1. 5 th Grade Number Sense 2.3 (5Q) Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form. Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Learning Objective Name __________________________ Today, we will add fractions that have unlike 1 denominators. CFU What are we going to do today? Activate (or provide) Prior Knowledge A fraction is a number that names a part of a whole or a part of a group. To add fractions with like 1 denominators, add the numerators and keep the denominator. 1 the same CFU Teacher completes problem #1. Students complete problem #2. Students, you already know how to add fractions with like denominators and write your answer in simplest form. Today, we will use these skills to add fractions that have unlike denominators. 1 different Add and write your answer in simplest form. Numerator Denominator Fraction

2. 5 th Grade Number Sense 2.3 (5Q) Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form. Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Concept Development To add fractions, both fractions must have a common denominator. If the fractions have unlike denominators, then we need to find the lowest common denominator (LCD). Create equivalent fractions so that the LCD is the new denominator. The lowest common denominator is the lowest multiple shared by a set of denominators. Equivalent fractions are fractions with the same value but different numbers in the numerator and denominator. Equivalent Fractions NOT Adding fractions correctly Adding Fractions that have Unlike Denominators Lowest Common Denominators Unlike Denominators CFU Which fractions are ready to be added? Explain your answer. BA

3. 5 th Grade Number Sense 2.3 (5Q) Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form. Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Equivalent Fractions Concept Development (Clarification and CFU) CFU Given the list of multiples for 3 and 4 below, what is the LCD of and ? Unlike Denominators List of Multiples for 2 and 3 2 and 3 share the multiples 6, 12, 18,… 3 3 3 Equivalent Fractions: Finding the Lowest Common Denominator and Equivalent Fractions To add fractions, both fractions must have a common denominator. If the fractions have unlike denominators, then we need to find the lowest common denominator (LCD). Create equivalent fractions so that the LCD is the new denominator. The lowest common denominator is the lowest multiple shared by a set of denominators. Equivalent fractions are fractions with the same value but different numbers in the numerator and denominator. The Lowest Common Denominator is 6 2 2 4 List of Multiples for 3 and 4 3: 3, 6, 9, 12, 15, 18, 21, 24,... 4: 4, 8, 12, 16, 20, 24, 28, …

4. 5 th Grade Number Sense 2.3 (5Q) Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form. Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com 1.2. 3. 4. 5. Sherry bought of a pound of milk chocolate and of a pound of white chocolate. How much chocolate does Sherry have? 6. Tom bought of a pound of jelly beans and of a pound of gummy bears. How much candy did he buy? Skill Development/Guided Practice Add fractions that have unlike denominators. Step #1: Read the problem carefully. Step #2: Find the lowest common denominator. a. Make a list of multiples for each denominator value and identify the first shared multiple. Step #3: Create equivalent fractions using the lowest common denominator. Step #4: Add the new equivalent fractions. a. Express the answer in simplest form. Step #5: Interpret 3 the sum. 3 tell what it means To add fractions, both fractions must have like denominators. She has pounds of chocolate. He bought of a pound of candy. + + + + + = 3: 3, 6, 9, 12 2: 2, 4, 6, 8 + = 5: 5, 10, 15, 20 2: 2, 4, 6, 8, 10 4: 4, 8, 12, 16 2: 2, 4, 6, 8, 3: 3, 6, 9, 12, 15 5: 5, 10, 15, 20 + = 4: 4, 8, 12, 16 12: 12, 24, 36, 48 8: 8, 16, 24, 32 6: 6, 12, 18, 24 + + + CFU(#2) How did I/you find the lowest common denominator? (#3) How did I/you create equivalent fractions? (#4a) How did I express the sum in simplest form?

5. 5 th Grade Number Sense 2.3 (5Q) Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form. Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Importance CFU Does anyone else have another reason as to why it is important to add fractions that have unlike denominators? (pair-share) Why is it important to add fractions that have unlike denominators? You may give me one of my reasons or one of your own. Which reason is more important to you? Why? 1.Adding fractions that have unlike denominators can help you solve real-world problems that use fractions. 2.Adding fractions that have unlike denominators will help you do well on tests. James has eaten of the pie. Erick has eaten of the pie. Together, they have eaten of the pie. To add fractions, both fractions must have a common denominator.

6. 5 th Grade Number Sense 2.3 (5Q) Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form. Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Concept Closure Skill Closure To add fractions, both fractions must have a common denominator. Step #1: Read the problem carefully. Step #2: Find the lowest common denominator. a. Make a list of multiples for each denominator value and identify the first shared multiple. Step #3: Create equivalent fractions using the lowest common denominator. Step #4: Add the new equivalent fractions. a. Express the answer in simplest form. Step #5: Interpret the sum. Add fractions that have unlike denominators. Summary Closure __________________________________________________ Which of the following problems is ready to be added? Explain your answer. A B 1. 2. Carmen bought of a pound of grapes and of a pound of nectarines? How many pounds of fruit did Carmen buy? Carmen bought of a pound of fruit. + + += 4: 4, 8, 12, 16 8: 8, 16, 24, 32 4: 4, 8, 12, 16 6: 6, 12, 18, 24 What did you learn today about adding fractions that have unlike denominators? Day 1 __________________________________ __________________________________ Day 2 __________________________________ __________________________________

