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S. B. Kizlik, Ed. D.
LESSON PLAN
FOR GRADE
4, 5, 6
(Subtraction of Mixed Numbers)
format example
I.
Content
Academic rule for subtracting mixed numbers with regrouping or trading
Students have
already learned to subtract mixed numbers without trading
or regrouping.
II.
Instructional Objectives
The students will subtract 2 mixed numbers requiring regrouping or
trading
with a difference less than 50.
III.
Instructional Procedures
A.
Beginning Review
-Get
the attention of students; remind them of proper procedure behaviors.
-Direct students to get out their math notebooks and pencils
-Put students with their partners (groups of 2)
-Review the topic of subtracting mixed numbers that do not require regrouping
-Question
“What is a mixed number?”
(Whole
number plus a proper fraction)
-Call one student to the overhead to display the value of 3 2/5 using
Cuisenaire
rods.
Call another student to display the value of 2 5/8.
-Discuss the results and any questions
-Distribute fraction strips to the groups
-Direct students
“Work with your partner and display the values for these mixed
numbers.
Leave your displays on the desktops so I can check them as I come
around to help.
4 2/5
2 ¾
6 5/8
-Circulate, assist, and check solutions
-Discuss results and questions
-Pose the question
“What if we had 7 ¾ pizzas and gave 4 ¼ to Mr. Jackson’s class?
How much pizza would we have left?”
-Discuss the information, the question, a plan for solving
-Call one student to the overhead to display the process using the rods
-Call another student to the board to demonstrate the process in written form:
7 ¾ -
4 ¼ = 3 2/4 = 3 ½
-Stress that answers should always be written in lowest terms
-Direct students
“Do the following problems in your math notebooks.
Show your work.
5 2/3 - 1 1/3
8 4/5 -
3 2/5
-Circulate,
assist, and check accuracy
-Discuss results and questions.
B.
Presentation
-Begin
subtraction with regrouping or trading through examples
-Have students consider
5 2/5 -
2 3/5
-Question
“Look at the fraction values in the mixed numbers.
Are there enough fifths in 2/5 to remove 3/5 of them?” (call on a student to answer.)
-Direct class to work with their partners, use their fraction strips, and
consider
the answer to this question for
a minute or so
“How can we make enough fifths from
5 2/5 to be able to
remove
3/5 of them?”
-Circulate, assist
-Have a group demonstrate, using fraction strips on the overhead, trading a
ONE from the whole number, trading it for the equivalent
fraction pieces in
fifths, and combining it with the 2 fifth pieces that are
already there, showing
4 wholes and 7 fifths.
-Discuss trading a ONE for its fraction value
trade a
ONE from the whole number 5, making the one 5/5 and
leaving
the whole number 4 in place of the 5, combining the fraction
5/5
with the fraction 2/5 leaves the mixed number 4 7/5.
-Demonstrate this trading process in written form
5 2/5 = 4 + 5/5 + 2/5 = 4
7/5
-Demonstrate how it affects the subtraction (fraction – fraction and
whole – whole) using both
fraction strips and written form
5 2/5 = 4 + 5/5 +
2/5 = 4 7/5
- 2 3/5=
= 2 3/5
2 4/5
-Direct the groups to use their fraction strips and written form to solve
these
problems
6 1/3 -
3 2/3
3 3/5
- 1 4/5
-Circulate, assist
-Have a group demonstrate, using fraction strips, the first problem on the
overhead
-Discuss the process
-Demonstrate the written form on the board
-Stress that the ONE changes to a fraction with numerator and denominator
the same, and that is the same
as the denominator of the fraction in the
mixed number
-Stress the importance of writing the answers in simplest terms.
-Have a student demonstrate the written form of the second problem
-Discuss the process
-Leave the problems on the board for the students to reference
-Direct the students to work these problems in their notebooks
7 3/8 - 3 7/8
12 4/7 - 8 6/7
9 5/6 - 2 1/6
-Circulate,
assist, check accuracy
-Have a student work each problem on the board
-Discuss any questions
-Note that the last problem did not require trading a one from the whole
number
because there were enough sixths to remove already
C.
Ending Review
-Stress
when you need to trade a one from the whole number and when
it is not necessary by pointing
to the last group of practice problems.
-Stress that the one must be written using the same denominator so it can
be combined with the fraction
that is already present in the minuend.
-Direct students to begin their assignment
-Circulate and assist
IV.
Materials and Equipment
1.
fraction strips for the class and the overhead
2.
Cuisenaire rods for the overhead
V.
Assessment / Evaluation
Student
achievement during the class will be measured informally through
teacher
observation because this is the very first lesson on subtracting mixed
numbers with regrouping or trading.
Student achievement will also be
measured on the assignment.
VI.
Follow-up Activities
-Students will be
given page 45 for their assignment.
-Tomorrow the process will be reviewed and applied to word problems.
VII.
Self-Assessment
-Were
the students able to follow my directions with little or no confusion?
-Were
the processes, situations, and rules concise, precise, and age-level
appropriate?
-Did
the class achieve at least 88% success on the practice problems?
-What
did I do very well?
-What
could I have done better?
-How
will I do this better next time?
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