CHAPTE R

8
Planner
Add and Subtract Fractions

The Skills Trace

BIG Idea Vertical Alignment
Students begin by exploring addition and subtraction of like fractions and then
extend their understanding to adding and subtracting unlike fractions. As Previous Grade
students develop fluency, their skills are extended to addition and subtraction of
In the previous grade, students learned to:
mixed numbers with like and unlike denominators. Students use estimation
Relate equivalent fractions with and without models.
throughout to check for reasonableness in their computations. By the end of
this chapter, students are proficient in solving real-world fraction problems Estimate fraction amounts in real-world problems.
involving addition and subtraction.

Targeted Standards This Grade

GLE 0506.1.2 Apply and adapt a variety of appropriate strategies to problem During this chapter, students learn to:
solving, including estimation, and reasonableness of the solution. Represent addition and subtraction of fractions with like
GLE 0506.2.4 Develop fluency with addition and subtraction of proper and and unlike denominators by using models, place value,
improper fractions and mixed numbers; explain and model the algorithm. and properties.
GLE 0506.2.5 Develop fluency in solving multi-step problems using whole Add and subtract fractions fluently and verify the
numbers, fractions, mixed numbers, and decimals. reasonableness of results.
Make reasonable estimates of fraction sums and
differences, and use techniques for rounding.
Identify factors and multiples to simplify fractions.

After this chapter, students learn to:

Relate fractions to decimals.
Relate fractions to percents.

Next Grade
Print and Online Professional Development
In the next grade, students learn to:
articles can be found in the Teacher Resource
Explain and justify procedures for multiplying and
Handbook. These articles on current issues
dividing fractions.
will allow you to implement new mathematical
strategies and enhance your classroom
performance.

Digital Videos The McGraw-Hill

Professional Development Video
Library provides short videos that support
McGraw-Hills Math Connects. For
support for this chapter, the following video Vertical Alignment and Backmapping
is available. McGraw-Hills Math Connects program was conceived
and developed with the final results in mind: student success
Fraction Computation
in Algebra 1 and beyond. The authors developed this brand-new
Other videos, program walkthroughs, online courses, and video series by backmapping from Algebra 1 concepts, and vertically
workshops are available at mhpdonline.com. aligning the topics so that they build upon prior skills and
concepts and serve as a foundation for future topics.
350A Add and Subtract Fractions
Chapter at a Glance
Lesson Pacing Resources
2 Days
Days Materiials
Materials l and d Ma
Manipulatives
nipul
i latives
i
Multi-Part
Lesson 1 Add and Subtract Like
Fractions fraction tiles, overhead projector, fraction circles, individual dry-erase boards,
markers
A Add Like Fractions GLE 0506.2.4
Get ConnectED
B Add Like Fractions GLE 0506.2.4
Leveled Worksheets Self-Check Quiz
C Subtract Like Fractions GLE 0506.2.4 Explore Worksheets Personal Tutor
Visual Vocabulary Cards Virtual Manipulatives
D Subtract Like Fractions GLE 0506.2.4
Lesson Animations eGames
Daily Transparencies Hands-On Activity Tools and Resources
Problem of the Day

Multi-Part
Lesson 2 Add and Subtract
Unlike Fractions
2 Days Materials and Manipulatives
fraction tiles, fraction circles, paper lunch bag

Get ConnectED
A Add Unlike Fractions GLE 0506.2.4

B Add Unlike Fractions GLE 0506.2.4 Leveled Worksheets Self-Check Quiz

Explore Worksheets Personal Tutor
C Subtract Unlike Fractions GLE 0506.2.4 Visual Vocabulary Cards Virtual Manipulatives
Lesson Animations eGames
D Subtract Unlike Fractions GLE 0506.2.4
Daily Transparencies Graphic Novel Animation
Problem of the Day Hands-On Activity Tools and Resources

Multi-Part
Lesson 3 Estimate Sums and Differences
3 Days Materials and Manipulatives
fraction circles, rulers

Get ConnectED
A Round Fractions GLE 0506.2.4

B Problem-Solving Strategy: GLE 0506.1.2 Leveled Worksheets Personal Tutor

Determine Reasonable Answers Lesson Animations Virtual Manipulatives
Daily Transparencies Real-World Problem Solving
C Estimate Sums and Differences GLE 0506.2.4 Problem of the Day Readers
Self-Check Quiz Hands-On Activity Tools and Resources

Multi-Part
Lesson 4 Add and Subtract
Mixed Numbers
4 Days Materials
Materials l and d Manipul
Manipulatives
latives
fraction circles, clock models, fraction tiles, play money

