| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Fractions |
| What length (min) | 30 |
| What age group | Year or Grade 7 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Fractions
Year 7 / Grade 7
Mathematics
30 minutes
20 students
This lesson aligns with the Common Core State Standards for Mathematics, specifically:
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Fractions | 5 min | Briefly explain what fractions are and their components - numerator and denominator. Provide examples of proper, improper, and mixed numbers. |
| 2 | Printable Card Distribution | 5 min | Hand out the printable fraction cards to each student. Explain that they will fill these out during the lesson with examples and definitions of fractions. |
| 3 | Adding and Subtracting Fractions | 10 min | Present the methods for adding and subtracting fractions with like and unlike denominators. Work through a couple of examples on the whiteboard. |
| 4 | Guided Practice | 5 min | Have students fill in their fraction cards with examples based on what was discussed. Walk around the classroom to assist as needed. |
| 5 | Collect/Random Check | 3 min | Collect the fraction cards for random checking. Quickly glance through them to ensure understanding and provide immediate feedback if necessary. |
| 6 | Homework Assignment | 2 min | Assign homework related to fractions, ensuring students understand they will not present their homework but will turn it in for review. |
"Good morning, everyone! Today we're going to dive into the world of fractions. Let's start by talking about what a fraction actually is.
A fraction consists of two parts: the numerator, which is the number on the top, and the denominator, which is the number on the bottom.
For example, in the fraction ( \frac{3}{4} ), 3 is the numerator, and 4 is the denominator.
Now, can anyone tell me what a proper fraction is? That's right! A proper fraction is when the numerator is less than the denominator, like ( \frac{3}{4} ).
How about an improper fraction? Yes, exactly! An improper fraction has a numerator that is greater than or equal to the denominator, such as ( \frac{5}{4} ).
Finally, we have mixed numbers, which combine a whole number and a fraction, like ( 1 \frac{1}{4} ).
Great! Now that we’ve got that down, let’s move on to the next step."
"I'm going to hand out some printable fraction cards to each of you. Please take one card and write your name on the top.
As we go through today’s lesson, you’ll be filling these cards with examples and definitions related to fractions. This will be a useful tool for us to reference.
Make sure to keep these cards handy so you can follow along. Ready? Here you go!"
"Now let’s talk about adding and subtracting fractions.
First, when you're adding fractions with like denominators, you keep the denominator the same and simply add the numerators. For example, if we have ( \frac{2}{5} + \frac{1}{5} ), we add 2 and 1 to get ( \frac{3}{5} ).
However, when the denominators are different, like in ( \frac{1}{2} + \frac{1}{3} ), you'll need to find a common denominator first. The least common multiple of 2 and 3 is 6. So we convert ( \frac{1}{2} ) to ( \frac{3}{6} ) and ( \frac{1}{3} ) to ( \frac{2}{6} ). Now we can add them together: ( \frac{3}{6} + \frac{2}{6} = \frac{5}{6} ).
Does everyone understand so far?
Let's do a couple of examples together on the whiteboard. [Work through another example, encouraging participation.]
Fantastic! Let’s practice this a bit more."
"Now, it’s your turn! Take your fraction cards and fill in some examples based on what we've just discussed.
Try writing down an example of a proper fraction, an improper fraction, and a mixed number.
After you finish this, attempt to create two problems; one where you’ll add fractions with like denominators and another where you will add fractions with unlike denominators.
I’ll be walking around to assist anyone who needs help. Don't hesitate to ask questions!"
"Time’s up! Please hand me your fraction cards; I’m going to do a quick random check.
I’ll take a glance through them to see how you did with filling in your examples and definitions.
[Take a moment to review a few cards and provide immediate feedback.]
Looks like everyone is grasping these concepts pretty well! If you have questions about anything you just worked on, let me know!"
"Before we wrap up today’s lesson, I want to assign some homework that reinforces what we learned about fractions.
You’ll need to complete a worksheet that includes problems on both adding and subtracting fractions, as well as some word problems that apply fractions in real-life scenarios.
Remember, you won’t be presenting your homework, but you will turn it in for review.
Feel free to reach out to me if you have any questions while you work on it at home.
Thank you for a great lesson today! I’ll see you next class!"
Define the following terms in your own words:
Give an example of each type of fraction listed above.
Solve the following problems:
a. ( \frac{3}{8} + \frac{2}{8} = ? )
b. ( \frac{5}{9} + \frac{1}{9} = ? )
c. ( \frac{1}{4} + \frac{1}{6} = ? ) (Show your work for finding the common denominator)
Subtract the following fractions:
a. ( \frac{7}{10} - \frac{3}{10} = ? )
b. ( \frac{5}{12} - \frac{1}{4} = ? ) (Show your work for finding the common denominator)
Convert the following improper fractions to mixed numbers:
a. ( \frac{9}{4} = ? )
b. ( \frac{11}{8} = ? )
Create one word problem that involves adding fractions, and another word problem that involves subtracting fractions.
On your fraction card, write down the three types of fractions, including examples for each, and illustrate one addition and one subtraction problem with fractions (you can use either like or unlike denominators).
| Question | Answer |
|---|---|
| What are the two parts of a fraction called? | |
| In the fraction ( \frac{3}{4} ), what is the numerator? | |
| What is a proper fraction? | |
| Can you give an example of an improper fraction? | |
| What are mixed numbers, and can you provide an example? | |
| How do you add fractions with like denominators? | |
| What should you do when adding fractions with unlike denominators? | |
| What is the least common multiple of 2 and 3? | |
| How do you convert ( \frac{1}{2} ) and ( \frac{1}{3} ) to a common denominator? | |
| What do you write on your fraction cards? | |
| Can you list an example of a proper fraction? | |
| How would you write an example of an improper fraction? | |
| What is an example of a mixed number? | |
| Create a problem where you add fractions with like denominators. | |
| Create a problem where you add fractions with unlike denominators. | |
| What will you need to do for homework related to fractions? | |
| Why is it important to ask questions during the practice? | |
| How can fractions be applied in real-life scenarios? |