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Common Core
Mathematics Teacher Resource Book 4
Sa
In pler clud m
T able of Contents
Pacing Guides Correlation Charts Sample Lessons
For a complete Teacher Resource Book call 800-225-0248
es
Table of Contents
Ready Common Core Program Overview Supporting the Implementation of the Common Core
Answering the Demands of the Common Core with Ready The Standards for Mathematical Practice Depth of Knowledge Level 3 Items in Ready Common Core Cognitive Rigor Matrix A6 A7 A8 A9 A10 A11 A12 A14 A16 A18 A20 A22 A38 A42 A46
Correlation Charts
Common Core State Standards Coverage by Ready Instruction Interim Assessment Correlations
Lesson Plans (with Answers) CCSS Emphasis Unit 1: Number and Operations in Base Ten, Part 1
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Understand Place Value Compare Whole Numbers
Embedded SMPs - 2, 4, 68 CCSS Focus - 4.NBT.A.1, 2 Embedded SMPs - 2, 4, 6, 7
1 3 11 19 29 37 40 42 50 M M M M M M
M = Lessons that have a major emphasis in the Common Core Standards S/A = Lessons that have supporting/additional emphasis in the Common Core Standards
CCSS Emphasis
60 72 82 90 99 102 105 115 125 130 132 140 150 158 168 178 186 194 M M M M M M M M M M S/A S/A M M
M = Lessons that have a major emphasis in the Common Core Standards S/A = Lessons that have supporting/additional emphasis in the Common Core Standards
CCSS Emphasis
202 212 223 226 229 239 249 261 271 283 291 301 311 314 316 328 340 350 S/A S/A S/A S/A S/A S/A S/A S/A S/A S/A S/A M M
Unit 6: Geometry
Lesson 31 Points, Lines, Rays, and Angles
CCSS Focus - 4.G.A.1 Embedded SMPs - 1, 3, 46
Lesson 33 Symmetry
CCSS Focus - 4.G.A.3 Embedded SMPs - 1, 47
M = Lessons that have a major emphasis in the Common Core Standards S/A = Lessons that have supporting/additional emphasis in the Common Core Standards
Coherent Connections (Building on Prior Knowledge): Instruction needs to provide logical ways for students to make connections between topics within a grade as well as across multiple grades. Instruction must build on prior knowledge and be organized to take advantage of the natural connections among standards within each cluster as well as connections across clusters or domains. This coherence is required for students to make sense of mathematics. Rigor and Higher-Order Thinking: To meet the Standards, equal attention must be given to conceptual understanding, procedural skill and fluency, and applications in each grade. Students need to use strategic thinking in order to answer questions of varying difficulty requiring different cognitive strategies and higher-order thinking skills. Conceptual Understanding: In the past, a major emphasis in mathematics was on procedural knowledge with less attention paid to understanding math concepts. The Common Core explicitly identifies standards that focus on conceptual understanding. Conceptual understanding allows students to see math as more than just a set of rules and isolated procedures and develop a deeper knowledge of mathematics. Mathematical Practices: The Standards for Mathematical Practice (SMP) must support content standards and be integrated into instruction. The content standards must be taught through intentional, appropriate use of the practice standards. Mathematical Reasoning: Mathematical reasoning must play a major role in student learning. Students must be able to analyze problems, determine effective strategies to use to solve them, and evaluate the reasonableness of their solutions. They must be able to explain their thinking, critique the reasoning of others, and generalize their results.
The Standards for Mathematical Practice are fully integrated in an age-appropriate way throughout each lesson. The Teachers Resource Book includes SMP Tips that provide more in-depth information for select practice standards addressed in the lesson. See pages A9 and A26 for more details. Ready lessons build on problem-solving as a main component of instruction. Students work through a problem, discuss it, draw conclusions, make generalizations, and determine the reasonableness of their solutions. Guided Practice problems ask students to critique arguments presented by fictional characters and justify their own solutions.
A8
A9
Section
Guided Practice Guided Practice Performance Task Guided Practice Guided Practice Guided Practice Common Core Practice Interim Assessment Interim Assessment Guided Practice Guided Practice Guided Practice Guided Practice Guided Practice Guided Practice Common Core Practice Guided Practice Guided Practice Interim Assessment Guided Practice Guided Practice Interim Assessment Interim Assessment Guided Practice Guided Practice Performance Task Guided Practice Guided Practice Guided Practice Guided Practice
Item
14 16 17 10 16 11 6 7 PT 11 12 13 20 25 17 2 10 11 PT 18 16 5 PT 14 15 16 19 14 18 18
Lesson
18 18 18 19 20 21 21 22 Unit 4 23 24 24 25 26 27 28 28 28 28 29 29 30 Unit 5 31 31 32 32 33 33 Unit 6
Section
Guided Practice Guided Practice Performance Task Guided Practice Guided Practice Guided Practice Common Core Practice Guided Practice Interim Assessment Guided Practice Guided Practice Common Core Practice Guided Practice Guided Practice Guided Practice Guided Practice Guided Practice Guided Practice Performance Task Guided Practice Common Core Practice Guided Practice Interim Assessment Guided Practice Common Core Practice Guided Practice Common Core Practice Guided Practice Common Core Practice Interim Assessment
Item
13 14 16 10 11 17 5 17 PT 17 17 5 25 19 20 15 16 17 18 19 5 17 PT 23 5 21 4 16 4 PT
A10
Understand
Relate mathematical Use concepts to solve Specify, explain concepts to other non-routine problems relationships content areas, other Make basic inferences or Use supporting evidence domains to justify conjectures, logical predictions from Develop generalizations generalize, or connect data/observations of the results obtained ideas Use models/diagrams to and the strategies used Explain reasoning when explain concepts and apply them to new more than one response Make and explain problem situations is possible estimates Explain phenomena in terms of concepts Select a procedure and perform it Solve routine problem applying multiple concepts or decision points Retrieve information to solve a problem Translate between representations Categorize data, figures Organize, order data Select appropriate graph and organize and display data Interpret data from a simple graph Extend a pattern Design investigation for Initiate, design, and conduct a project that a specic purpose or species a problem, research question identies solution paths, Use reasoning, planning, solves the problem, and and supporting evidence reports results Translate between problem and symbolic notation when not a direct translation Compare information within or across data sets or texts Analyze and draw conclusions from data, citing evidence Generalize a pattern Interpret data from complex graph Cite evidence and develop a logical argument Compare/contrast solution methods Verify reasonableness Analyze multiple sources of evidence or data sets
Apply
Follow simple procedures Calculate, measure, apply a rule (e.g.,rounding) Apply algorithm or formula Solve linear equations Make conversions Retrieve information from a table or graph to answer a question Identify a pattern/trend
Analyze
Evaluate
Apply understanding in a novel way, provide argument or justication for the new application
Create
Synthesize information across multiple sources or data sets Design a model to inform and solve a practical or abstract situation
A11
Instruct
Teach one Ready Common Core Instruction lesson per week, using the Pacing Guides on pages A14 and A15 for planning. Use the web-based, electronic resources found in the Teacher Toolbox to review prerequisite skills and access on-level lessons as well as lessons from previous grades. See pages A18 and A19 for more information.