Get ConnectED
A Add Mixed Numbers GLE 0506.2.4

B Add Mixed Numbers SPI 0506.2.5 Leveled Worksheets Personal Tutor

Explore Worksheet Virtual Manipulatives
C Subtract Mixed Numbers SPI 0506.2.5 Lesson Animations eGames
Daily Transparencies Graphic Novel Animation
D Subtract with Renaming GLE 0506.2.4
Problem of the Day Hands-On Activity Tools and Resources
E Problem-Solving Investigation: GLE 0506.1.2 Self-Check Quiz
Choose the Best Strategy

Add and Subtract Fractions 350B

 CHAPTE R

8
Planner
Vocabulary and Language Connections

Math Vocabulary
Glossary
The following math vocabulary words are listed in the glossary of the Student Edition.
Get ConnectED
Find interactive definitions in 13 languages in the eGlossary and review
vocabulary eGames at connectED.mcgraw-hill.com.

denominator The bottom number in a numerator The top number in a fraction. It

fraction. It represents the number of parts represents the number of parts you have.
Example: In _, 5 is the numerator.
5
in the whole.
6
Example: In _, 6 is the denominator.
5
6
unlike fractions Fractions that have
like fractions Fractions that have the same different denominators.
Example: _ and _ are unlike fractions.
5 7
denominator.
12 8
Example: _ and _ are like fractions.
3 5
8 8 1 1 1 1 1
1 1 1 12 12 12 12 12
8 8 8
1 1 1 1 1 1 1
1 1 1 1 1 8 8 8 8 8 8 8
8 8 8 8 8

Activity
Have students cut out illustrations of real-world

$5 for
examples of fractions and mixed numbers from
magazines or newspapers. Have students glue the

2 pies
illustrations to index cards. On the back of each
index card, have students write the fraction or mixed
number represented. Have students find one
classmate who has a card with a like fraction and
one classmate that has an unlike fraction.

Visual Vocabulary Cards

Use Visual Vocabulary Cards to reinforce the vocabulary in
this chapter in English and Spanish. (The Define/Example/Ask
routine is printed on the back of each card.) ISBN: 978-0-02-101742-3
MHID: 0-02-101742-5
Copyright by The McGraw-Hill
All rights reserved.
Companies, Inc.

MM'12_VVC_G5_cov_
MM'12 VVC G5 101742-5.indd 1

12/3/09 2:48 PM

350C Add and Subtract Fractions

 ELL Support
Multi-Part
Lesson 1 Add and Subtract Like Fractions Check with your school library or your local
public library for these titles. 0506.1.9
Level Activity Modality
Multi-Part Lesson 1
AL Beginning Phonemics Auditory, Visual, Social
Pizza Counting
OL Intermediate Memory Devices Auditory, Linguistic, Social Christina Dobson
BL Advanced Multiple Meanings Interpersonal, Linguistic, Auditory
Extend Real-World Application On and Beyond Level Multi-Part Lesson 2
How Pizza Came to Queens
Dayal Kaur Khalsa
Multi-Part
Lesson 2 Add and Subtract Unlike Fractions
Multi-Part Lesson 3
Level Activity Modality
Minnies Diner: A Multiplying Menu
AL Beginning Word Recognition Visual, Social, Kinesthetic Dayle Ann Dodds
OL Intermediate Scaffold Intrapersonal, Visual, Kinesthetic
BL Advanced Memory Devices Interpersonal, Visual, Auditory Multi-Part Lesson 4
Fraction Action
Extend Cooperative Learning On and Beyond Level
Loreen Leedy
The Missing Piece
Multi-Part
Lesson 3 Estimate Sums and Differences Shel Silverstein

Level Activity Modality

AL Beginning Word Recognition Visual, Social, Linguistic Real-World Problem
OL Intermediate Music Social, Kinesthetic, Auditory Solving Library 0506.1.9
BL Advanced Recognize and Act It Out Interpersonal, Visual, Kinesthetic Math and Social Studies: Life in Colonial America
Extend Cooperative Learning On and Beyond Level Students use the four-step problem-solving plan to solve
real-world problems based on life in colonial America. Use
Multi-Part
Lesson 4 Add and Subtract Mixed Numbers
these leveled books to reinforce and extend problem-solving
skills and strategies. 1 2

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Reading and Language Arts Support

