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Lesson Overview
Learning Outcomes:
SWBAT join (compose) or separate (decompose) parts of the same whole IOT add and subtract fractions.
SWBAT decompose fractions in multiple ways using visual fraction models IOT convert between mixed numbers and improper fractions.
SWBAT replace mixed numbers with equivalent fractions IOT add and subtract fractions and mixed numbers with like denominators.
SWBAT use visual fraction models and equations IOT solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators.
Communication of Success Criteria: This Three-Act Task gives students opportunities to design an investigation and think critically about
fractions they see in everyday life.
TASK: The explanations are The explanations are The explanation is either The explanation is not Did not attempt
Freeway Exits logical and the methods logical and the logical or the method is logical nor is the
are appropriate; all methods are appropriate; all or almost method appropriate; all
DOK Level 3 questions are answered appropriate; all all questions are or some questions are
and correctly; the questions are answered but only 50% - answered but less than
Apply presentation and ideas answered and at least 74% of the calculations 50% of the calculations
stand out from others/is 75% of the calculations are correct; the are correct; the
highly creative are correct; the presentation is clear or presentation is likely
presentation is clear slightly unclear unclear
Consider reading this book to your students. Fractions are everywhere you look-on the play-ground, at school, even at birthday parties!
When it comes to counting money, playing games, or making sure you get your fair share of the pizza, fractions are there to help you. Add
David A. Adler's handy text to Edward Miller's lively art and you get not just a fraction-but a "whole" lot-of fun.
The concepts in this book explain:
1. Numerator and Denominator
2. What happens when the denominator changes
3. Equivalent Fractions
4. Adding and subtracting fractions
Pose questions related to the real-life scenarios in the book to have students think about fractions in their own lives.
Essential Questions:
How do we apply our understanding of fractions in everyday life?
What happens when I add fractions with like denominators?
What is a mixed number and how can it be represented?
What is an improper fraction and how can it be represented?
What is the relationship between a mixed number and an improper fraction?
K-5 Mathematics 2016
Enduring Understandings:
Fractional amounts can be added and/or subtracted.
Mixed numbers can be added and/or subtracted.
Mixed numbers and improper fractions can be used interchangeably because they are equivalent.
Proper fractions, improper fractions and mixed numbers can be added and/or subtracted.
Fractions, like whole numbers can be unit intervals on a number line.
Whole Group - Introduce students to the following picture from Act I of the task, Freeway Exits.
You are in a car on the freeway and see this sign. What comes to mind? What questions could you answer based on this sign?
Adding and Subtracting Fractions and Mixed numbers with Like Denominators
Review this PPT with students to address how to:
Add and subtract mixed numbers with like denominators as both mixed numbers and equivalent improper fractions.
Use mixed numbers and improper fractions interchangeably.
Add and subtract fractional numbers and mixed numbers.
Communicate precisely about their reasoning utilizing mathematical terms: fraction, denominator, equivalent sets, improper fraction,
increment, mixed number, numerator, proper fraction, term, unit fraction, whole number
Student products and presentations will be assessed. Teacher engages students in focused talk, utilizing various Talk Moves as students
present their final products and engage their classmates in discussion of their work. 1. Revoicing or repeating what the student has said. 2.
Restate what one of the peers has said. 3. Reasoning or agreeing or disagreeing with another student by verbally explaining or by using a
K-5 Mathematics 2016
gesture such as thumbs up or down. 4. Adding on or contribute, extend or expand upon what has already been said. 5. Wait Time is utilized so
that students have time to process their own thinking and prepare to talk. Throughout the presentations, the teacher should employ these talk
moves in order to better facilitate the discussion and hold the students accountable to the ongoing conversation.
Differentiated Homework
Level 1 (below grade level) Level 2 (on grade level) Level 3 (above grade level)
2. Is the sum of 4 + 2 over or under 7? 2. Is the difference of 5 - 3 over or under 2?1. 2. How can you demonstrate how 4 is equal
Explain why or why not. Explain why or why not. to 9/2? Use models, drawings and/or
equations to explain your thinking.
3. Is the difference of 5 - 3 over or under 3. How can you demonstrate how 4 is equal2.
2? Explain why or why not. to 9/2? Use models, drawings and/or equations3. 3. Write two problems that have a difference
to explain your thinking. of 3 4/10?