Module 3 – Lesson 8 Objective: Add fractions to and subtract fractions from whole numbers using equivalence and the number line as strategies.

Fluency Practice – Adding Whole Numbers and Fractions 3 and ½ or 3 1/2 3 + 1/2 = ____ 5 + 1/2 = _____ 2 + 3/4 = ______ 1 + 5/6 = ______ 2 and 1 fifth = _______ 2 and 4 fifths = _______ 5 and 7/8 = ______ 3 and 7/12 = ______ 2 and 5 eights = ______ 5 and ½ or 5 1/2 2 and ¾ or 2 ¾ 1 and 5/6 or 1 5/6 2 + 1/5 2 + 4/5 5 +7/8 3 + 7/12 2 + 5/8

Fluency Practice – Subtracting Fractions from Whole Numbers 1 2 1 – 1 2 = ______ 2 – 1 2 = _____ 2 1 2 – 1 2 = ______ 6 – 1 4 = ______ 6 3 4 – 3 4 = ______ 3 – 5 6 = ______ 3 5 6 – 5 6 = ______ 4 – 7 8 = ______ 5 – 7 12 = ______ 1 1 2 2 5 3 4 6 2 1 6 3 3 1 8 4 5 12

Application Problem Jane found money in her pocket. She went to a convenience store and spent ¼ of her money on chocolate milk, 3 5 of her money on a magazine, and the rest of her money on candy. What fraction of her money did she spend on candy? 1/4 + 3/5 = ? 1/4 x 5/5 + 3/5 x 4/4 = ? 5/20 + 12/20 = 17/20 is what we spent on milk and magazine. 1 – 17/20 = ? What is a whole? 20/20 – 17/20 = 3/20 1/4 milk 3/5 magazine ? candy Jane spent 3/20 of her money on candy.

Concept Development – Problem 1 & 2 What additional problem matches the visual. 1 + 1 3 4 Draw a number line to show the addition problem. Solve the following problem using a number line or model visual (rectangles). 2 3 10 + 3 1 2 3 1 2 3 4 5

Concept Development – Problem 2 & 3 2 3 10 + 3 = 5 3 10 What do you notice about the fractional units when adding it to a whole number? The fraction amount doesn’t change. All we have to do is add the whole numbers. 1 – 1 4 Solve using a number line. (Note: Start at 1 because that is the whole.) 1 2 1/4 2/4 3/4

Concept Development – Problem 4 Solve using a number line. 2 – 3 5 Where will I start on the number line? 2 What 2 whole numbers will my answer lie between? 1 and 2 What will be the whole number in your answer? 1

Concept Development – Problem 4 What will the number look like? What would the subtraction problem look like in standard form? What would we have to do before we could subtract the two numbers? Borrow a whole group from the 2. What fraction equals a whole group? Why? 5/5 equals a whole group because we have 5 parts in a whole. What would the new problem look like? 1 2 1/5 2/5 3/5 4/5 1 1/5 or 6/5 1 4/5 or 9/5 1 3/5 or 8/5 1 2/5 or 7/5 2 3 5 2 5/5 3/5 1

Concept Development – Problem 4 & 5 2 3/5 1 5/5 Now subtract. Solve by using a number line and the standard form. 3 – 1 2 3 1 2/5 1 2/3 1/3 2/3 1 1 1/3 2 3 2 2/3 2 1/3 3 1 2/3 2 3/3 1 1/3

End of Lesson Activities Problem Set Exit Ticket Homework

Exit Ticket Add or subtract (Use a number line to help if needed.) 1) 5 + 1 7 8 2) 3 – 1 3 4 3) 7 3 8 + 4 4) 4 – 2 3 7

Problem Set Add or Subtract (Use a number to help if needed.) 2 + 1 1 5 B) 2 – 1 3 8 C) 5 2 5 + 2 3 5 D) 4 – 2 2 7 E) 9 3 4 + 8 F) 17 – 15 2 3 G) 15 + 17 2 3 H) 100 – 20 7 8 Calvin had 30 minutes in time-out. For the first 23 1 3 minutes. Calvin counted spots on the ceiling. For the rest of the time he made faces at his stuffed tiger. How long did Calvin spend making faces at his tiger. Linda planned to spend 9 hours practicing piano his week. By Tuesday, she had spent 2 ½ hours practicing. How much longer does she need to practice to reach her goal. Gary says that 3 – 1 1 3 will be more than 2, since 3 – 1 is 2. Draw a picture to prove that Gary is wrong.

Homework Add or subtract (Use a number to line to help if needed.) 3 + 1 1 4 B) 2 – 1 5 8 C) 5 2 5 + 2 3 5 D) 4 – 2 5 7 E) 8 4 5 + 7 F) 18 – 15 3 4 G) 16 + 18 5 6 H) 100 – 50 3 8 The total length of two ribbons is 13 meters. If one ribbon is 7 5 8 meters long, what is the length of the other ribbon? It took Sandy two hours to jog 13 miles. She ran 7 1 2 miles in the first hour. How far did she run during the second hour? Andre says that 5 3 4 + 2 1 4 = 7 1 2 . Identify his mistake. Draw a picture to prove that he is wrong.