| 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 | Adding and subtracting 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 |
Mathematics
Adding and Subtracting Fractions
Year 7
30 minutes
20 students
This lesson aligns with the Australian Mathematics Curriculum for Year 7, particularly focusing on Fractions, Decimals, and Percentages.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Fractions | 5 mins | Briefly review what fractions are and explain the numerator and denominator. Provide examples and ask students to share their thoughts. |
| 2 | Adding Fractions with Like Denominators | 7 mins | Demonstrate how to add fractions with the same denominator. Solve a couple of examples on the whiteboard, involving students in the process. |
| 3 | Subtracting Fractions with Like Denominators | 7 mins | Show how to subtract fractions with the same denominator. Work through examples as a class, asking for volunteers to solve problems. |
| 4 | Finding a Common Denominator | 8 mins | Introduce the concept of finding a common denominator. Use visual aids like fraction circles to illustrate. Provide a few examples for students to work through together. |
| 5 | Practice Problems | 5 mins | Hand out worksheets with problems on adding and subtracting fractions. Allow students time to complete these independently. |
| 6 | Homework Assignment | 1 min | Distribute the homework handout. Explain that homework will not be presented in class, but it is expected to be completed for review. |
"Good morning, class! Today we are going to explore the world of fractions. Can anyone tell me what a fraction is? That's right! A fraction represents a part of a whole. Let's dive deeper into its components.
Who can tell me what the top part of a fraction is called? Yes, that's the numerator! And what about the bottom part? Exactly, the denominator!
To put this into perspective, if I have a pizza cut into 8 slices and I take 3, I can say I have 3 out of 8 slices, or 3/8. Can anyone share an example from your own life where you've encountered fractions?"
"Now that we understand fractions, let’s learn how to add them together, particularly when they have the same denominator.
For example, if I have 2/5 and I want to add 1/5, I just need to add the numerators. So, 2 + 1 equals what? Yes, 3! And the denominator stays the same. So, 2/5 + 1/5 equals 3/5.
Let me write that on the board. Now, let's do another example together. How about we add 3/4 and 1/4? Who wants to come up and help me with this one?"
"Fantastic work, everyone! Now let's move on to subtracting fractions with the same denominator. This is quite similar to adding.
Let’s take an example. If we have 5/6 and we want to subtract 2/6, what do we do? Right! We subtract the numerators: 5 - 2. What does that give us? Exactly, 3!
So, 5/6 - 2/6 equals 3/6. Now, who can simplify that for us? Yes, that’s right, it simplifies to 1/2!
Let’s try another problem together. How about 7/8 minus 3/8? Who would like to work on this at the board?"
"You're all doing a great job! Now, what happens when we want to add or subtract fractions that have different denominators? We need to find a common denominator.
Let’s say we have 1/3 and 1/6. The denominators are different. How do we find a common denominator? We can look for the least common multiple.
To illustrate this, I have some fraction circles here. Let's look at these circles; what do you notice about their sizes? Yes, different pieces need to be the same size for us to combine them.
Now, can anyone tell me what the common denominator for 1/3 and 1/6 is? Correct, it’s 6!
So we can convert 1/3 to 2/6. Now, who would like to help me add 2/6 and 1/6 together?"
"Great work on that! Now it's time for you to practice. I’m handing out worksheets that have various problems on adding and subtracting fractions. Please take a few minutes to work through these independently.
Remember, if you have questions, feel free to raise your hand for help! Let’s ensure we give it our best effort. You have 5 minutes to complete as many problems as you can."
"Alright everyone, it looks like we’re reaching the end of our lesson. Before you go, I have a homework assignment for you. I’m handing out a sheet that includes additional problems similar to what we practiced today.
Remember, you don’t need to present this in class, but it is expected to be completed for review.
I’ll see you all next lesson, where we will look at what you’ve worked on. Have a great day!"
Define a fraction and explain its components using an example from your daily life.
Calculate the following sums of fractions with like denominators:
a) 3/10 + 4/10
b) 5/12 + 1/12
Calculate the following differences of fractions with like denominators:
a) 9/14 - 3/14
b) 8/9 - 5/9
Find the common denominator for the following fractions:
a) 1/4 and 1/6
b) 2/5 and 1/10
Convert the fractions from the previous question to the common denominator, and then perform the following operations:
a) Add the converted fractions from question 4a.
b) Subtract the converted fractions from question 4b.
Create two word problems that involve adding or subtracting fractions with like denominators. Be sure to provide the numerical solution for each problem.
Describe a real-world scenario where you would need to add or subtract fractions with different denominators. What steps would you take to solve the problem?