For activities to connect reading and language arts to this
chapters math concepts, see Reading and Language Arts
ELL Resources Support in the Grade 5 Math Connects Program Overview.
The Professional Development articles listed below can be found in print
and online in the Teacher Resource Handbook.
English Learners and Mathematics: Multilingual eGlossary Leveled Reader Database
Best Practices for Effective Instruction Visual Vocabulary Cards Get ConnectED connectED.mcgraw-hill.com
by Kathryn Heinze (pp. TR32TR33) Search by
Language Alerts (pp. 353, 357, 360, 364,
Engaging English Language Learners 367, 378, 388) Content Area Lexile Score
in Your Classroom by Gladis Kersaint Guided Reading Level Benchmark Level
ELL Guide (pp. 2835)
(pp. TR34TR35)
Add and Subtract Fractions 350D
 CHAPTE R

8
Planner
Learning Stations

LINGUISTIC
individual

Intrapersonal
Fraction Poem Materials:
Read Ultra Super Fraction Boy from Hands-On Activity Tools and Resources,
paper
p. 46. Answer these questions.
pencil
(Hint: The total number of words in the whole poem is the denominator.)
What fraction of the words does each of the stanzas represent? (Hint: Each
19 _20 _23 _21 _23 _
group of lines is a stanza.) _
21
, , , , ,
127 127 127 127 127 127
What is the sum of the fractions that represent the six stanzas? _
127
127
Write a poem about fractions, and two questions about your poem.
Ask a classmate to read your poem and then answer your questions.
37

VISUAL
SPATIAL
individual
pair

Fractional Figures
Materials:
Label and trace several different fraction pieces onto each of three
three colors of
different colors of construction paper.
construction paper
Find the sum of the fractional pieces for each color of construction paper. one sheet of white paper
Cut the shapes out and glue them onto a separate sheet of white paper scissors
to form an abstract picture. glue
Find the sum of all of the fractional pieces you used in your abstract fraction pieces
picture.

38

LOGICAL
individual

Music Survey
Materials:
Write five statements about music. c.
I like musi
instrumen
t paper
Read each statement to 10 people. If the person agrees with you, make a My favo ter.
ri
is the guit a
pencil
tally mark beside the statement. If the person disagrees, do not make a e a singer
I want to b up.
mark. Count the number of tally marks for each statement. when I gr o w
.
ay in a band
What fraction of people agree with each of your statements? Remember I want to pl
that 10 is the total number of people you asked, so 10 is the lessons.
I take piano
denominator for your fractions.
Write five questions about your survey that use fractions. Answer your
39 questions and then have a classmate answer them.

350E Add and Subtract Fractions

 LOGICAL
individual

I Will Take Two, Please

Materials:
Choose a recipe that has fractions in its ingredient measurements.
recipes from cookbooks
Read the recipe to see how many people it will serve.
or cooking magazines
Now, look back at the list of ingredients. If you want to serve twice as
many people as the recipe serves now, you have to add like fractions
in order to double the recipe. For example, if a recipe calls for _ of a
1
4
cup of flour, add _ to _ to get the doubled amount. Double all of the
1 1
4 4
ingredients and rewrite the recipe to show your new measurements.
How many people can you serve now?
40

KINESTHETIC
pairs

Beanbag Toss
Materials:
Take turns tossing beanbags onto the target from a designated spot.
chart paper
During the first round, record the fraction or mixed number on which beanbags
each beanbag lands, and find the sum.
During the second round, subtract the lesser fraction or mixed
number from the greater.
You earn 1 point for each correct sum or difference. Continue the
game for several rounds. The person with the most points at the end
of the game wins!
41

SOCLAL
groups

Voting Age
Materials:
In the United States, citizens must be at least 18 years old to vote.
list of names and
How much longer until you can vote?
1 birthdays of students
12 10 12 =
You can express 18 years as the mixed number 17_. Subtract your age 17 12 -
12
12
in the classroom
rounded to the nearest twelfth from 17_ to find out how many years
12
12 poster board
and months until you are able to vote.
Find the age difference of everyone in your classroom and display it on
a poster.

42

Add and Subtract Fractions 350F

CHAPTER 8 CHAPTE R

Introduce the Chapter

E Essential Questions
8 Add and Subtract
Fractions
connectED.mcgraw-hill.com The
How are fractions used in the real world? Sample BIG Idea
answer: cooking Investigate Why is it necessary
to find a common
When might you need to add or subtract fractions? Animations
denominator when
Sample answer: If it rains 2_ inches on Monday and 1_
1 1
2 3 Vocabulary adding and
inches on Tuesday, you would add to find the total subtracting
Math Songs fractions?
amount of rainfall on both days.
Multilingual

E WRITE MATH
eGlossary

In your Math Journal, write what you know about Learn

adding and subtracting fractions. Make this Foldable
Personal Tutor about fractions.
Look through the chapter. Next to your journal entries,
Virtual e
Unlikons
write the page numbers of the lessons that support the Manipulatives Likeons
Fracti
Fracti

ideas that you wrote.

