interactive notebooks.
o Play “Scoot” with Task Cards
o Put one fraction task card at each student’s seat.
o Set a timer, have each student complete the problem on his or her
task card onto his or her “SCOOT” sheet.
o When the timer goes off, students “scoot” to the seat to their right
and complete that problem.
o Distribute CBM #3