Solve application problems using equivalent fractions in such a way as to addition and subtraction of produce an equivalent sum or difference of fractions with unlike fractions with like denominators. For denominators (including mixed example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. numbers) (In general, a/b + c/d = (ad + bc)/bd.) 5.NF.2 Solve word problems involving addition and subtraction of fractions referring Post-Assessment- 2 Cindy’s Cats to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. A. Focus and Coherence B. Evidence of Math Practices Students will What will students produce when they are know… making sense, persevering, attending to Adding and subtracting fractions with unlike precision and/or modeling, in relation to the denominators; the numerator tells the focus of the lesson? number of parts and the denominator tells the size of the parts Mixed numbers represent a whole number plus a fraction less than one 1.Make sense of problems and persevere in solving them. Students plan their solution pathway as they read the problem, draw a representation to Students will be able to… use as tool for reasoning, and write numerically to solve problems. Use models to represent fractions and solve addition and subtraction problems with unlike denominators. 3. Construct viable arguments and critique the Use benchmark fractions to reason about reasoning of others. fractions. Identify the whole in a fraction context Students explain their reasoning for fractions Write fractions in measures of a specific closest to 1 during the warm-up. Students unit. justify their solutions to application problems Add and subtract mixed numbers and both verbally and in writing. fractions with unlike denominators without regrouping
Solve application problems using addition and subtraction of fractions with unlike denominators (including mixed numbers) Post-Assessment- Cindy’s Cats 2 equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) 5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. A. Focus and Coherence Students will know… Adding and subtracting fractions with unlike denominators; the numerator tells the number of parts and the denominator tells the size of the parts Mixed numbers represent a whole number plus a fraction less than one Students will be able to… Use models to represent fractions and solve addition and subtraction problems with unlike denominators. Use benchmark fractions to reason about fractions. Identify the whole in a fraction context Write fractions in measures of a specific unit. Add and subtract mixed numbers and fractions with unlike denominators without regrouping B. Evidence of Math Practices What will students produce when they are making sense, persevering, attending to precision and/or modeling, in relation to the focus of the lesson? 1.Make sense of problems and persevere in solving them. Students plan their solution pathway as they read the problem, draw a representation to use as tool for reasoning, and write numerically to solve problems. 3. Construct viable arguments and critique the reasoning of others. Students explain their reasoning for fractions closest to 1 during the warm-up. Students justify their solutions to application problems both verbally and in writing.
5th_gr_unit_-_addsubt_fractions_complete.docx