Audio
Below your journal entry, write the topics and page
Foldables
numbers of lessons that include information that is new
to you.
Practice Review Vocabulary
Dinah Zikes Self-Check Practice simplest form forma reducid
a a fraction in

Foldables eGames which the GCF of the num

erator and the

denominator is 1.
Go to connectED.mcgraw-hill.com to provide Worksheets _6 is in simplest form.
7
students with directions to create their own Foldables
Assessment
graphic organizers for this chapter. Students may also
use their Foldables to study and review for chapter Key Vocabulary
assessments. English Espaol
fracciones semejantes
like fraction
When to Use It Multi-Part Lessons 1, 2, 3, and 4 fracciones no semejantes
unlike fraction
(Additional instructions for using the Foldable with these
lessons are found in the Mid-Chapter Check and Chapter
Study Guide and Review.)
350

Key Vocabulary 0350_0352_C08CO_103031.indd 350 3/25/10 12:32

Introduce the key vocabulary in the chapter using the Chapter Project
following routine.
Define: Like fractions have the same denominator. Flight School
Example: _ and _ are like fractions.
2 5 In teams of two or three, groups will make a paper airplane. Students should test and
9 9 modify their airplane until they are satisfied with the crafts performance.
Ask: When is it important for fractions to be like fractions?
when adding or subtracting fractions Post a sheet of chart paper. Each team will write one addition or subtraction question
about the contest for the class to answer. Sample questions: What is the difference
Student Glossary between the longest and shortest flight distances? What is the total distance flown by
Graphic Organizer all the planes?
On a designated day, each team will fly their airplane. Students should measure and
Notetaking
record the distance of the flight in mixed numbers.
Students may work independently or with their team to answer the posted questions.

Refer to Chapter Resource Masters for a rubric to assess students progress on this project.

350 Add and Subtract Fractions

 When Will I Use This?
When Will I Use This?
Happy Trails
Read the story. You may wish to use the blank Graphic
Novels provided in Hands-On Activity Tools and Resources
to help develop writing and speech skills.
Have students read the graphic novel individually or
with a partner.
What strategy might you use to answer the
question? Sample answer: Because both people
walked Mountainview, you can disregard that distance
and compare only the other two trails.
0506.1.9 Use age-appropriate books, stories, and videos to
convey ideas of mathematics.

For additional reading and language arts activities,

including support for reading a graphic novel, see Reading
and Language Arts Support in the Grade 5 Math Connects
Program Overview.

Visit connectED.mcgraw-hill.com to download

the animated version of Happy Trails.

Your Turn!
his
You will solve thi errr.
problem in the chapte

Add and Subtract Fractions 351

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For more information about parent involvement,
English Spanish
read the article, The Role of Parents and Guardians
in Young Children Learning Mathematics by
Paul Giganti, Jr. See the Teacher Resource Handbook pp. TR44TR45.
Add and Subtract Fractions 351
 Diagnostic Assessment
1 ASSESS
You have two options for checking Prerequisite Skills for this chapter.

Text Option
Are You Ready for the Chapter?
SE Student Edition Are You Ready You have two options for checking
for the Chapter? Prerequisite Skills for this chapter.

O
Online Option Text Option Take the Quick Check below.

Take the Online Readiness Quiz.

Estimate each sum or difference by rounding. Show your work.
1. 10.5 - 7.1 2. 6.2 + 4.7 3. 5.2 + 2.1 4. 12.7 - 6.6
11 - 7 = 4 6 + 5 = 11 5+2=7 13 - 7 = 6

5. Sierra bought the two items shown at the right.

$9.65
About how much did she spend? Round to
the nearest dollar. $13

6. Two classes are recycling. One class earns $17.69,

and the other earns $31.15. About how much more
did the second class earn? Round to the nearest $3.25

dollar. Sample answer: $31 - $18 = $13

Write each fraction in simplest form.

4 1
7. _ _ 4 1
8. _ _ 15 3
9. _ _ 4 1
10. _ _
8 2 12 3 20 4 24 6

free throws she made in simplest form.

1 _
11. Marcela made 4 out of 16 free throws. Write the fraction of
4

Write each improper fraction as a mixed number.

12. _ 1 3
10 _ 13. _ 1 1
3 _ 14. _ 2 1
14 _ 15. _ 5 1
22 _
7 7 2 2 6 3 4 2

16. A recipe for potato casserole calls for _ cups of cheese.

7
4
Write the fraction as a mixed number. 1 3 _
4

Online Option Take the Online Readiness Quiz.

