1. Year 5 Fractions Lesson 2 Adding and subtracting fractions with different denominators Mastery Specilaists Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

2. + How many cats are there altogether?
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

3. What’s the same? What’s different?+
How many dogs are there altogether?
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

4. What’s the same? What’s different?+
animals
How many _________ are there altogether?
We can only add together items that are the same type of unit.
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

5. Can you use visual representations to prove your answer?
Can you use visual representations to prove your answer?
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

6. 6 8
When the denominators are the same, we just add the numerators.
1 + 5 = 1 8 5 8
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

7. How is this similar to the last problem? How is it different?
How is this similar to the last problem?
How is it different?
Can we add?
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

8. 1 + 5 = 7 8
When the denominators are not the same, we must use equivalence to make the denominators the same. 1 4 2 8 5 8
Then we can add the fractions.
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

9. 17 16
Check if the denominators are the same.
If they are not, use equivalence to make denominators the same.
Then you can add the fractions.
3 + 5 = 12 16 3 4 5 16
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

10. What do you notice about this problem?
What do you notice about this problem?
How is it similar to the previous problems?
How is it different?
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

11. When the denominators are the same, we just subtract the numerators.
Check if the denominators are the same.
If they are not, use equivalence to make denominators the same.
Then you can subtract the fractions.
When the denominators are the same, we just subtract the numerators.
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

12. Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith
What do you notice about this problem?
How is it similar to the previous problem?
How is it different?
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

13. Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith
Check if the denominators are the same.
If they are not, use equivalence to make denominators the same.
Then you can subtract the fractions.
When the denominators are not the same, we must use equivalence to make the denominators the same.
Then we can subtract the fractions.
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

14. Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith
What do you notice about this problem?
How is it similar to the previous problems?
How is it different?
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

15. 1
If we have a whole number subtract a fraction, we can convert the whole number into a fraction.
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

16. Try some of these calculations.= 4 9 13 15 = 9 8
4 + 3 = 15 5
= 4
= 13
= 9 = 1 12 = 17 18 1 3 = 3
= 1
= 17
= 1
If you have finished, can you think of some stories to match the calculations?
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

17. Challenge 9
= 10
= 3 5 9
= 3
= 10
If you have finished, can you prove your answer is correct using a visual representation?
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith

18. Challenge 1 + = 6 3 9 How many examples can you think of?
= 6
How many examples can you think of?
Amy Stokell, Natalie Ruddell, Valda Varadinek-Skelton, Vicky Smith