Differentiate Instruction
Identify struggling students and differentiate instruction using the Assessment and Remediation pages at the end of each lesson in the Teacher Resource Book. See page A23 for a sample. Access activities and prerequisite lessons (including lessons from other grades) in the Teacher Toolbox to reteach and support students who are still struggling. See pages A18 and A19 for more details.
A12
First identify the Ready lessons that address standards that are a major emphasis in the Common Core. See page A16 or the Table of Contents to easily identify these Ready lessons. Next, identify the Common Core standards in the table on page A17 that are not addressed in your current math program. Identify the place in your scope and sequence to insert the Ready lessons. Focus on Math Concepts lessons should come before the lesson in your current book. How do I make time to teach the Ready lessons?
Remove lessons or units from your current instructional plan that are no longer covered in the Common Core standards at that grade level. Replace lessons or units that do not teach topics using the models, strategies, and rigor of the Common Core with the appropriate Ready lessons. How can I address gaps in student knowledge?
Use the Interim Assessments in Ready to make sure your students are successfully able to meet the rigorous demands of the Common Core. Use the benchmark tests in Ready Practice to identify student weaknesses and gaps in students knowledge. Use the Ready Teacher Toolbox to access activities, on-level lessons, and lessons from other grades to address gaps in students background and learning. See pages A18 and A19 for more on the Teacher Toolbox.
A13
A14
Modeled/Guided Instruction Discuss graphic and verbal representations of a problem. Concept Extension (15 minutes) Work the math with a symbolic representation and practice with Try It problems. (20 minutes) Discuss solutions to the Try It problems. (10 minutes)
Whole Class
Visual Support Mathematical Discourse (10 min) (15 minutes) Hands-On Activity Work the math (where applicable) with a symbolic representation and practice with Try It problems. (20 minutes) Discuss answer to the Reflect question. (5 minutes) Discuss solutions to the Try It problems. (10 minutes)
Work three problems independently, then Pair/Share. (20 minutes) Check solutions and facilitate Pair/ Share. (15 minutes)
Solve problems in test format or complete a Performance Task. (30 minutes) Review solutions and explanations. (15 minutes) Assessment and Remediation (time will vary)
Assessment
Lesson A
Lesson B
Lesson B
Guided Instruction Introduction (15 minutes) (15 minutes) Guided Practice (30 minutes) Modeled Instruction (30 minutes)
Lesson A Review concepts Guided Instruction and skills (15 minutes) (20 minutes) Guided Practice Lesson B (30 minutes) Review concepts and skills (20 minutes)
A15
Correlation Charts
Common Core State Standards Coverage by Ready Instruction
The table below correlates each Common Core State Standard to the Ready Common Core Instruction lesson(s) that offer(s) comprehensive instruction on that standard. Use this table to determine which lessons your students should complete based on their mastery of each standard.
Content Emphasis
Major Major
5 6
Major
9, 10
Use place value understanding and properties of operations to perform multi-digit arithmetic.
The Standards for Mathematical Practice are integrated throughout the instructional lessons. Common Core State Standards 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
A42
Content Emphasis
Use place value understanding and properties of operations to perform multi-digit arithmetic. (continued)
4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Major 12
Major
13
4.NF.A.2
Major
14
4.NF.B.3a 4.NF.B.3b
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples:
8 3 5 1 1 1 1 1; 3 5 1 1 2; 21 5 1 1 1 1 1 5 8 1 8 1 1. 8 8 8 8 8 8 8 8 8 8 8
Major
15, 17
4.NF.B.3c
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. 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.
Major
17
4.NF.B.3d 4.NF.B.4
Major Major
16, 17 18, 19
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. 4.NF.B.4a Understand a fraction a as a multiple of 1 . Forexample, use a visual b b fraction model to represent 5 as the product 5 3 1 1 2 , recording the conclusion 4 4 by the equation 5 5 5 3 1 1 2 .
4 4
Major
18
4.NF.B.4b
Understand a multiple of a as a multiple of 1 , and use this understanding b b to multiply a fraction by a whole number. For example, use a visual 2 1 fraction model to express 3 3 1 2 as 6 3 1 2 , recognizing this product as 6 . 5 5 5 (In general, n 3 1 a 2 5 (n 3 a) .)
b b
Major
18
4.NF.B.4c
Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3 of a pound of 8 roast beef, and there will be 5people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Major
19
A43
Content Emphasis
Major
20
4.NF.C.6 4.NF.C.7
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62 ; describe a length as 0.62meters; locate 0.62 on a number line diagram.
100
Major
21
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols ., 5, or ,, and justify the conclusions, e.g., by using a visual model.
