Hands-On Mathematics Template
Teacher: MARY ROWE Grade Level: 4
Indiana Academic Standard Addressed
Specific Standard Write or copy the standard into the space provided
4.2.8 Add and subtract simple fractions with different denominators, using objects and
A HERSHEY HAS MANY PARTS
Materials Technology / Hyperlinks
The Hershey Milk Chocolate Fraction Book, Hershey Bars for
each child or group, 5th grade math ETA Cuisenaire rainbow
faction tiles – one set per group of three, handouts after hands-on
activity (for use over a period of several days)
Prior Concept Knowledge
Students should understand equivalent fractions. They should have prior knowledge of adding and
subtracting fractions with the same denominators.
Read The Hershey’s Milk Chocolate Fractions Book with the class. As you read, guide the students as they
mimic what you are reading. (They will be allowed to eat the candy bars but after they are used for some
addition and subtraction examples)
Day 1 - The first day you will only read the book and model (using the candy) some of the following
problems: 1/3 + 1/12, 2/3 + 3/12, 8/12 – 1/3, 9/12 – 2/12, 9/12 – 1/6, 12/12 – 1/3, 12/12 – 2/4, and so on.
Use every scenario you can think of and stay within the realm of 12ths. It is wise to throw in fractions of like
denominators to keep the students on their toes.
Day 2 – The second day, the teacher will use Rainbow Fraction Tiles. Students will work through multiple
examples of adding and subtracting fractions with different denominators. For example, write the problem on
the board 8/10 – 1/5 = ? Students will lay out 8 of the 1/10ths. Students will then regroup the 1/10ths into
1/5ths. Students will place 1/5 under the 8/10ths and take that many away
Then model the answer for the students as they physically take away the equivalent of the 1/5 at the bottom
from the top – counting what is left over after that amount is taken away. After many examples with the
rainbow fraction bars, students may be ready for the first of four handouts.
Days 3-? The additional handouts may be used.
Handout Description (attach the handout to lesson plan)
Students can start off using the rods as they do the problems. As they improve they will drop the use of the rods. Finally students
will (after several lessons) start drawing their own figures to solve these problems.
This may be where you will use the handouts peppered with problems that have like denominators. Otherwise, students get lost in
the new concept and forget how it all started.
Questions: Is it easier to add fractions with like denominators or unlike denominators? Why or why not?
Assessment of Conceptual Understanding
Give students a short 5 question quiz from the board with a mixture of like and unlike denominators being added or subtracted.
Concept-Based Journal Prompt(s)
Would you rather have 6/12 of a Hershey Bar or 2/3 of a Hershey Bar? Explain your answer.
Follow-Up Lessons Skills Based or Concept Based
I would follow up with many quick morning reviews – focusing on students drawing their own examples, not using the
Created by iCATS on June 10, 2005