1. For example, what is 1 3 + 3 4 ? LearnZillion Notes:
--This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific. For example, the hook could be “How do you know if 2/3 is greater than 5/8?” rather than something more generic such as “How do you compare fractions?”
--You can fill in an example using the blue text or you can delete that text box and include some other image that explains what you’re talking about.

2. LearnZillion Notes:
--This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll learn it in blue. For example, “In this lesson you will learn how to compare fractions with different denominators by using a number line.”

3. =
3 10
4 10
7 10
We’ve already learned that when adding like fractions, we can add the numerator and bring over the denominator. We can clearly see this modeled on the number line. First we section the number line into 10 equal parts – represented by the denominator. Then we shade the 3 pieces out of 10 as represented by the numerator.
First we section the number line into 10 equal parts – represented by the denominator. Then we shade the 4 pieces out of 10 as represented by the numerator.
Then place the 3/10 on the number line and then we add 4 more!

4. =
When adding fractions that do not have the same common denominator, many students will simply add the numerator AND the denominator.
we section the number line into 10 equal parts – represented by the denominator. We do not add the denominator because we are adding to a whole.
We are adding 3 parts plus 4 parts to add the sum to the whole of 10 as represented by the denominator. As you can see on the number line,
when we added we have the sum of 7. We did not increase our denominator, we only added to the numerator.

5. What is ?
Our first number line is sectioned into three parts as represented by the denominator of 1/3. Then we shade in one of the three parts as indicated by the numerator
Our second number line is sectioned into four parts as represented by the denominator of 3/4. Then we shade in three of the four parts as indicated by the numerator
We must section these number lines so that they have the same intervals. In order to add or subtract something, the pieces must be the same size Can you think of a way to make the number lines so that they are divided up into the same amount of pieces?
Yes
When we divide the Number Line to find the common denominator, we are also creating our equivalent fraction so we can add to solve!
Once we consider that ¾ is almost 1 whole and that we are adding 1/3 to it, do we need to extend our number line beyond one? Yes, we do.

6. What is ?
1 3
= 4 12
3 4
= 9 12
1 3
3 4 =
Remember, we need a common denominator to have common units before adding or subtracting (you wouldn't add 6 inches to 10 feet and get 16 for an answer)
One way to find a common denominator, we can always divide each interval by the denominator of the other fraction. Watch how when we do this, the tick marks line up on both number lines, so we know the intervals are the same size.
Divide each third into 4 additional intervals. Divide each fourth into 3 additional intervals. Notice that now both number lines show twelfths. Rename both fractions in twelfths.
Briefly mention that the equivalent fraction is used, with the common denominators, so that we can add the numerators and keep the denom.

7. LearnZillion Notes:
--This is the lesson conclusion. On this slide you’ll change your original lesson objective to past tense and explain what the student has just learned. You can retype it here or you can delete the text on this slide and then just copy and paste the text box from the original Lesson Objective slide and then edit it to make it past tense!

8. Add and 1 3
= 21 6 +
1 3 = 2 6
23 6 or
LearnZillion Notes:
--The “Guided Practice” should include 1 practice problem that targets the skill that was used in the Core Lesson. Use the same vocabulary and process you used in the original lesson to solve this problem. You’ll be making a video in which you solve this question using your tablet and pen, so all you need to do is write the question on this slide.

9. Write out your reasoning for your solutions.
Create an addition fraction problem using mixed numbers. Solve the problem and model your answer using number lines.
Create an addition fraction problem using mixed numbers. Solve the problem and model your answer using fraction bars and number lines.
Write out your reasoning for your solutions.
LearnZillion Notes:
--On the Extension Activities slide(s) you should describe 2-3 activities written with students as the audience (not teachers). Each extension activity should push the students a bit further with the lesson but in a different application or context. Each activity should be designed to take roughly minutes. Teachers will likely display the slide in class and then assign an activity to a student or group for additional practice and differentiation. Ideally, these Extension Activities will be created such that a teacher can differentiate instruction by giving more difficult extension activities to students who have shown mastery of the lesson, and less difficult activities to students who are not yet proficient.
--If you need more than one slide to list your extension activities, feel free to copy and paste this slide!

10. Add 2 3 5 + 2 3 Add 1 1 2 + 2 3 4 LearnZillion Notes:
--”Quick Quiz” is an easy way to check for student understanding at the end of a lesson. On this slide, you’ll simply display 2 problems that are similar to the previous examples. That’s it! You won’t be recording a video of this slide and when teachers download the slides, they’ll direct their students through the example on their own so you don’t need to show an answer to the question.