Beacon Lesson Plan Library

The 3 R's of Common Denominators (Language)

Michael Newton


After solving various word problems that deal with common denominators, students practice writing the mathematical explanation they used to obtain the solution.


The student organizes information before writing according to the type and purpose of writing.

The student drafts and revises writing that -is focused, purposeful, reflects insight into the writing situation;-conveys a sense of completeness and wholeness with adherence to the main idea;-has an organizational pattern that provide for a logical progression of ideas;-has support that is substantial, specific, revelant, concrete, and/or illustrative;-demonstrates a commitment to and an involvement with the subject;-has clarity in presentation of ideas;uses creative writing strategies appropriate to the purpose of the paper;demonstrates a command of language (word choice) with freshness of expression;has varied sentence structure and sentences that are complete except when fragments are used and purposefully; andhas few, if any, convention errors in mechanics, usage, and punctuation.

The student organizes information using alphabetical, chronological, and numerical systems.


-Dry eraser board


This is part 3 of this lesson. Parts 1 and 2 are also available on the Beacon Site.
1. The teacher reviews prior reading and math information presented in Parts 1 and 2 of this lesson.
2. The teacher facilitates the proper step-by-step written process of finding the common denominator.
3. The teacher gives instructions as to the proper evaluation procedure.
4. Have students write out the steps needed to find the comon denominator of a set of fractions.
5. After the teacher checks to see that the math procedure is correct, students then will proofread their explanations for grammar and punctuation errors.


1. The student's evaluation will be based on how the proper and clear sequence of steps describing the process for finding the common denominator of two or three fractions were written and edited.

2. The student will demonstrate his/her ability to express himself/herself clearly by using proper editing and proofreading skills. Remind students that each grammatical or punctuation error will count 2 points off.

3.Students who are having difficulty will be able to peer edit first before turning in for a final grade.


Part Three will cover Language. This lesson will cover 9.2 Literacy Level K and 19.1 Literacy Level M. This information is a part of the Curriculum Frameworks for Adult Education.
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