Adding Fractions Mastery

Lesson Overview

Unit: Fraction Fun and Mastery (Lesson 3 of 6)
Focus: Adding fractions with unlike denominators
Curriculum Reference: UK Key Stage 2 Mathematics – Year 6: Pupils should be taught to "add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions."

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Learning Objectives

By the end of the lesson, students will:

1. Understand how to find a common denominator for fractions with unlike denominators.
2. Add fractions with unlike denominators with accuracy.
3. Work collaboratively in pairs to solve problems and explain their reasoning.

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Success Criteria

• Identify the least common denominator (LCD) of two fractions.
• Write equivalent fractions by adjusting numerators and denominators.
• Successfully add fractions and simplify the result when necessary.
• Articulate the process when working in pairs.

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Materials Needed

• Fraction flashcards (denominators of 2, 3, 4, 6, 8, 12)
• Whiteboard and markers
• "Fraction Puzzles" problem cards (differentiated for varying abilities)
• Mini whiteboards (one per student)
• Coloured counters or fraction tiles (optional for visual learners)
• Exit tickets for plenary

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Lesson Structure

1. Starter Activity (10 minutes): Fraction Snap

Purpose: To activate prior knowledge of equivalent fractions.

1. Divide the class into 4 pairs.
2. Each pair receives a stack of fraction flashcards.
3. Students play “Fraction Snap” by finding matching pairs of fractions that are equivalent (e.g., 1/2 = 2/4).
4. Pause for a 2-minute discussion to recap: "What do you remember about equivalent fractions?"

WOW Factor: Create gentle competition by awarding points for the most pairs found. Use a leaderboard to build excitement over the course of the unit.

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2. Direct Instruction (15 minutes): Step-by-Step Adding

Purpose: To explicitly teach students how to find a common denominator and add fractions.

1. Write a simple problem on the whiteboard: 1/2 + 1/3.
2. Guide the students to:
   a. Find a common denominator (2 and 3 → LCD = 6).
   b. Rewrite each fraction: 1/2 = 3/6, 1/3 = 2/6.
   c. Add the fractions: 3/6 + 2/6 = 5/6.
3. Work through a trickier example: 2/5 + 3/4. Emphasise how to multiply denominators if finding the LCD is harder.
4. Model simplification of results where necessary.

Check for understanding: Use mini whiteboards. Provide the example 3/8 + 5/12 and let students show their answers. Correct together as a class.

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3. Paired Activity (20 minutes): Fraction Puzzles

Purpose: To deepen understanding and allow practice in a collaborative setting.

1. Hand out differentiated "Fraction Puzzles" cards to each pair. These include 3 types of problems:
   • Level 1: Simple pairs of fractions (e.g., 1/4 + 1/8).
   • Level 2: Problems with larger denominators (e.g., 3/10 + 4/15).
   • Level 3: Real-life problems (e.g., "Ella has 3/5 of a pizza, and Sam has 7/10. How much pizza do they have in total?").
2. Students solve puzzles and explain their approach to their partner. Encourage them to draw diagrams if stuck.

Teacher Tip: Circulate and take brief notes to identify misconceptions or highlight exceptional reasoning. Provide counters or tiles if students need concrete aids.

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4. Plenary (10 minutes): Three Challenges

Purpose: To consolidate learning and assess progress.

1. Write 3 problems on the whiteboard:

   • Challenge 1 (Easy): 1/3 + 1/6
   • Challenge 2 (Medium): 3/7 + 4/9
   • Challenge 3 (Tricky): A word problem: "Toby ran 3/8 of a race, then another 5/16. What fraction of the race has he completed?"

2. Each student writes solutions on their exit ticket.

3. As students leave, they must hand you their exit ticket with one problem completed. Use their answers to inform planning for the next lesson.

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Differentiation

1. Support for Lower-Ability Students

   • Provide fraction tiles or a multiplication grid to aid in finding common denominators.
   • Assign Level 1 puzzles and ensure teacher proximity for guidance.

2. Challenge for Higher-Ability Students

   • Encourage solving problems mentally when possible.
   • Ask them to create their own word problems for their partner to solve.

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Assessment

• Formative: Observe mini whiteboard responses during direct instruction. Monitor peer work during paired activities.
• Summative: Collect and review exit tickets for understanding, strategy use, and ability to simplify fractions.

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Homework Extension

• Find 5 pairs of fractions at home (using cookbooks, sports statistics, or made-up examples). Add them using the proper method and show your working.