Lesson Plan #1 – Fraction Terminology and Finding Common Denominators
By: Aida Velázquez-Santiago
Grade: 5th
Day One: 30 minute lesson
MA Framework Standard: Add and subtract fractions with unlike denominators (including
mixed numbers) by replacing given fractions with equivalent fractions in such a way as to
produce an equivalent sum or difference of fractions with like denominators.
(MA Standard 5.NF-1)
1. Lesson Objectives
a. Knowledge Outcomes:
The students will be introduced to common terminology used when speaking about
fractions. The students will be introduced to finding common denominators (Standard
5.NF).
b. Skill Outcomes:
The students will be able to:
-Find common denominators
-Recognize common fraction terminology
2. Assessment:
a. Formative assessments
The teacher will lead a lecture in which she will introduce common fraction
terminology and the process by which to find common denominators. The students
will take notes throughout the lecture.
b. Summative assessment
In the final cumulative unit test the students will be asked to complete problems in
which they will have to add and subtract fractions with unlike denominators. The test
will also include a matching vocabulary section.
3. Materials
• Writing utensils
• Blank paper
• Computer
4. Sequence of activities
a. Hook: The teacher will open the lesson by showing a “rap” video on fractions
(http://www.youtube.com/watch?v=V96_PjlrVQc).
b. Activities:
1. The teacher will write a list of vocabulary words on the board
2. The whole class will then have a discussion guided by the teacher and as a class
come up with the definitions of the vocabulary words
3. The students will take notes throughout the discussion. Typed notes will be
provided to any student who’s IEP specifies they need to be scribed for. After the
lesson the teacher will post all the notes on the class website.
4. Introduce students to finding common denominators
1. 3/4 + 1/5
2. List the multiples of both denominators
4: 4, 8, 16, 20, 24, 28…
5: 5, 10, 15, 20, 25, 30…
3. Look at both lists and underline those numbers that appear on both lists
4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40
5: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50
4. Look for the smallest underlined number, also known as the least common
denominator
5. In small groups of three the students will find common denominators for multiple
fractions provided by the teachers
c. Differentiation:
Those students who learn best by taking notes during class will have the opportunity
to do so. Typed notes will be provided to those students who’s IEP specifies they
need to be scribed for. By posting the notes on the class website the notes will be
available to those students who learn best by listening.
d. Wrap-Up:
The homework for the day will be to review the vocabulary learned during class for a
minimum of 10 minutes.
5. Potential Pitfalls
This lesson requires the students sit and listen for an extended period of time. Those students
with ADD or ADHD may find it difficult to remain focused for the mini-lecture. Also, since
the students generate the definitions for the vocabulary this lesson may take longer than the
allotted 30 minutes.
6. Reflections
In order to generate the definitions this lesson assumes the students have some kind of
background knowledge on fractions. The teacher must be patient and ready to fill in any gaps
in the students’ knowledge in order to help them come up with accurate definitions.