In-Class Reference Sheet
Big Idea 2: Fractions with like denominators (same size parts) are numbers that can be easily added or
subtracted because the size of the parts in each of the wholes is the same.
Topic1: Addition with Sums to 1 Whole
Key Concept: Fractions can be combined to make a whole.
Prior Knowledge:
1. Defines and models numerator and denominator.
2. Understands that fractions are numbers.
3. Uses different models to show fractional amounts and write fraction numbers less than 1 whole.
4. Can identify the unit (whole).
5. Addition and subtraction of whole numbers.
Activity 1: Addition of Unit Fractions
Description
Students use models to add two
like fractions.
Vocabulary
Preparation for
Learning
Math Vocabulary: like fraction, whole, sum, equation, numerator, denominator
Process Vocabulary: model, drag
Provide each student with an index card containing a fractional number.
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•
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Review the definitions of the terms numerator and denominator.
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Review (or introduce) the definitions of model, whole, and equation.
Define like fractions as fractions with the same denominator.
Have students locate a partner with a like fraction and sit together.
Open the Adding Fractions with Common Denominators tool.
•
Teacher/Student
Dialogue
Indicators of
Understanding *
Model an example using two like fractions demonstrating how to drag parts of
one model to another to determine the sum.
With your guidance and linking on, have partners use a keyboard or the
number pad on the white board to input their fractions to create their equation.
• Make sure to use different models to demonstrate.
While students are working in the software, be sure to circulate and ask:
Can you tell me what the model of the equation shows when adding fractions?
Why does the denominator remain unchanged when adding like fractions?
Through these questions, assess for student understanding that addition of fractions
is the joining of parts referring to the same whole.
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Represents an addition problem with two fractions with like denominators
using concrete manipulatives or computer models.
Finds the sum of two fractions with like denominators.
* Indicators of Understanding are in addition to the formative assessment at the end of each activity.
•
www.conceptuamath.com
© 2010 Conceptua Math LLC
1
In-Class Reference Sheet
Big Idea 2: Fractions with like denominators (same size parts) are numbers that can be easily added or
subtracted because the size of the parts in each of the wholes is the same.
Topic 1: Addition with Sums to 1 Whole
Key Concept: Fractions can be combined to make a whole.
Prior Knowledge:
1. Defines and models numerator and denominator.
2. Understands that fractions are numbers.
3. Uses different models to show fractional amounts and write fraction numbers less than 1 whole.
4. Can identify the unit (whole).
5. Addition and subtraction of whole numbers.
Activity 2: Estimating Sums of Proper Fractions
Description
Student determines whether the
sum of two fractions with like
denominators is closest to
0, 1/2, or 1.
Vocabulary
Content: closest to, benchmark
Process: No new vocabulary
Preparation for
Learning
Open Adding Fractions with Common Denominator tool.
•
Use the number line model to demonstrate where on a number line the sum of
two like fractions falls.
•
Unlink the fraction from the number line model, to allow for student prediction
and discussion.
As you demonstrate examples by adding two like fractions and placing their
sum on the number line, ask students whether the sum of the two like
fractions would be closest to 0, 1/2, or 1 on the number line.
• Ask students to explain their reasoning and justify their answers during this
demonstration.
While students are working in the software, be sure to circulate and ask:
• Why did you choose that benchmark as the answer?
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Teacher/Student
Dialogue
Indicators of
Understanding *
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•
What estimation strategies are you using to help you?
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Given a number line and benchmarks, students can determine to which
benchmark the sum of two like fractions is closest.
What do the vectors in this example illustrate?
* Indicators of Understanding are in addition to the formative assessment at the end of each activity.
www.conceptuamath.com
© 2010 Conceptua Math LLC
2
In-Class Reference Sheet
Big Idea 2: Fractions with like denominators (same size parts) are numbers that can be easily added or
subtracted because the size of the parts in each of the wholes is the same.
Topic 1: Addition with Sums to 1 Whole
Key Concept: Fractions can be combined to make a whole.
Prior Knowledge:
1. Defines and models numerator and denominator.
2. Understands that fractions are numbers.
3. Uses different models to show fractional amounts and write fraction numbers less than 1 whole.
4. Can identify the unit (whole).
5. Addition and subtraction of whole numbers.
Activity 3: Addition of Proper Fractions 1
Description
Students determine the sum of two
like fractions with and without models.
Vocabulary
Content: like fraction, whole, sum, equation, numerator, denominator
Process: model, drag
Preparation for
Learning
Review Activity 1 by asking students to use their own words to explain how to add
like fractions.
Review content vocabulary.
Open Adding Fractions with Common Denominator tool.
• Show the example 1/6 + 3/6 and have the models linked.
•
Prompt students to find the sum while reviewing dragging to demonstrate
what the model of the sum will look like.
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Ask students to create examples of like fractions to add. (This will allow you to
be assured that students understand that like fractions have the same
denominator. If this is a concern, you can review.)
Show student examples on white board.
While students are working in the software, be sure to circulate and ask:
• How do you know how many parts you need to divide that model into?
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Teacher/Student
Dialogue
Indicators of
Understanding*
•
What strategies are you using to determine what the sum will be and what the
model of the sum will look like?
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•
Correctly add two like fractions using a model.
Can explain that wholes with the same number of parts have the same
denominator.
* Indicators of Understanding are in addition to the formative assessment at the end of each activity.
www.conceptuamath.com
© 2010 Conceptua Math LLC
3
In-Class Reference Sheet
Big Idea 2: Fractions with like denominators (same size parts) are numbers that can be easily added or
subtracted because the size of the parts in each of the wholes is the same.
Topic 1: Addition with Sums to 1 Whole
Key Concept: Fractions can be combined to make a whole.
Prior Knowledge:
1. Defines and models numerator and denominator.
2. Understands that fractions are numbers.
3. Uses different models to show fractional amounts and write fraction numbers less than 1 whole.
4. Can identify the unit (whole).
5. Addition and subtraction of whole numbers.
Activity 4: Comparing Sums of Proper Fractions
Description
Students compare sums of proper
fractions.
Vocabulary
Content: compare, symbol, less than, more than
Process: drag, label
Preparation for
Learning
Open Comparing Fractions tool and review comparing strategies.
Review greater than, less than, and equal to signs.
Open Adding Fractions with Common Denominators tool.
• Give each student two index cards or small pieces of paper, one red and one
blue. Create a chart to compare the equations.
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Write two addition equations, one equation in red and the other in blue.
Use the Adding Fractions with Common Denominators tool to model each of the
addition equations.
After modeling, ask students to compare the sums by holding up the card that is
the same color as the equation with the greatest sum.
Ask students to explain their thinking, and then ask a student to place either a
greater than, less than, or equal to sign between the two equations on the chart.
While students are working in the software, be sure to circulate and ask:
•
Teacher/Student
Dialogue
Indicators of
Understanding *
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•
What is the sum of that equation?
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Verbalizes a comparison statement using proper mathematical terms.
How would you read that statement? (For example, If 1/8+1/8 is in the left box
and 1/3 + 1/3 is in the right box, with < in between, the student should read it as,
“One-eighth plus one-eighth is less than one-third plus one-third.)
Determines the sum of two equations.
Explains verbally or in writing why a given sum is either greater than or less
than another.
Estimates the location of a sum on a number line.
* Indicators of Understanding are in addition to the formative assessment at the end of each activity.
•
www.conceptuamath.com
© 2010 Conceptua Math LLC
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