Major
22
23
4.MD.A.2
Supporting/ Additional
24, 25
4.MD.A.3
Supporting/ Additional
26
27
Supporting/ Additional
28
A44
Content Emphasis
30
Geometry
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
4.G.A.1 4.G.A.2 4.G.A.3 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry. Supporting/ Additional Supporting/ Additional Supporting/ Additional 31 32 33
A45
DOK1
1 1 1 1 1 2 3 3
Standard(s)
4.NBT.A.3 4.NBT.A.2 4.NBT.B.4 4.NBT.A.2 4.NBT.A.2, 4.NBT.B.4 4.NBT.A.1, 4.NBT.A.2 4.NBT.A.2, 4.NBT.A.3 4.NBT.A.1, 4.NBT.A.2, 4.NBT.A.3, 4.NBT.B.4
DOK
1 2 2 1 2 2 3
Standard(s)
4.OA.B.4 4.OA.A.3 4.OA.A.3 4.OA.C.5 4.OA.A.3 4.OA.B.4 4.OA.A.3, 4.OA.B.4, 4.NBT.B.4, 4.NBT.B.5
DOK
1 2 2 2 3 1 3
Standard(s)
4.NBT.B.5 4.NBT.B.6 4.NBT.B.5 4.NBT.B.5 4.NBT.B.5 4.NBT.B.6 4.NBT.B.4, 4.NBT.B.5, 4.NBT.B.6, 4.OA.A.3
1Depth
of Knowledge levels: 1. The item requires supercial knowledge of the standard. 2. The item requires processing beyond recall and observation. 3. The item requires explanation, generalization, and connection to other ideas.
A46
DOK
1 1 2 2 2 3
Standard(s)
4.NF .B.4b 4.NF .C.5 4.NF .B.3 4.NF .A.2 4.NF .A.1 4.NF .B.3, 4.NF .B.4, 4.NBT.B.5, 4.NBT.B.6
DOK
1 2 1 2 1 3
Standard(s)
4.MD.C.7 4.MD.A.1 4.MD.A.3 4.MD.A.1 4.MD.C.5a 4.MD.A.1, 4.MD.A.2, 4.OA.A.2, 4.NF .B.3a
Unit 6: Geometry
Question
1 2 3 4 5 6 PT
DOK
1 1 2 2 1 2 3
Standard(s)
4.G.A.3 4.G.A.2 4.G.A.2, 4.G.A.3 4.G.A.3 4.G.A.2 4.G.A.3 4.G.A.1, 4.G.A.2, 4.G.A.3
A47
Lesson 15
PREREQUISITE SKILLS
In order to be proficient with the concepts in this lesson, students should: Know addition and subtraction basic facts. Understand the meaning of fractions. Identify numerators and denominators. Write whole numbers as fractions.
2things plus 4 more of those things is 6 of those things). Students use the meaning of fractions and the meanings of addition and subtraction that were built in earlier grades to understand why the procedures for adding and subtracting fractions make sense.
Teacher Toolbox
Prerequisite Skills
Teacher-Toolbox.com
VOCABULARY
There is no new vocabulary. Review the following key terms. numerator: the top number in a fraction; it tells the number of equal parts that are being described denominator: the bottom number in a fraction; it tells the total number of equal parts in the whole
4.NF.B.3a 4.NF.B.3b
CCSS Focus
a with a . 1 as a sum of fractions 1 . 4.NF.B.3 Understand a fraction b b
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.
STANDARDS FOR MATHEMATICAL PRACTICE: SMP 18 (See page A9 for full text.)
150
Part 1: Introduction
AT A GLANCE
Students explore the idea that adding fractions is not essentially different from adding whole numbers. Anumber line diagram gives meaning to the expression 2 1 3 .
4 4
Whats really going on when we add numbers?
Adding means joining or putting things together.
Lesson 15
Focus on Math Concepts
Lesson 15
Part 1: Introduction
CCSS
4.NF.B.3a 4.NF.B.3b
STEP BY STEP
Introduce the Question at the top of the page. Help students relate the number line diagram to the sum 2 1 3. Read Think with students. Reinforce the idea that fractions are numbers. Guide students to recognize that just as the made up of 5 one-fourths. number 5 is made up of 5 ones, the number 5 is 4
Think about how you could explain adding 2 1 3 to a first grader. You could start at 2, count on 3 more, and see where you end up: 2 . . . 3 . . . 4 . . . 5. Or, you could put a segment with a length of 2 and a segment with a length of 3 next to each other on a number line to show 2 1 3.
1 0 1 1 2 1 3 1 4 1 5 6 7 8 9 10
Think
Adding fractions means joining or putting together parts of the same whole. with a length of 3 next to each other to show 2 1 3 .
4 4 4
1 4 0 4 1 4 1 4 2 4 1 4 3 4 1 4 4 4 1 4 5 4 6 4 7 4 8 4
If students need additional support with locating fractions on a number line, have them build a number line by putting 1 fraction strips end-to-end, 4 creating a concrete model to show 2 1 3 . 4 4
136
Concept Extension
To extend students understanding of decomposing fractions, follow these steps: Draw and label a number line on the board from 0to 2 like the one on the page showing fourths. Ask students to think of two different fractions that you could put together that would give you the same sum as adding 2 and 3 .
4 4
Mathematical Discourse
How would you explain adding in your own words? Responses should include phrases such as join or put together. How is adding fractions like adding whole numbers? Students may mention that, in both cases, you are putting things together. Can you think of another way to explain adding fractions? Students may suggest that you can count on with fractions just like you count on with whole numbers.
Have a volunteer go to the board to show the two fractions on the number line. 3 1 and 4 in either order 4
4 4
151
Part 1: Introduction
AT A GLANCE
Students explore the idea that subtracting fractions is not essentially different from subtracting whole numbers. A number line diagram gives meaning to the expression 5 2 2 . 4 4
Part 1: Introduction
Lesson 15
Lesson 15
Think
Subtracting means separating or taking away. On a number line, you can start with a segment of length 5 and take away a segment of length 2 to show 5 2 2.
1 1 0 1 1 2 1 3 1 4 1 1 5 6 7 8 9 10
Look at the whole numbers. Now look at the numerators of the fractions. I think I see a connection.
STEP BY STEP
Read Think with students. Discuss how the number line represents the problem 5 2 2. Show how to subtract on the number line. (start at 5 and count back 2) Ask a volunteer to explain how to use the number line to nd 5 2 2 . Provide 1 fraction strips for students who need more support. Have students read and reply to the Reflect directive.
4 4 4
When you subtract 5 2 2, you are taking away ones. You can show subtracting fractions on a number line. Start with a segment of length 5 and take away a segment of length 2 to show 5 2 2 .
4 4 4 4
1 4 1 4 3 4 4 4 1 4 1 4 5 4 6 4 7 4 8 4
1 4 0 4 1 4
1 4 2 4
1 4
Now youll have a chance to think more about how adding or subtracting fractions is like adding or subtracting whole numbers. You may find that using number lines or area models can help you explain your thinking.
