📊Math G4 L6.14 Outline-Adding Fractions Equal to One-(For Teacher-Do Not Publish)

📊Math G4 L6.14 Outline-Adding Fractions Equal to One

For full lesson outline please see  Advantage Math Lesson 6.14

Standards:

4.NF.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Objectives:

Math Objective:  I can decompose a fraction into a sum of unit fractions with the same denominator using visual models and equations. 

Language Objective: I can describe how to decompose a fraction into unit fractions.

Vertical Alignment:

3rd Grade:

4.NF.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

5th Grade:

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Notes:

1. Circle models are the best models when students are beginning to add and subtract fractions due to circles clearly showing the relationship between the part and the whole.  Additionally, circles enable students to develop mental pictures of the different sized sector pieces and use these mental images in making estimations and calculations.  
2. When adding fractions with like denominators, emphasize that because the units are the same (they have a 
common denominator), the fractions can be combined.  The addition of fractions means to join parts that refer to the same whole.

Common Misconceptions:

Students may add the numerators and then add the denominators when adding fractions because they see the numerators and denominators as separate values.

Lesson Outline: Use this link for reading the Whole-y Cow book or create your own recording: https://safeshare.tv/x/syESzY3llPk Links to an external site.

🚀Launch A (in class or remote)

  • Discuss differences between an area model, a set model, and a number line model as a review.

🤔Explore A (in class or remote):

  • Every two pages of the Whole-y Cow book have students create a model of the fractions shown and explain why they chose either an area model, set model, or a number line. Direct instructions can be found in the Advantage Math Teacher Edition.

💬Discuss A (in class or remote)

  • Have students create their own addition fraction problem scenario. Discuss whether they chose to represent it with an area model, set model, or a number line.

Additional Resources:

  • Differentiation (in class or remote)
    • Challenging:
    • Challenge 1:
    • Ask students to look around the classroom or home for fraction scenarios that have a denominator of 2, 3, 4, 5, 6, 8, 10, or 12.  Ask them to write questions asking what part of the whole each fractional part is on one piece of paper and the solution on a different piece of paper.  Then have students give the questions to a partner to create a model and write and solve an addition 
      equation.  When their partner finishes answering the questions, the person who wrote the questions will pull out their solution page and the two will compare and discuss their results.  For example, based on a tray of classroom supplies, a possible set model scenario could be the following.
      • Ways to make remote:
      • Create an assignment or group discussion where students can insert a picture or video of their writing.
    • Struggling:
    • Intervention 1: For students who are struggling to accurately color the circle models, have them write with a pencil a letter that represents the item.  For example, a student could write an M in a partition to represent mint dream ice cream and a C in the other two sections to represent the two chocolate scoops.  Ask students to verify that their labels match the scenarios in the situation before coloring them in.  
    • Ways to make remote:
      • Have students join you in an online meeting format (Zoom or Teams) and do the exact same activity. If you don't have enough manipulatives to send home, then do a demo for students.