Bridging the Gap for Language Minority Students and ELLs in Math
Notetaking Guide
Ideas/concepts/terms related to English
language learning:
Things to keep in mind about my own
students:
Thoughts on scaffolds that might be
useful:
Things that are good for many students
but might be essential for ELLs:
Things to look up later:
Other/Misc./Don’t-forgets
Bridging the Gap, Notetaking Guide
Grade 4, Module 5, Lesson 16 from EngageNY.org of the New York State Education
Department is licensed under CC BY-NC-SA 3.0.
1
Listening
Bridging the Gap, Notetaking Guide
Grade 4, Module 5, Lesson 16 from EngageNY.org of the New York State Education
Department is licensed under CC BY-NC-SA 3.0.
Writing
Reading
Which MPs?
Speaking
Scaffold/Idea
2
Grade 4: Using Pictures and Manipulatives to Add and Subtract Fractions with the
Same Units
Today’s Objective
I will use pictures and manipulatives to show how to add and subtract fractions using the same units.
Opening Exercise: Count by equivalent fractions.
Use this number line to help count by eighths.
Compare Fractions
Vocabulary word:
partition
What part of speech is partition? __________
The definition of partition is: ___ _______________ ________ _________.
Use this space to draw two rectangles that are the same size. These will be our
area models.
1
Partition your first area model to show .
2
2
Partition your second area model to show .
5
Bridging the Gap, Notetaking Guide
Grade 4, Module 5, Lesson 16 from EngageNY.org of the New York State Education
Department is licensed under CC BY-NC-SA 3.0.
3
1
3
5
10
Partition your area models to compare and
Partition area models to compare
Partition area models to compare
1
4
1
3
.
5
and .
8
3
and .
4
Application Problem
1
2
How did I compare and ?
2
5
I can use these sentence starters to explain.
First, I ___.
Then, I ____.
Next, I ____.
Finally, I _____.
Bridging the Gap, Notetaking Guide
Grade 4, Module 5, Lesson 16 from EngageNY.org of the New York State Education
Department is licensed under CC BY-NC-SA 3.0.
4
5
Keisha ran mile in the morning.
2
6
She ran mile in the afternoon.
3
Which distance was longer?
Did Keisha run farther in the morning or in the afternoon?
Complete these sentences:
First, I…
Then, I…
Next, I…
Finally, I…
Bridging the Gap, Notetaking Guide
Grade 4, Module 5, Lesson 16 from EngageNY.org of the New York State Education
Department is licensed under CC BY-NC-SA 3.0.
5
Problem 1
Divide this number line into sixths.
1
0
What is the subtraction sentence? Write it here.
7
Now try
4
5
− 4.
1
0
Problem 2
Solve this in unit form, and write a number sentence using fractions.
𝟏𝟎
𝟔
𝟐
− =
𝟔
Vocabulary word:
decompose
What part of speech is decompose? __________
Bridging the Gap, Notetaking Guide
Grade 4, Module 5, Lesson 16 from EngageNY.org of the New York State Education
Department is licensed under CC BY-NC-SA 3.0.
6
The definition of decompose is: ___ ________ __________ into ____________
__________.
Now try this. Solve this in unit form, and write a number sentence using fractions.
𝟗
𝟓
𝟑
− =
𝟓
Problem 3
Let’s look at this example again:
In the same way, now show:
2 3 5
+ =
8 8 8
0
1
Bridging the Gap, Notetaking Guide
Grade 4, Module 5, Lesson 16 from EngageNY.org of the New York State Education
Department is licensed under CC BY-NC-SA 3.0.
7
Problem 4
Vocabulary word:
sum
What part of speech is sum? __________
The definition of sum is: ___ _______________ ___ _____________.
Use a number bond to decompose the sum into a whole and some parts.
5
4
2
7
4
4
+ =
Use a number bond to decompose the sum into a whole and some parts.
6
6
4
10
6
6
+ =
Bridging the Gap, Notetaking Guide
Grade 4, Module 5, Lesson 16 from EngageNY.org of the New York State Education
Department is licensed under CC BY-NC-SA 3.0.
8
Problem Set
Name __________________________________________________________ Date _____________________________
1. Solve.
a.
3 fifths – 1 fifth = __________________
b.
5 fifths – 3 fifths = _______________
c.
3 halves – 2 halves = _______________
d.
6 fourths – 3 fourths = ____________
b.
5
6
−
3
6
d.
5
5
−
4
5
f.
5
4
−
3
4
2. Solve.
a.
5
6
c.
3
10
e.
5
4
3
6
−
3
10
−
4
4
−
3. Solve. Use a number bond to show how to convert the difference to a mixed number.
Problem (a) has been completed for you.
a.
12
8
3
−
9
=8 =1
8
8
8
c.
e.
9
1
8
3
2
−
4
8
−
3
8
=
1
8
−5
5
8
12
b.
d.
14
f.
15
b.
4 fifths + 3 fifths = _____________
b.
4
12
4
8
10
−
3
8
−
3
10
4. Solve. Write the sum in unit form.
a.
2 fourths + 1 fourth = _______________
5. Solve.
a.
2
8
5
8
+
+
5
12
6. Solve. Use a number bond to decompose the sum. Record your final answer as a mixed
number. Problem (a) has been completed for you.
a.
3
5
4
+
5
5
5
7
=5 =1
2
5
b.
4
+
4
3
4
2
5
c.
6
9
+
6
9
d.
7
10
e.
5
6
+
7
6
f.
9
8
6
+ 10
5
+8
Bridging the Gap, Notetaking Guide
Grade 4, Module 5, Lesson 16 from EngageNY.org of the New York State Education
Department is licensed under CC BY-NC-SA 3.0.
9
7. Solve. Then use a number line to model your answer.
a.
7
4
−
5
4
b.
5
4
+
2
4
Bridging the Gap, Notetaking Guide
Grade 4, Module 5, Lesson 16 from EngageNY.org of the New York State Education
Department is licensed under CC BY-NC-SA 3.0.
10
Student Debrief
The _________ model helps me add fractions because…
Number bonds help to decompose fractions into mixed numbers because…
When adding fractions, it is important to remember to…
Exit Ticket
Solve. Use a number bond to decompose the difference. Record your final answer as
a mixed number. Use a visual representation (like a number line) to show your
thinking.
𝟏𝟔
𝟓
−
𝟗
𝟗
Solve. Use a number bond to decompose the sum. Record your final answer as a
mixed number. Use a visual representation (like a number line) to show your
thinking.
𝟓
+
𝟏𝟐
𝟏𝟎
𝟏𝟐
Bridging the Gap, Notetaking Guide
Grade 4, Module 5, Lesson 16 from EngageNY.org of the New York State Education
Department is licensed under CC BY-NC-SA 3.0.
11