Sums < or > one whole Lesson 6.15

Objective I can add fractions with like denominators that have a sum less than one or a sum greater than one using models and equations to explain my reasoning.

Describe how to add fractions with like denominators. Let’s Review 1. Analyze the given fraction, visual fraction model, or story problem. 2. Determine the whole and how the whole is partitioned. 3. Ask your self: Do these fractions have common denominators? If not how can I create them? How would you write this out as an addition equation? Does it equal 1 whole? How would I explain my reasoning using a visual model? Describe how to add fractions with like denominators.

1. Analyze the given fraction, visual fraction model, or story problem. 2. DETERMINE THE WHOLE 3. How is the whole partitioned? 4. What fraction of the whole is being used, identified? 5. Ask your self: Do these fractions have common denominators? If not how can I create them? How would you write this out as an addition equation? Is the sum greater than or less than 1 whole? How would I explain my reasoning using a visual model?

Watch Me: The fourth grade students have brownies left over after the Valentines party. One Tray has 3/6 left over and the other tray has 2/6 left over. Mrs. Johnson wants to combine the leftovers so they are all on the same tray. How many brownies will be on the tray? What fraction of the whole is this? How can you explain your reasoning with an equation and visual model?

Mrs. Johnson and Collin are going camping this Monday up Muller Park Canyon. For the hike they are going to eat trail mix. The recipe calls for 6/4 cups dried fruit and 3/4 cup mixed nuts. Last Collins favorite 2/4 cups chocolate chips. How many cups of trail mix were made after combining all of the ingredients? How can you explain your reasoning with an equation and visual model? TOGETHER:

Objective I can add fractions with like denominators that have a sum less than one or a sum greater than one using models and equations to explain my reasoning. Let’s Check our understanding so far, explain to a partner how you feel about your understanding of adding sums with like denominators < or > one whole.

A group of students that are in Seussical are memorizing the words of a song for the school play. On Monday, Mrs. Hunt-Smith taught them 2/10 of the song. On Tuesday she taught them 3/10 of the song. How much of the song has Mrs. Hunt-Smith taught the students so far? BONUS: Has Mrs. Hunt-Smith taught the students the entire song? If not, how much do the students still have to learn? Explain your reasoning using an equation and visual model. Your turn:

How do we do this 1. Analyze the given fraction, visual fraction model, or story problem. 2. DETERMINE THE WHOLE 3. How is the whole partitioned? 4. What fraction of the whole is being used, identified? 5. Ask your self: Do these fractions have common denominators? If not how can I create them? How would you write this out as an addition equation? Is the sum greater than or less than 1 whole? How would I explain my reasoning using a visual model? When adding fractions with like denominators, explain why the denominator stays the same in the sum? OBJECTIVE:I can add fractions with like denominators that have a sum less than one or a sum greater than one using models and equations to explain my reasoning.

Objective I can add fractions with like denominators that have a sum less than one or a sum greater than one using models and equations to explain my reasoning. Let’s Check our understanding so far, explain to a partner how you feel about your understanding of adding sums with like denominators < or > one whole.

EXIT TICKET QUESTIONS Write and addition equation that matches the shading in the model below. 2. Write and addition equation that matches the number line model below. 1 2