Reflect
Visual Model
Tell students that you will use a number line to show 5 2 3 .
8 8
1 Use your own words to describe what you just learned about adding and
subtracting fractions. Possible answer: I learned that adding and subtracting fractions is just like adding and subtracting whole numbers. When the denominators are the same, you can just add or subtract the numerators.
137
Draw a number line from 0 to 1 on the board. Ask students for ideas on how to divide the line so that you can use it to help you solve the problem. Have students explain why dividing the line into eighths makes sense. Label 0 and 1 on the line and have students provide labels for the other marks as you move your nger along the line. Ask a volunteer to show how to find the answer to the problem using the number line.
Mathematical Discourse
How would you explain subtracting in your own words? Listen for phrases such as take apart or take away. How is subtracting fractions like subtracting whole numbers? Students may note that subtracting means taking away. It doesnt matter what kinds of numbers youre subtracting. Do you see a connection between the whole numbers and the numerators of the fractions on this page? Students may mention that the whole numbers and the numerators of the fractions are the same numbers, and to answer both problems you subtract 2 from 5.
152
Lesson 15
Lesson 15
Explore It
Counting on and using a number line are two ways to think about adding fractions.
2 Count by fourths to ll in the blanks: 1 , 2 , 4 4
STEP BY STEP
Tell students that they will have time to work individually on the Explore It problems on this page and then share their responses in groups. You may choose to work through the first problem together as a class. As students work individually, circulate among them. This is an opportunity to assess student understanding and address student misconceptions. Use the Mathematical Discourse questions to engage student thinking. If students need more support, suggest that they count out loud to help them fill in the missing numbers in problems 2 and 3. To help students answer problem 4, have them put 6 on the number line, then count on their finger on 4 1 . Similarly, to answer problem 5, have them put by 4 3 on the number line and count on their finger on 5 1. by
5
, 4 , 5 , 4 , 4 , 4 , 4 4 4
4 4
5 4
4 5 3
4 4
4 5
10 4
5 , 5 ,
6 5
4 5 4
0 4
1 4
2 4
3 4
4 4
5 4
6 4
7 4
8 4
0 4
1 4
2 4
3 4
4 4
5 4
6 4
7 4
8 4
138
Take note of students who are still having difficulty and wait to see if their understanding progresses as they work in their groups during the next part of the lesson. STUDENT MISCONCEPTION ALERT: Some students may think that a fraction is always less than 1. If this misconception persists, use fraction strips to demonstrate fractions less than, equal to, and greater than 1. Then, encourage students to use the fraction strips to show and name other fractions greater than 1.
Mathematical Discourse
In which direction on the number line do you move when adding? Explain. Responses might include the fact that adding means joining so you will be getting segments that are longer or an answer farther to the right than the number you started with. For problem 5, will the answer change if you nd
5 3 more than 1 ? Explain. 5
Listen for responses that demonstrate an understanding that you can add two numbers in any order and get the same sum.
153
Lesson 15
Lesson 15
Talk About It
Solve the problems below as a group.
8 Look at your answers to problems 2 and 3. How is counting by fractions the same
STEP BY STEP
Organize students in pairs or groups. You may choose to work through the rst Talk About It problem together as a class. Walk around to each group, listen to, and join in on discussions at different points. Use the Mathematical Discourse questions to help support or extend students thinking.
as counting with whole numbers? Possible answer: When you count with
whole numbers, you count by ones. When you count with fractions, the numerator counts by ones as long as the denominators are the same. How is it dierent? Possible answer: When you count by fractions, you are counting by parts.
1 8
2 8
3 8
4 8
5 8
6 8
7 8
8 8
9 8
10 8
11 8
12 8
SMP Tip: During this time, you may choose to ask a particular group to prepare to share their thinking or solution. Encourage students to critique the groups reasoning, especially if it shows a different way to show or think about one of the problems or shows a misconception that surfaced during the group work time. (SMP 3)
When sharing ideas about problems 9 and 10, be sure to emphasize that when labeling the number line, numerators count on by ones, but the denominator remains the same. Direct the groups attention to Try It Another Way. Have a volunteer from each group come to the board to draw the groups solutions to problems 11 and 12.
1 6
2 6
3 6
4 6
5 6
6 6
7 6
8 6
9 6
10 6
11 6
12 6
139
Hands-On Activity
Use fraction strips to subtract fractions.
Materials: strips of paper, markers, scissors Model how to fold the strip of paper in half, in half again, and in half a third time. Tell students to unfold the strips and use a marker to show the 8 equal sections. Direct students to cut out each section. Ask them to name the fraction that represents each section.
7 2 5 on the board. Have students use their Write 8 8 2. strips to show that the difference is 8 1 Have them label each section. 3 84
Mathematical Discourse
What is another name for 8 ? 12 ? Explain your 8 6 thinking.
1 pieces Students should recognize that eight 1 pieces make make up 1 whole and that twelve 8
up 2 wholes.
Can you think of another way to show nding a difference on a number line? Students may mention adding up to subtract.
7 2 2 , you might start For example, to find
154
Lesson 15
Lesson 15
Connect It
Talk through these problems as a class, then write your answers below.
2 1 13 Compare: Draw two dierent models to show 2 . 3 3
STEP BY STEP
Discuss each Connect It problem as a class using the discussion points outlined below. Compare: You may choose to have students work in pairs to encourage sharing ideas. Each partner draws a different model. For a quick and easy assessment, have students draw their models on small whiteboards or paper and hold them up. Choose several pairs to explain their models to the class. Use the following to lead the class discussion: Explain how you knew the number of parts to draw in the whole. How did you show subtraction in your model? How are the models the same? How are they different? Explain: The second problem focuses on the importance of the whole and the fact that you cannot add or subtract fractions unless they refer to the same whole. Read the problem together as a class. Ask students to continue to work in pairs to discuss and write their responses about what Rob did wrong. Begin the discussion by asking questions, such as: What fraction describes a slice of the larger pizza?
1 What fraction describes a slice of the 3 44 smaller pizza? 3 1 4 4 4
Possible answers:
0
14 Explain: Rob had a large pizza and
1 3
2 3
3 3
a small pizza. He cut each pizza into fourths. He took one fourth from each pizza and used the following problem
1 1 1 5 2. to show their sum: 4 4 4
What did Rob do wrong? Possible answer: Robs addition is correct, but he cannot add one fourth of the large pizza and one fourth of the small pizza in this way because the wholes are not the same.
