# In have learned how to add, they

In order for the students to succeed in this learning
segment, they will have to have a large amount of background knowledge.  They will have to know what a fraction
represents, what a mixed number represents, how add/subtract/multiply/divide
correctly, and be able to use critical thinking to figure out what the problems
are asking them to find. In Unit 8, Lesson 1, the students reviewed what
fractions represent.  Then in Lesson 2,
the students worked on a Study Link (8.2) on how to convert improper fractions
into mixed numbers.  Using this as a base
for the students, they will continue to progress through the unit. Along with
this Study Link, the students worked on using benchmarks (0, ½, 1) to estimate
fractions based on Houghton Mifflin 10.1.  In the next few lessons, they will learn about
how to make equivalent fractions, making common denominators, and
adding/subtracting fractions.  You don’t
always need common denominators to add/subtract fractions, but we are stressing
that our students need to make common denominators.  It is important for the students to develop
routines and mathematical reasoning in 5th grade, so they need to
make common denominators so they can be successful learners in the future.  The students did a hands-on activity to get
comfortable with making equivalent fractions. They were asked to use
illustrations or number lines to show their work.  Along with this activity, the students also
used fraction sticks and different shapes to represent equivalent fractions. Now
that the students know how to make common denominators, they are able to add
and subtract with unlike denominators.
The students will begin to add with unlike denominators (Houghton
Mifflin 10.3) because it is the easier of the two operations.  These problems will be very basic and the
central focus of today is using our mathematical reasoning skills we have been
developing over the past few lessons.
The students need to know how to turn improper fractions into mixed
numbers if the numerator is larger than the denominator.  Now that we have learned how to add, they
will begin to subtract unlike denominators (Houghton Mifflin 10.6). To be
successful in this lesson, the students will be able to borrow from the whole
number in order to make the number sentence work.  This is a new concept for many of the students,
so they will still be learning how to do this skill as the unit progresses. Lastly,
now that we have all these new tools in our tool belt, we can figure out word
problems that relate to the real world. As our learning segment wraps-up, the
students will be able to add and subtract different fractions confidently.  They will continue developing their knowledge
on reducing fractions and using keywords to evaluate what problems are asking
them to find.

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