Adding Fractions

Grade Level

5th Grade

Duration

60 minutes

Common Core Standards

CCSS.MATH.CONTENT.5.NF.A.1
Use equivalent fractions as a strategy to add and subtract fractions with unlike denominators.

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Learning Objectives

• I can explain how to find a common denominator to add fractions with unlike denominators.
• I can add whole numbers and fractions with unlike denominators accurately.
• I can solve addition problems that combine whole numbers and fractions.

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Success Criteria

• I know how to find equivalent fractions to create like denominators.
• I accurately add whole numbers and fractions and simplify the answer.
• I can explain my thinking out loud or show work that matches my answer.

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Materials Needed

• Fraction strips or fraction circles (physical or printable)
• Whiteboard and markers
• Student notebooks or paper
• Dyslexia-friendly worksheets with clear fonts (e.g., OpenDyslexic or Arial)
• Color-coded visual aids (denominators in one color, numerators in another)
• Number lines on paper or projected
• Dry-erase boards for pairs
• Timers or clocks

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Lesson Breakdown

1. Introduction and Activating Prior Knowledge (10 minutes)

• Begin by reviewing addition of whole numbers.
• Introduce fractions as parts of a whole, using fraction strips or circles.
• Use a quick interactive question: “If I have 2 whole pizzas and 1/4 of another pizza, how much do I have in total?”
• Explain that today we will learn to add whole numbers and fractions together, even when fractions have different denominators.

Teacher Talking Point:
“I can add whole numbers and fractions by first finding a common denominator for the fractions.”

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2. Teaching & Modeling (15 minutes)

• Model adding 3 + 1/2 on the whiteboard: Write the problem; explain that whole numbers and fractions can be combined by thinking of the whole number as a fraction with denominator 1 (3/1 + 1/2).
• Show students how to find the least common denominator (LCD), in this case 2.
• Convert 3 to 6/2 and add 6/2 + 1/2 = 7/2 or 3 1/2.
• Use visual fraction strips to support understanding.
• Repeat with a problem involving unlike denominators, e.g., 2 + 2/3 + 1/4, pair the fractions first:
  • Find LCD of 3 and 4 → 12.
  • Convert fractions: 2/3 = 8/12, 1/4 = 3/12.
  • Add: 8/12 + 3/12 = 11/12, then add whole number 2 + 11/12 = 2 11/12.

Success Criteria Check:

• Can explain why we find the least common denominator.
• Can explain the process of converting whole numbers to fractions (if necessary).

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3. Guided Practice (15 minutes)

• Give pairs of students fraction strips and mixed number addition problems to solve together on dry-erase boards.
• Problems will increase in difficulty gradually:
  1. 4 + 1/3
  2. 3 + 5/6
  3. 1 + 2/5 + 1/2 (adding multiple fractions with different denominators)
• Circulate the classroom, support students needing help with finding LCD and converting fractions.
• Provide dyslexia-friendly worksheets with color-coded denominators and numerators to reinforce.

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4. Independent Practice (10 minutes)

• Students complete 5 problems independently (printed in dyslexia-friendly font):
  1. 5 + 1/2
  2. 2 + 3/8
  3. 3 + 1/4 + 1/2
  4. 7 + 2/5
  5. 4 + 1/3 + 2/6
• Encourage students to draw fraction strips or number lines if needed.
• Use a timer to encourage focus but allow extra time for students who need it.

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5. Extension for Advanced Learners (5 minutes)

• Challenge students to solve word problems combining whole numbers and fractions, e.g.,
  “Emma ran 3 miles and then ran 2 1/3 miles more. How far did she run?”
• Introduce improper fractions and ask these students to add: 4 2/5 + 3 3/7.
• Have them simplify the result entirely.

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6. Closure and Reflection (5 minutes)

• Review key points: finding the LCD, converting whole numbers, and adding fractions.
• Ask students to summarize how they solved the problems using “I can…” statements aloud:
  “I can find a common denominator to add fractions.”
  “I can add whole numbers and fractions and write my answer as a mixed number.”
• Collect exit tickets with students writing one new thing they learned and one question they still have.

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Differentiation Strategies

Learner Needs	Strategy
Struggling learners	Use fraction strips and number lines; small group support; provide step-by-step checklist
Dyslexic learners	Provide worksheets in dyslexia-friendly fonts and high-contrast paper; color coded steps; auditory instructions with visuals
English Language Learners (ELL)	Use visuals, gestures, and sentence frames for explanations; pair with fluent peers
Advanced learners	Extend to adding mixed numbers and solving multi-step word problems

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Assessment

• Formative: Observe pairs during guided practice and review their work on whiteboards.
• Summative: Review independent practice problems and exit tickets for understanding.
• Extension task answers inform enrichment success.

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Additional Notes for Teachers

• Use manipulatives like fraction strips to make abstract concepts concrete.
• Emphasize language with consistent “I can” statements to build student confidence.
• Frequent checks for understanding and peer collaboration help meet diverse needs.
• Keep instructions clear, concise, and visually supported to reduce cognitive load.

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This lesson integrates hands-on, visual, and auditory strategies to effectively teach Grade 5 students how to add whole numbers and fractions with unlike denominators, perfectly aligned with Common Core Standard 5.NF.A.1.