15 Demonstrate: Think about how you would add three whole numbers. You add
two of the numbers rst, and then add the third to that sum. You add three fractions the same way.
1 1 3 1 4. Use the number line and area model below to show 10 10 10
1 10
2 10
3 10
4 10
5 10
6 10
7 10
8 10
9 10
10 10
140
Demonstrate: This discussion gives students an opportunity to think about problems that involve adding three fractions.
SMP Tip: Ask students to show how to use a number line as a tool to model the sum of three whole numbers. (SMP 5)
Discuss how you can add three (or more) fractions in the same way as adding whole numbers as long as you are talking about the same type of fractions. Have students explain how they used the models to show the sum. Remind students to start at 0 when labeling the number line.
Are both 1 s the same size? [no] Why not? [the whole pizzas are not the same size] Why doesnt it make sense to add these two fractions? [the wholes are not the same]
155
Lesson 15
Lesson 15
Put It Together
16 Use what you have learned to complete this task.
Jen has 4 of a kilogram of dog food. Luis has 3 of a kilogram of dog food. A large dog eats 2 of a kilogram in one meal.
10 10 10
STEP BY STEP
Direct students to complete the Put It Together task on their own. Explain to students that the questions they write do not have to use all of the given information. As students work on their own, walk around to assess their progress and understanding, to answer their questions, and to give additional support, if needed. If time permits, have students share one of their questions with a partner and show how to nd the answer to their partners question using a visual model.
A Write two dierent questions about this problem that involve adding or subtracting fractions. i Possible answer: How much dog food do Jen and Luis have altogether?
ii Possible answer: How much more dog food does Jen have than Luis?
B Choose one of your questions to answer. Circle the question you chose. Show how to nd the answer using a number line and an area model. Possible answers:
1 10
2 10
3 10
4 10
5 10
6 10
7 10
8 10
9 10
10 10
10
10
SCORING RUBRICS
See student facsimile page for possible student answers. A
Points Expectations 2 The response demonstrates the students mathematical understanding of adding and subtracting fractions. Both questions can be answered using the information given in the problem. An effort was made to accomplish the task. The response demonstrates some evidence of verbal and mathematical reasoning, but the students questions may contain some misunderstandings. There is no response or the response shows little or no understanding of the task.
L15: Understand Fraction Addition and Subtraction
141
Points Expectations 2 Both a number line and an area model are correctly drawn and labeled to show the solution to the problem. Only one model is correctly drawn and labeled or the models drawn may contain minor errors. Evidence in the response demonstrates that with feedback, the student can revise the work to accomplish the task. There are no models drawn or the models show no evidence of providing visual support for solving the problem.
156
Dierentiated Instruction
Lesson 15
Intervention Activity
Use fraction strips to model adding and subtracting fractions.
Materials: fraction strips Write an addition expression on the board, such as
2 1 3 . Have students lay 1 fraction strips end-to-end 8 8 8
On-Level Activity
Decompose fractions in more than one way.
In this activity, students think of multiple ways to decompose fractions. Write the fraction 6 on the board. Ask students to think about 6 as a sum. Ask them to nd at least four ways they can put fths together to make 6 . Provide number lines, area models, or fraction strips for students to use. Provide at least one example: 6 5 1 1 1 1 2 1 2
5 5 5 5 5 5 5 5
Write a subtraction expression on the board, such as 5 2 2 . Have students lay 1 fraction strips end-toend to show 5 . Then have them take away 2 . Ask them to tell you how many 1 s are left. Continue with similar problems. Be sure to provide expressions that include fractions greater than one, such as 6 2 3 .
5 5 6 6 6 6 6 6
Note the methods students use. Are they systematic or do they just guess and check their answers? Do they nd more than four ways? If time permits, give students (or pairs or groups) practice decomposing other fractions, such as 5 or 8 5 . This activity also gives students practice writing 10 number sentences.
Challenge Activity
Write a question for the answer given.
Write the following problem on the board: The answer is 7 . What could the question be?
8
Encourage students to think about both addition and subtraction. Provide number lines, area models, or fraction strips for support as necessary. Note the methods students use. Do they just guess, work out their problem, check to see if its correct, and then adjust their responses if necessary? Do they use a visual model or do they work symbolically? If time permits, give students (or pairs or groups) practice with similar problems. You might ask them to write two questions for each answer you supply, one using addition and one using subtraction.
157
Lesson 16
PREREQUISITE SKILLS
In order to be proficient with the concepts/skills in this lesson, students should: Understand addition as joining parts. Understand subtraction as separating parts. Know addition and subtraction basic facts. Understand the meaning of fractions. Identify numerators and denominators. Write whole numbers as fractions. Compose and decompose fractions.
4.NF.B.3a 4.NF.B.3d
VOCABULARY
There is no new vocabulary. Review the following key terms. numerator: the top number in a fraction; it tells the number of equal parts that are being described denominator: the bottom number in a fraction; it tells the total number of equal parts in the whole
CCSS Focus
a with a . 1 as a sum of fractions 1 . 4.NF.B.3 Understand a fraction b b
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. d. 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.
STANDARDS FOR MATHEMATICAL PRACTICE: SMP 1, 2, 4, 5, 6, 7, 8 (See page A9 for full text.)
158
Part 1: Introduction
AT A GLANCE
Students read a word problem and answer a series of questions designed to explore the connection between adding and subtracting fractions and adding and subtracting whole numbers.
Lesson 16
Part 1: Introduction
Lesson 16
Develop Skills and Strategies CCSS
4.NF.B.3a 4.NF.B.3d
In Lesson 15, you learned that adding fractions is a lot like adding whole numbers. Take a look at this problem. Lynn, Paco, and Todd split a pack of 12 baseball cards. Lynn got 4cards, Paco got 3cards, and Todd got the rest of the cards. What fraction of the pack did Todd get?