7. 5 th Grade Number Sense 2.3 (5Q) Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form. Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Independent Practice Name _____________________________ 1. 2. 3. 4. Josephine bought two gold rings. One contained of an ounce of gold. The other one contained of an ounce of gold. How much gold does she have altogether? 5. The Smith family bought a pizza. Jason ate of the pizza and Jamie ate of the pizza. How much pizza was eaten? 6. Sam bought of a pound of walnuts and of a pound of peanuts. How many pounds of nuts did he buy? of the pizza was eaten. + She has of an ounce of gold. + He bought of a pound of nuts. + + + + + 6: 6, 12, 18, 24 3: 3, 6, 9, 12 = 4: 4, 8, 12, 16, 20 5: 5, 10, 15, 20 += 8: 8, 16, 24, 32 12: 12, 24, 36, 48 7: 7, 14, 21, 28 4: 4, 8, 12, 16, 20, 24, 28 + = 8: 8, 16, 24, 32 4: 4, 8, 12, 16 6: 6, 12, 18, 24 12: 12, 24, 36, 48 To add fractions, both fractions must have a common denominator. Add fractions that have unlike denominators. Step #1: Read the problem carefully. Step #2: Find the lowest common denominator. a. Make a list of multiples for each denominator value and identify the first shared multiple. Step #3: Create equivalent fractions using the lowest common denominator. Step #4: Add the new equivalent fractions. a. Express the answer in simplest form. Step #5: Interpret the sum.

8. 5 th Grade Number Sense 2.3 (5Q) Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form. Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com 1.2.3. 4. Helena bought some vegetables. She got of a pound of carrots and of a pound of broccoli. What was the weight of the vegetables altogether? 5. The Jones family bought a pizza. Eric ate of the pizza and Herbert ate of the pizza. How much pizza was eaten? 6. Geoff has of a pound of cashews and buys of a pound more. How many pounds of cashews does he have altogether? of the pizza was eaten. + She has of a pound of vegetables. + He has pounds of nuts. + + + + + = 12: 12, 24, 36 4: 4, 8, 12, 16 + = = + = 6: 6, 12, 18, 24, 12: 12, 24, 36, 48 16: 16, 32, 48, 64 8: 8, 16, 24, 32 6: 6, 12, 18, 24 6: 6, 12, 18, 24, 30, 36, 42 7: 7, 14, 21, 28, 35, 42 9: 9, 18, 27, 36, 45, 54, 63, 72 8: 8, 16, 24, 32, 40, 48, 56, 64, 72 Periodic Review 1 Name _____________________________ To add fractions, both fractions must have a common denominator. Add fractions that have unlike denominators. Step #1: Read the problem carefully. Step #2: Find the lowest common denominator. a. Make a list of multiples for each denominator value and identify the first shared multiple. Step #3: Create equivalent fractions using the lowest common denominator. Step #4: Add the new equivalent fractions. a. Express the answer in simplest form. Step #5: Interpret the sum.

9. 5 th Grade Number Sense 2.3 (5Q) Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form. Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com 1.2.3. 4. Alfredo bought some fruit. He got of a pound of apples and of a pound of pears. What was the weight of the fruit altogether? 5. Juan got a bag of candy. He ate of the candy. His sister ate of the candy. How much of the bag of candy was eaten? 6. Alfred has of a pound of cheese and buys of a pound more. How many pounds of cheese does he have altogether? of the candy was eaten. + He has of a pound of fruit. + He bought of a pound of cheese. + + + + + = + = + = 4: 4, 8, 12, 16 8: 8, 16, 24, 32 4: 4, 8, 12, 16 8: 8, 16, 24, 32, 3: 3, 6, 9, 12 12: 12, 24, 36, 48 6: 6, 12, 18, 24 8: 8, 16, 24, 32 10: 10, 20, 30, 40 4: 4, 8, 12, 16, 20 5: 10, 15, 20, 25 15: 15, 30, 45, 60 Periodic Review 2 Name _____________________________ To add fractions, both fractions must have a common denominator. Add fractions that have unlike denominators. Step #1: Read the problem carefully. Step #2: Find the lowest common denominator. a. Make a list of multiples for each denominator value and identify the first shared multiple. Step #3: Create equivalent fractions using the lowest common denominator. Step #4: Add the new equivalent fractions. a. Express the answer in simplest form. Step #5: Interpret the sum.

10. 5 th Grade Number Sense 2.3 (5Q) Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form. Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com 1.2.3. 4. Alice bought some beans. She got of a pound of lima beans and of a pound of pinto beans. What was the weight of the beans altogether? 5. Alex is making some punch. It will take of a cup of juice and of a cup of soda. How much punch will he have altogether? 6. Arnold has of a pound of cashews and buys of a pound more. How many pounds of cashews does he have altogether? He will have of a cup of punch. + She has of a pound of beans. + He bought pounds of nuts. + + + + + = + = + = 12: 12, 24, 36, 48 4: 4, 8, 12, 16 5: 5, 10, 15, 20 10: 10, 20, 30, 40 12: 12, 24, 36, 48 4: 4, 8, 12, 16 8: 8, 16, 24, 32, 40 5: 5, 10, 15, 20, 25, 30, 35, 40 16: 16, 32 8: 8, 16, 24, 32 6: 6, 12, 18, 24 8: 8, 16, 24, 32 Periodic Review 3 Name _____________________________ To add fractions, both fractions must have a common denominator. Add fractions that have unlike denominators. Step #1: Read the problem carefully. Step #2: Find the lowest common denominator. a. Make a list of multiples for each denominator value and identify the first shared multiple. Step #3: Create equivalent fractions using the lowest common denominator. Step #4: Add the new equivalent fractions. a. Express the answer in simplest form. Step #5: Interpret the sum.

11. 5 th Grade Number Sense 2.3 (5Q) Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form. Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com First five multiples of the numbers 2 through 20.Creating Equivalent (equal) Fractions

12. 5 th Grade Number Sense 2.3 (5Q) Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form. Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) 495-1550 www.dataworks-ed.com ©2012 All rights reserved. Comments? feedback@dataworks-ed.com Denominators must be the same to add fractions. Original Problem Problem re-written with new equivalent fractions.