Adding Fractions and Mixed Numbers with Unlike Denominators and with
Regrouping Lesson Plan
Subject(s): Mathematics
Objective(s): The mathematician will add fractions and mixed numbers with unlike denominators by
regrouping.
Purpose: Students need to add fractions and regroup them in math and science and in real world
applications such as recipes.
Prerequisite Skills: Students will know how to find the least common denominator to create equivalent
fractions. Students will know how to add fractions and mixed numbers with common denominators.
Students will know how to convert improper fractions into mixed numbers.
Grade Level: 6
Materials:
1.
2.
3.
4.
Graphic Organizer Notes page
Word Problems/Example TAKS questions page
PowerPoint with model
Homework
Anticipatory Set: Tell me what you know about adding fractions and mixed numbers. You find a
common denominator to make it easier. Then you just add the numerator in the fraction. You add the
whole numbers together too. Think back to changing improper fractions to mixed numbers. How did we
do that? You divide the numerator by the denominator to get a whole number. The remainder becomes
your new fraction’s numerator and you keep the same denominator. Guess what? That’s exactly what
you are doing today and you already know it! We are just putting it all together.
Input:
Ask students how they would model
. Open PowerPoint and work through example with models.
Think Pair Share at end of PowerPoint leads into the first example on the graphic organizer. Give
students the graphic organizer for the notes page. Model the first two examples with the students. The
first example is
.
Ask students how they would add these fractions. From the previous lessons,
they already know that they must find a common denominator, make equivalent fractions, and then add
the numerators. Do these steps on the graphic organizer. Add the fractions and you will get
.
Ask
students what they could do to change this improper fraction into a mixed number. They already know
that they must divide the numerator by the denominator to get a mixed number. Do these steps on the
graphic organizer. Finally, students will need to justify their answer on the graphic organizer. Go
through the same process for the next example,
. Then students will work the next two
examples in their groups.
Next, give students the world problems/example TAKS questions page. Work through these problems
so that students will have guided practice on these type of questions and be ready for their homework.
If time allows, work more examples on marker boards.
Modeling: Students will view the PowerPoint that models adding fractions with unlike denominators.
Teacher and students will model the examples on their graphic organizer.
Check for Understanding: Teacher will circulate the room while students work on group examples. If
marker board examples are used, teacher will check for understanding when students put their boards
up.
Guided Practice: Teacher will guide students through first two examples on graphic organizer and on
word problem page.
Closure: How did we add fractions today? Was this the same process we had used before? What new
step did we add today? How did you regroup when you added fractions?
Independent Practice: Homework
Enrichment: Fraction Card Game: Draw two or three mixed number flash cards and add them. Model
the process and answer with pictures and algorithm.
Remediation: One-on-one tutoring and Holt Reteach pages:
http://my.hrw.com/math06_07/teacher/osp/msm1_tx/data/chap05/section03/reteach.pdf
Standard(s):
6.1 B Number, operation, and quantitative reasoning. The student represents and uses rational numbers
in a variety of equivalent forms. The student is expected to: generate equivalent forms of rational
numbers including whole numbers, fractions, and decimals
6.2 Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides
to solve problems and justify solutions. The student is expected to:
(A) model addition and subtraction situations involving fractions with objects, pictures, words, and
numbers;
(B) use addition and subtraction to solve problems involving fractions and decimals
6.11 A Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve
problems connected to everyday experiences, investigations in other disciplines, and activities in and
outside of school. The student is expected to: identify and apply mathematics to everyday experiences,
to activities in and outside of school, with other disciplines, and with other mathematical topics.