![]() Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.ĭ. ![]() Justify decompositions, e.g., by using a visual fraction model. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.ī. make connections to multiplication of fractions as repeated addition – for example students may have drawn a yellow rod as the whole (fifths) and have three red rods (each representing two-fifths).Understand a fraction a/b with a > 1 as a sum of fractions 1/b.Ī.find writing out the same fractions in addition statements tedious and quickly resort to multiplication strategies to more efficiently record their number sentences.struggle with recording both the mixed fraction notation and the improper fraction notation, as this requires thinking about the number of wholes and how much more.notice that writing the addition sentence makes the determination of the sum as an improper fraction more obvious.benefit from laying down ‘wholes’ to track each whole or grab more rods to overlay / stack rods to compare length in relation to the whole as a support.use flexible addition strategies to determine the length of their train, which is evidenced in their number sentences (e.g., grouping numerators to reach friendly amounts).Recording these number sentences would allow for discussion of equivalent fractions. As an extension, students could determine other combinations of rods which would also combine to make the same sum as one of their handfuls.Emphasize fractional thinking (e.g., “two eighths plus four eighths is six eighths, or six one-eighth units”). Highlight different strategies used to add the fractions together as well as the common unit for all fractions. Have students share what they noticed as they completed the task.They should record their number sentence for each handful and record the sum as both an improper and mixed fraction. Next, allow students time to randomly select handfuls of rods and, using the longest rod of the selection as their whole, determine the value of each of the rods as well as the sum of the rods.For each set, students should determine “If the largest rod is the whole for each combination, what is the value of each rod compared to the whole?” Then they determine the sum, expressed as a number sentence, and the total, expressed as both an improper and a mixed fraction. Have students select the rods in the following combinations (listed below and on BLM 1). ![]()
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