throughout the unit as a way to check reasonableness or as a mental math activity. Number and How can properties help you add Go Math 6.10 – Operations: fractions with unlike denominators? Algebra: Use Properties of Use Equivalent Addition Fractions as a Strategy to Add and Subtract Fractions Number and How can you use renaming to find the Go Math 6.7 – Operations: difference of two mixed numbers? Subtraction with Renaming Use Equivalent Fractions as a Finding the common Strategy to Add and denominator is not required. Subtract Fractions Do not require students to in lowest terms” or “simplify” “write in simplest form.” Students “write do have to recognize that an answer can be represented in different ways by using equivalent fractions. Problems should be presented both in the form of word problems and without context. It is not necessary to teach BOTH the first mixed number” “Renaming and both mixed “Renaming numbers as fractions greater than one.” Either strategy is appropriate. The students will need to be able to use benchmark fractions and number sense of fractions to estimate the reasonableness of results AND to do mental math. Instead of teaching it in isolation from lesson 6.3, it should be taught throughout the unit as a way to
throughout the unit as a way to check reasonableness or as a mental math activity. Number and Operations: Use Equivalent Fractions as a Strategy to Add and Subtract Fractions How can properties help you add fractions with unlike denominators? Go Math – 6.10 Algebra: Use Properties of Addition Number and Operations: Use Equivalent Fractions as a Strategy to Add and Subtract Fractions How can you use renaming to find the difference of two mixed numbers? Go Math – 6.7 Subtraction with Renaming Finding the common denominator is not required. Do not require students to “simplify” “write in lowest terms” or “write in simplest form.” Students do have to recognize that an answer can be represented in different ways by using equivalent fractions. Problems should be presented both in the form of word problems and without context. It is not necessary to teach BOTH “Renaming the first mixed number” and “Renaming both mixed numbers as fractions greater than one.” Either strategy is appropriate. The students will need to be able to use benchmark fractions and number sense of fractions to estimate the reasonableness of results AND to do mental math. Instead of teaching it in isolation from lesson 6.3, it should be taught throughout the unit as a way to
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