STEP BY STEP
Tell students that this page models building the solution to a problem one step at a time and writing to explain the solution. Have students read the problem at the top of the page. Work through Explore It as a class. Ask students to explain how they figured out the answers for how many cards Lynn and Paco received altogether, and for how many cards Todd received. Guide students to understand that they needed to join and take away the numbers of cards to answer the questions. Be sure to point out that 4 1 3 1 5 equals the total number of cards, 12. Remind students that the whole is represented by the set, or pack, of cards. Ask student pairs or groups to explain their answers for the remaining questions. Encourage students to explain the connection between adding and subtracting fractions and whole numbers. [When adding or subtracting whole numbers, you join or separate whole numbers. And, when adding or subtracting fractions, you join or separate parts of a set or whole.]
Explore It
Use the math you already know to solve the problem. How many cards did Lynn and Paco get altogether? How many cards did Todd get?
12
There are 12 cards in the pack. What fraction represents the whole pack of cards?
12
If Lynn got 4 cards out of 12, that means she got 4 of the pack. If Paco got 3 cards out of 12, what fraction of the pack did he get?
12 3 12 7
What fraction of the pack did Lynn and Paco get altogether?
12
Explain how you could find the fraction of the pack that Todd got. Possible answer: Todd got 5 cards. There are 12 cards in the pack. If the numerator tells the number of cards Todd got, and the denominator tells the number of cards in the pack, then Todd got 5 of the pack.
12
142
Mathematical Discourse
What does the denominator of a fraction tell you? Listen for responses that include the phrase equal parts of a whole or equal parts of a set. What does the numerator of a fraction tell you? Students responses should indicate an understanding that the numerator tells you the number of equal parts you are talking about.
159
Part 1: Introduction
AT A GLANCE
Students use fraction models to review adding and subtracting fractions.
Part 1: Introduction
Lesson 16
Lesson 16
STEP BY STEP
Read Find Out More as a class. Point out that when you have a set of objects, the denominator represents the total number of objects in the set. Since there are 12 baseball cards in the pack, that means there are 12 parts in the set. The number of cards that each person has represents the numerator of the fraction. Remind students that when you have a whole object that is divided into equal parts, the denominator shows the total number of parts. Note that the whole pizza was divided into 8 equal slices, so the denominator is 8. If there are 7 slices remaining, then the numerator of the fraction is 7. If 2 more slices are taken away, then there are 5 slices left, and the numerator of the fraction is 5. Have students read and reply to the Reflect directive.
4 12
3 12
5 12
Fractions in real life can also refer to equal parts of a whole object. Lynn, Paco, and Todd might share a pizza cut into 8 slices. The whole is the pizza, and 8 slices means there are 8 equal parts of the whole. Even if a person takes away 1 slice or 3 slices from the pizza, the whole will stay the same.
Reflect
1 Describe another example of a set of objects or a whole object divided into
fractions. Possible answer: You can think of a full egg carton as a set of objects. Each egg is 1 of the set.
12
143
Hands-On Activity
Use models to add fractions.
Materials: Drawing paper and notebook paper Distribute drawing paper and a piece of notebook paper to each student. Tell students to use scissors to cut out 12 equal-sized cards. Explain to students that the 12 cards represent one pack of cards, or one whole set, and that there are 12parts in the set. Tell students to hold up 2 cards. Have students write the name of the fraction represented by the 2 cards on their paper. Review the meaning of the fraction. [2 cards out of 12] Then, repeat with 7 cards. Tell students to add (join) the fractions and write the sum on their paper. Have a volunteer explain how they determined their answer. If time permits, repeat for additional fraction pairs.
Real-World Connection
Encourage students to think about everyday places or situations where people might need to add or subtract like fractions. Have volunteers share their ideas. Examples: cooking, construction site, distances on a map
160
Lesson 16
Lesson 16
Read the problem below. Then explore different ways to understand it. Josie and Margo made 10 clay pots in art class. Josie painted 3 of the pots. Margo painted 4 of the pots. What fraction of the clay pots did they paint?
10 10
STEP BY STEP
Read the problem at the top of the page as a class. Read Picture It. Have a volunteer name the denominator of the fraction in the problem. [10] Point out that each pot is 1 of the total number of pots.
10
Picture It
You can use models to help understand the problem. The following model shows the pots. Each pot is 1 of the total number of pots.
10
Josie painted 3 pots, and Margo painted 4 pots. They painted a total of 7 pots.
J J J J M J M J M M J M J M J M M
Guide students to recognize that since Josie painted 3 of the pots and Margo painted 4 , the picture is shaded to represent the number of pots each girl painted, 3 for Josie and 4 for Margo. Have students count aloud to find the sum. Direct students to look at the number line in Model It. Emphasize that the number line is divided into tenths to represent the total number of pots. You may wish to draw the number line on the board and have a volunteer demonstrate the 4 jumps to the right to add 4 tenths to 3 .
10
144
3 tenths
4 tenths
7 tenths
10
10
Model It
You can also use a number line to help understand the problem. The following number line is divided into tenths, with a point at 3 .
10
1 10
2 10
3 10
4 10
5 10
6 10
7 10
8 10
9 10
1 10
2 10
3 10
4 10
5 10
6 10
7 10
8 10
9 10
SMP Tip: Help students make sense of the problem and generalize that the same properties that apply to whole numbers apply to fractions. (SMP 1)
Mathematical Discourse
How could you use fractions to label 0 and 1 on the number line? Students may suggest that you can write both as a number out of 10, so 0 and 10 .
10 10
Concept Extension
Illustrate the commutative property of addition.
Ask, What if I drew the starting point at 4 instead 10 of 3 ? Could I still solve the problem? 10 To emphasize the point, draw a number line on the board with a point at 4 . Then, have students explain how to count on from 4 to find the answer. Encourage a volunteer to come to the board and demonstrate how to find the sum.
10 10
What is another way you could solve the problem? Responses may mention using fraction strips.
10 1 strips in a single row. Then, you could 10
161
Lesson 16
Lesson 16
Connect It
Now you will solve the problem from the previous page using equations.
2 How do you know that each pot is 1 of the total number of pots? 10
STEP BY STEP
Read Connect It as a class. Be sure to point out that the questions refer to the problem on page 144. Review the meanings of numerator (the number of equal parts of a set you have) and denominator (the total number of equal parts the set is divided into). Ask, If Josie and Margo only made 8 pots, what fraction would represent 1 of the pots? 3 1 4
8
Possible answer: The denominator tells the total number of pots. The numerator tells the number of pots that you are talking about.
