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Adding Mixed Numbers Lesson Plan

Instructor: Maria Airth

Maria has taught University level psychology and mathematics courses for over 20 years. They have a Doctorate in Education from Nova Southeastern University, a Master of Arts in Human Factors Psychology from George Mason University and a Bachelor of Arts in Psychology from Flagler College.

This lesson plan will give your students an great foundational understanding of how to add mixed numbers through discussion, exploration of personal methods and practice.

Learning Objectives

After this lesson, students will be able to:

  • Demonstrate an understanding of the addition of mixed numbers
  • Identify at least one method for how to add mixed numbers
  • Define the term 'mixed number'

Length

Warm-up and Instructions - 20 minutes

Activity 1 - 30-45 minutes

Activity 2- 30 - 45 minutes

Curriculum Standards

CCSS.MATH.CONTENT.5.NF.A.1

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. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

CCSS.MATH.CONTENT.5.NF.A.2

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Materials

  • Printed transcripts of the video lesson Mixed Numbers: How to Add, Subtract, Multiply & Divide (edit out the sections 'Multiplying Mixed Numbers', 'Dividing Mixed Numbers' and 'Borrowing with Mixed Numbers').
  • Hard copies of the lesson quiz (change all operations to addition)
  • Audio/Video equipment
  • Poster paper
  • Art supplies

Warm-up

  • Review the parts of a fraction: numerator and denominator.
  • Review the concept of mixed numbers. Ask:
    • What does the large number represent?
    • What is the other part of a mixed number?
  • Review how to add fractions. Ask:
    • What is the most important rule when adding fractions? (The fractions must have a common denominator.)
    • How do you get a common denominator for fractions?
    • Is there another way?
  • On the board, review all ideas students have for how to add fractions and how to find common denominators. This should be a review.
  • Allow students to offer sample problems to be worked on.

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