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Addition and Subtraction of Fractions Part 1

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Title: CCSS 101: Standards for Math Practices Author: MPS Last modified by: Connie Laughlin Created Date: 8/13/2010 3:58:48 PM Document presentation format – PowerPoint PPT presentation

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Title: Addition and Subtraction of Fractions Part 1


1
Addition and Subtraction of Fractions Part 1
  • Class 3
  • October 9, 2012

2
Homework Discussion
  • Discuss your response to last weeks homework as
    a table group.
  • Read a quote you chose from the reading.
  • Why was this an important idea?
  •  

3
  • Standards for Mathematical Practice

4
(No Transcript)
5
Math Practices in Action
  • Reflect back to last weeks activities for
    comparing and ordering.
  • Choose two Standards for Mathematical Practice
    that were evident in that work. How were they
    evident? Be specific.

6
  • An Overview of the Fraction Standards

7
Common Core State Standards for Fractions
Grades 1-6
  • As you read the fractions standards,
  • Highlight the word Understand.
  • Highlight the words visual model(s).
  • As a table, discuss the fraction progressions
    that you found by examining these standards.

8
  • Addition of Fractions

9
Learning Intentions
  • We are learning to
  • Develop operation sense related to addition of
    fractions.
  • Understand how estimation should be an integral
    part of fraction computation development.
  • Read and interpret the cluster of CCSS standards
    related to addition/subtraction of fractions
  • We will know we are successful when we can
  • Justify our thinking when adding and subtracting
    fractions using concrete models and estimation
    strategies.
  • Clearly explain and provide examples for specific
    CCSS standards

10
Big Ideas for Addition and Subtraction of
Fractions
  • Fraction addition and subtraction concepts build
    from and are dependent upon
  • Foundational part-to-whole ideas
  • Equivalence ideas
  • Magnitude ideas
  • Procedural fluency and conceptual understanding
    work together to deepen student understanding of
    fraction addition and subtraction.

11
Launch Building on What We Know
  • Use a model to answer this
  • question
  • There are some candies in a dish.
  • 2/5 of the candies are chocolate.
  • 3/10 of the candies are peppermint.
  • Are there more chocolate or peppermint candies?

12
Using Estimation
  • Aunt Sally has a jar that holds one cup of
    liquid. Her salad dressing recipe calls for
  • 2/3 cup of oil
  • 1/8 cup of vinegar
  • 1/2 cup of juice
  • Is the jar large enough to hold all the oil,
    vinegar and juice?

13
Exploring Addition (Subtraction) of Fractions
  •  
  • Choose a target number from this set that is less
    than 1 or more than 1.
  • Make a model of that number using your fraction
    strips to serve as a reference.
  • Using your fraction strips find combinations to
    represent your target number.
  • Start with combinations of 2 fractions, then 3,
    then 4, etc.
  • Record your combinations. Also record any
    conjectures your group makes as you work on the
    task. 
  • If you feel that you have explored all
    combinations for your first target number, pick a
    second one and do subtraction.

14
Example of target less than 1
15
Addition Fraction Combinations Debrief
  • What patterns emerged as you made your
    combinations?
  •  
  • What ideas about addition of fractions surface
  • as you engaged in these explorations?
  • How did the fraction strip model support your
    thinking?

16
Connections to Standards 4.NF.3a, 4.NF.3b and
5.NF.1
  • 1. Read these standards, highlighting important
    words and phrases.
  • 4.NF.3 Understand a fraction a/b with a gt 1 as a
    sum of fractions 1/b.
  • a. Understand addition and subtraction of
    fractions as joining and separating parts
    referring to the same whole.
  • b. Decompose a fraction into a sum of fractions
    with the same denominator in more than one way,
    recording each decomposition by an equation.
    Justify decompositions, e.g., by using a visual
    fraction model. Examples 3/8 1/8 1/8 1/8
    3/8 1/8 2/8 2 1/8 1 1 1/8 8/8 8/8
    1/8.
  • 5.NF.1 Add and subtract fractions with unlike
    denominators (including mixed numbers) by
    replacing given fractions with 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.)
  • 2. In your group, discuss highlighted key ideas
    in this standard and questions you may have about
    these standards.
  • 3. Work as a group to cite three specific
    examples of how the previous activity made sense
    of these standards.

17
NF Progression Document
  • Study the sections, diagrams, and margin notes on
    Adding and Subtracting Fractions.
  • Read Grade 4, page 6.
  • Read Grade 5, page 10.
  • Highlight important words and phrases, and note
    surprising ideas or questions raised.
  • In particular, note how the standards
    progression grows from grade 4 to grade 5
  • In your group, discuss highlighted key ideas and
    your questions about them.

18
Learning Intentions
  • We are learning to
  • Develop operation sense related to addition of
    fractions.
  • Understand how estimation should be an integral
    part of fraction computation development.
  • Read and interpret the cluster of CCSS standards
    related to addition/subtraction of fractions

19
Success Criteria
  • We will know we are successful when we can
  • Justify our thinking when adding and subtracting
    fractions using concrete models and estimation
    strategies.
  • Clearly explain and provide an example for
    specific CCSS standards.
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