3 What do the numerators, 3 and 4, tell you? Possible answer: 3 tells the number
of pots that Josie painted. 4 tells the number of pots that Margo painted.
4 How many clay pots did Josie and Margo paint altogether?
5 Write equations to show what fraction of the clay pots Josie and Margo painted
1 1
4 tenths
4 10
5 5
7 tenths 7
10
Possible answer: Add the numerators and leave the denominator as is.
Emphasize that adding fractions is like adding whole numbers. Say, When nding the number of pots Josie and Margo painted altogether, you add the numerators of the fractions and write that sum over the denominator.
Try It
Use what you just learned to solve these problems. Show your work on a separate sheet of paper.
7 Lita and Otis are helping their mom clean the house. Lita cleaned 1 of the rooms. 3
Otis cleaned 1 of the rooms. What fraction of the rooms did Lita and Otis clean
3
altogether?
ELL Support
Write the word tenths on the board. Circle the letters that spell ten in the word and write the number 10 below it. Repeat using the word eighths. Have students write tenths and eighths on a piece of paper. Next to the words, have them write fractions associated with the words. If time allows, repeat with other fraction words.
8 Marks string is 1 of a meter long. Bobs string is 3 of a meter long. How long are 5 5 4 5 the two strings combined? of a meter
145
TRY IT SOLUTIONS
7 Solution: 2 ; Students may show 1 on a number line divided into thirds and count 1 mark to the right.
3 3 3 4 1 8 Solution: of a meter; Students may show on a 5 5 3 3
number line divided into fifths and count 3 marks to the right. They also may write the equation
1 1 3 5 4. 5 5 10
ERROR ALERT: Students who wrote 4 or 2 added both the numerators and the denominators.
( 5)
162
Lesson 16
Lesson 16
Read the problem below. Then explore different ways to understand it.
5 of a liter in it. He drank 4 of a liter. What fraction Albertos water bottle had 6 6
STEP BY STEP
Read the problem at the top of the page as a class. Read Picture It. Guide students to recognize that Albertos water bottle is divided into 6 equal parts. Ask, What do the 6 equal parts represent? (the denominator) What do the 5 shaded parts represent? (the numerator, or how much water is in the bottle) Point out that 4 sixths are being taken away since Alberto drank 4 parts of the water bottle. Ask, What is 5 2 4? [1] Say, So, 1 sixth of Albertos water bottle still has water in it. Tell students to look at the number line in Model It. Point out that the number line is divided into sixths to represent the 6 equal parts of Albertos water bottle.
5 to Have a volunteer count 4 jumps to the left from 6
Picture It
You can use models to help understand the problem. The following model shows the water bottle divided into 6 equal parts. Each part is 1 of a liter. Five shaded parts show how much water is in the bottle.
6
Alberto drank 4 parts of the water in the bottle, so take away 4 shaded parts of the bottle. There is 1 part of the bottle left with water in it.
2 5 sixths 4 sixths
5 1 sixth
Model It
You can use a number line to help understand the problem. The following number line is divided into sixths, with a point at 5 .
6
0
6
1 6
2 6
3 6
4 6
5 6
1
6
1 6
2 6
3 6
4 6
5 6
line show that 1 sixth of Albertos water bottle still has water in it.
name] land on? 3 1 4 Say, So, both the model and number 6
146
Concept Extension
Help students see the relationship between the picture and the number line.
Draw the number line on the board. Then, draw 5 -full water bottle turned on its side above the the 6 number line, making sure each part of the water bottle is lined up with its tick mark on the number line.
5 on the number line lines up with Point out that 6 the top of the water bottle.
Mathematical Discourse
What is the difference between adding fractions and subtracting fractions on a number line? Responses may indicate direction, moving to the right to add and moving to the left to subtract. What is another way to solve this problem? Students may mention using fraction strips or writing an equation.
Then, cross out (or erase) one part of the water bottle at a time, moving from right to left along the number line. After 4 parts are crossed out (or erased) to show the water Alberto drank, point out to students that the remaining water is lined 1 -mark on the number line. up with the
6
163
Lesson 16
Lesson 16
Connect It
Now you will solve the problem from the previous page using equations.
9 How do you know that each part is 1 of a liter? 6
STEP BY STEP
Read page 147 as a class. Be sure to point out that Connect It refers to the problem on page 146.
Possible answer: The denominator tells the number of equal parts the bottle is divided into. The numerator tells the number of parts you are talking about.
10 What do the numerators, 5 and 4, tell you? Possible answer: 5 tells the
number of parts that have water. 4 tells the number of parts that Alberto drank.
11 How many parts of water are left in the bottle after Alberto drank 4 parts? 12 Write equations to show what fraction of the bottle has water left in it.
5 sixths
5 6
2 2
4 sixths
4 6
5 5
1 sixth 1
6
Possible answer: Subtract the numerators and leave the denominator as is.
Try It
Use what you just learned to solve these problems. Show your work on a separate sheet of paper.
14 Mrs. Kirk had
Remind students that subtracting fractions is like subtracting whole numbers. Say, When nding the number of parts of the water bottle that still have water, you subtract the numerators of the fractions and write the difference over the denominator.
What fraction of the carton of eggs does Mrs. Kirk have left?
15 Carmen had
10
8 of the yard left to mow. She mowed 5 of the yard. What fraction 10 3 10
147
Hands-On Activity
Use paper plates to subtract fractions.
Materials: paper plates, markers, rulers, scissors Distribute paper plates, markers, and scissors to each student. Model how to use the ruler to divide the plate into 8 equal sections. Students should draw 4 lines.
5 of the plate and then Direct students to color
TRY IT SOLUTIONS
14 Solution: 1; Students may show 3 on a number line divided into fourths and count 2marks to the left.
4 4 2 1 ERROR ALERT: Students who wrote or 4 2 subtracted from a full carton of eggs 4 rather than 4 the 3 of a carton that Mrs. Kirk had. 4 4 4
( ) ()
cut out that fraction of the plate. Ask students to name the fraction of the plate they have. 3 5 4
8
Tell students to subtract 2 more eighths. Guide students to cut 2 more sections from the color portion of the plate they are holding. Ask students to name the fraction of the plate
5 2 2 5 3 on the board. Write 8 8 8
15 Solution: 3 ; Students may show 8 on a number line divided into tenths and count 5 marks to the left. They also may write the equation 8 2 5 5 3 .
