Continue the process for 734,902 477,479. – Count by Equivalent Fractions (4 minutes) Note: This activity reviews Lesson 24. The progression builds in complexity. Work the students up to the highest level of complexity in which they can confidently participate. T: by threes to 15, starting at 0. S: 0, 3, 6, 9, 12, 15. T: Count by 3 fifths to 15 fifths, starting at 0 fifths. (Write as students count.) S: , , , , , . T: 1 one is the same as how many fifths? S: 5 fifths. T: 2 ones? S: 10 fifths. T: 3 ones? S: 15 fifths. T: (Beneath , write 3.) Count by 3 fifths again. This time, when you come to the whole number, say the whole number. (Write as students count.) S: , , , , , 3. T: to .) Say as a mixed number. S: . Continue the process for and . T: Count by 3 fifths again. This time, convert to whole numbers and mixed numbers. (Write as students count.) S: 0, , , , , 3. Add and Subtract Mixed Numbers (4 minutes) Materials: (S) Personal white board Note: This fluency activity reviews Lesson 31 and Lesson 33. Allow students to solve using any strategy. T: (Write + = .) Decompose the mixed numbers and solve. S: (Write + = ) Continue with the following possible sequence: + , + , and + . T: (Write = .) Decompose the mixed numbers and solve. – S: (Write = ) – Continue with the following possible sequence: , , , and . – – – –
Continue the process for 734,902 – 477,479. Count by Equivalent Fractions (4 minutes) Note: This activity reviews Lesson 24. The progression builds in complexity. Work the students up to the highest level of complexity in which they can confidently participate. T: by threes to 15, starting at 0. S: 0, 3, 6, 9, 12, 15. T: Count by 3 fifths to 15 fifths, starting at 0 fifths. (Write as students count.) S: , , , , , . T: 1 one is the same as how many fifths? S: 5 fifths. T: 2 ones? S: 10 fifths. T: 3 ones? S: 15 fifths. T: (Beneath , write 3.) Count by 3 fifths again. This time, when you come to the whole number, say the whole number. (Write as students count.) S: , , , , , 3. T: to .) Say as a mixed number. S: . Continue the process for and . T: Count by 3 fifths again. This time, convert to whole numbers and mixed numbers. (Write as students count.) S: 0, , , , , 3. Add and Subtract Mixed Numbers (4 minutes) Materials: (S) Personal white board Note: This fluency activity reviews Lesson 31 and Lesson 33. Allow students to solve using any strategy. T: (Write + = .) Decompose the mixed numbers and solve. S: (Write + = ) Continue with the following possible sequence: + , + , and + . T: (Write – = .) Decompose the mixed numbers and solve. S: (Write – = ) Continue with the following possible sequence: – , – , – , and – .