Addition and Subtraction of Fractions Part 1 Class 7 June 28, 2011 Common Core Leadership in Mathematics Project University of Wisconsin-Milwaukee, Summer Institute 2011

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2011 Learning Intentions We are learning to  Develop “operation sense” related to adding and subtracting 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

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2011 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.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2011 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?

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2011 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?

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2011 Exploring Operation Sense Using Benchmark Fractions Using your fraction strips, work through the following and have several examples for each If you add 2 fractions and the sum is greater than ½, what can you say about the fractions? If you add 2 fractions and the sum is greater than 1, what can you say about the fractions? What conversations did you have with your partner that helped to develop a generalization about these contexts?

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2011 Connections to Standard 5.NF.2 1. Read standard 5NF2. Highlighting important words and phrases. 2. In your group, discuss highlighted key ideas in this standard and questions you may have. 3. Work as a group to cite three specific examples of how the previous activity made sense of this standard.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2011 Standards for Mathematical Practice

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2011 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