10 10 10 10 10
164
Lesson 16
Lesson 16
Lesson 16
The student used labels and jump arrows to show each part of the hike on a number line. It is just like adding whole numbers!
2 mile on a trail before she stopped to get a drink Jessica hiked 2 mile. How far of water. After her drink, Jessica hiked another 5 5
neither red nor blue? Show your work. Possible student work using a model:
r r r b b
I think that there are at least two different steps to solve this problem.
did Jessica hike in all? Look at how you could show your work using a number line.
before drink
2 5 2 5
after drink
Pair/Share
How else could you solve this problem?
4 mile 5 Solution:
1 5
2 5
3 5
4 5
red
3 10 10 Solution: 5
blue
2 10
Pair/Share
How is this problem different from the others youve seen in this lesson?
fruit smoothie is left? Show your work. Possible student work using an equation:
32152 3 3 3
What fraction of the bag of carrots did Emily and Nick eat altogether? Circle the letter of the correct answer. A 1 B C D
1 3 6 3 6 12 3
To find the fraction of the bag Emily and Nick ate altogether, should you add or subtract?
Rob chose D as the correct answer. How did he get that answer?
Pair/Share
How did you and your partner decide what fraction to start with?
2 of a smoothie 3 Solution:
Pair/Share
Does Robs answer make sense?
148
149
AT A GLANCE
Students use models, number lines, or equations to solve word problems involving addition and subtraction of fractions.
SOLUTIONS
Ex A number line is shown as one way to solve the problem. Students could also solve the problem by drawing a model that is divided into fifths and shading 4 sections (2 sections out of 5 plus 2sections out of 5). 16 Solution: 2 of a smoothie; Students could solve the
3 3 3 5 17 Solution: ; Students could solve the problem by 10 3 2 1 5 2 . (DOK 2) problem by using the equation 3
STEP BY STEP
Ask students to solve the problems individually and label fractions in their drawings. When students have completed each problem, have them Pair/Share to discuss their solutions with a partner or in a group.
18 Solution: C; Rob added the numerators correctly, but he mistakenly added the denominators together, too. Explain to students why the other two answer choices are not correct: A is not correct because you are not subtracting 1 from 2 ; this is an addition problem. B is not correct because 1 is not equivalent to 3 . 3 6 (DOK 3)
L16: Add and Subtract Fractions
165
Lesson 16
Lesson 16 4
Lesson 16
5 of a yard for a school project. He has 2 of a yard Liang bought some cloth. He used } } 8 8 left. How much cloth did Liang buy?
Lucy and Margot are mowing the lawn. They divided the lawn into 8 equal sections. Lucy mowed 2 sections and Margot mowed 4 sections. Which model can be used to nd the total fraction of the lawn they mowed? Circle the letter of all that apply.
A B C
A B C D
1 8
2 8
3 8
4 8
5 8
6 8
7 8
1 8
2 8
3 8
4 8
5 8
6 8
7 8
2 of the cake, and her brother Carmela cut a cake into 12 equal-sized pieces. She ate }} 12 3 of the cake. What fraction of the cake is left? ate }} 12 1 of the cake A }} 12 5 B }} of the cake 12 7 of the cake C }} 12 12 D }} of the cake 12 2 cup of milk, 1 cup of oil, and 1 cup of sugar. How much Lees mufn mix calls for } } } 3 3 3 more milk than oil does she need for the mufn mix? 1 cup 3
9 of a bucket of blueberries. Cole picked 3 of the In all, Cole and Max picked }} }} 10 10 bucket of blueberries. What fraction of the bucket of blueberries did Max pick?
0
Answer Max picked
1 10
2 10
6 10
3 10
4 10
5 10
6 10
7 10
8 10
9 10
5 of the pizza. A pizza is cut into 8 equal slices. Together, Regan and Juanita will eat } 8 What is one way the girls could eat the pizza? Show your work.
R J J
R J
Self Check Go back and see what you can check o on the Self Check on page 119. 150
L16: Add and Subtract Fractions L16: Add and Subtract Fractions
151
AT A GLANCE
Students add and subtract fractions to solve word problems that might appear on a mathematics test.
4 Solution: A; The model shows 2 shaded in light gray for Lucys sections and 4 shaded in dark gray for Margots sections. The total shaded sections represent the total fraction of the lawn they mowed. D; The number line starts at Margots fraction ( 4 ) and adds 2 for Lucys fraction, for a total of 6 . (DOK 2)
8 8 8 8 8
SOLUTIONS
1 Solution: C; Possible student work using an equation: 5 1 2 5 7 (DOK 1)
8 8 8
166
Dierentiated Instruction
Lesson 16
For students who are still struggling, use the chart below to guide remediation. After providing remediation, check students understanding. Ask students to explain 2 1 3 . 5 or 1 their thinking while finding 3 4
5 5 5
If a student is still having difficulty, use Ready Instruction, Level 4, Lesson 15.
If the error is . . .
20 6
Students may . . . have added both the numerators and the denominators. have added numerators, added denominators, and then simplified. have subtracted the fractions. have subtracted the fractions and simplified.
To remediate . . . Remind students that the denominator tells the kind of parts you are adding. Explain that just as 4 apples 1 2 apples 5 6 apples, 4 tenths 1 2 tenths 5 6 tenths. Remind students that the denominator tells the kind of parts you are adding. Explain that just as 4 apples + 2 apples = 6 apples, 4 tenths + 2 tenths = 6 tenths. Remind students to read the problem carefully to be sure theyre using the correct operation. Remind students to read the problem carefully to be sure theyre using the correct operation.
10
10 5 1
Hands-On Activity
Use fraction strips to add fractions.
Materials: strips of paper, markers Distribute paper and markers to each student. Direct students to fold a strip of paper in half, and then in half again. Tell them to unfold the strips and use the marker to show the 4 equal sections. Tell students to color 1 of the strip. Then have them color another 1 of the strip. Write 1 1 1 on the board. Challenge
4 4 4 4
Challenge Activity
Write a problem for a given sum.
Tell students that the sum of two fractions is 2. However, the original fractions did not have
5
them to use their fraction strips to show that the sum is 2 or 1 . If time allows, repeat for other denominators by folding another strip of paper three or four times.
4 2
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NOTES
NOTES
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