352 Add and Subtract Fractions

0350_0352_C08CO_103031.indd 352 3/25/10 12:32 PM

352 Add and Subtract Fractions

2 DIAGNOSE AND PRESCRIBE 3 REASSESS
RtI (Response to Intervention) Administer the Diagnostic Test.
Based on the results of the Diagnostic Assessment, use the charts below to address Diagnostic Test
individual needs before beginning the chapter.
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Write each fraction

1. _
6
3
in simplest form.

1.
_1
2
2. _3
12 _1
Are You Ready 2. 4
for the Chapter? 12
3. _ _3
If students miss three or four in Exercises 116, Practice 4. _
20
3
18
3.
_1
5

Write each fraction

1 _
in simplest form.
_ _
4. 6
1. _7
14
= 2 2. _9
12
=
3
4 3. _6
18
=
1
3
4. _8
=
_
4
5
5. Ekan made 5 out of
15 free throws. Write
of free throws he made the fraction
_1
10 in simplest form.
5. Dean gave away 4
of the 12 muffins that
5. 3

Then _3
choose a resource:
he baked. Write the
fraction of muffins he
gave away in simplest Write each imprope
form. 1 r fraction as a mixed
number.
Write each improper
_ fraction as a mixed
_
number.
6. _
5
9
_4
1
6. _4
3
= 1 31
7. _12
= 2 52 11
8. _ 1 83 _ _ 6. 5
5
8
= 16
9. _
6
= 2 32 4
7. _
3 _
11
Learning Stations
10. Cassandra used __5
3 cups of chopped bananas to make 3
TE
7.
(pp. 350E350F) bread. Write the fraction

Estimate each sum or

as a mixed number.
banana
2
13_ 12
8. _
7
8.
1_5
7

Companies, Inc.
difference by rounding.
Show your work. 25
9. _ _

Copyright Macmillan/McG
11. 9.7 + 3.5 = 10 + 4 = 14 6 41
12. 16.3 - 7.1 = 16 - 7 = 9 9. 6

Hill, a division of The McGraw-Hill

Are You Ready? Practice 13. 5.9 + 8.2 =

15. Kason compared

6 + 8 = 14

the prices of a shirt that

14. 18.8 - 6.7 =

cost $21.95 and a shirt

19 - 7 = 12
10. Victoria needs __
6
4 cups of raisins to make bread. Write
fraction as a mixed number. the
10.
_
11
2
that cost $17.40. About

raw-Hill, a division of The

how much more did the Estimate the sum or
Round to the nearest first shirt cost? difference by roundin
dollar. g to the nearest
whole number. Show

Copyright Macmillan/McGraw-
Get ConnectED
$22 - $17 = $5 your work.

Self-Check Quiz 16. Shawn ran 4.75 miles

a race. About how many
Round to the nearest
in a race. A month later,
he ran 6.5 miles in
miles did he run in both
whole mile.
races combined?
11. 12.2 - 8.1

12. 3.4 + 4.9

11. 12 - 8 = 4

McGraw-Hill Companies,
5 + 7 = 12 mi 12. 3+5=8
13. 5.3 + 2.3
13. 5+2=7
14. 13.8 - 6.1
Grade 5 Add and Subtract
Fractions 14. 14 - 6 = 8

Inc.
15. Lansa bought a tie
5 that cost $5.59 and a
cost $3.99. About how pair of socks that
much did he spend altogethe
Round to the nearest r?
dollar.
8 15. $6 + $4 = $10
Grade 5 Add and Subtract
Fractions

TIER Strategic Intervention

AL
2 approaching grade level 001_015_C07_101839.indd
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PM u-s014

Name __________________
_________
/Volumes/121/GO
/GO00398/GO003
00398/GO00398_

__ Date ________________
98_Math_Connec
Math_Connects_C
ts_CRM_NA_G5%
RM_NA_G5%0/X
0/XXXXXXXXXXX
XXXXXXXXXXXX
X _SE/Appli...

Are You Ready

If students miss five to ten in Exercises 116, for the Chapter?
Review
Simplest Form

Step 1 Find the greatest common

factor (GCF) of the numerator

Then choose a resource:

denominator. and
Factors of 6: 1, 2, 3,
_6 6
12 Factors of 12: 1, 2, 3, 4, 6, 12
GCF: 6

Step 2 Divide the numerator

and the denominator

Strategic Intervention Guide

by the GCF.

(pp. T12T13, T100T101, T108T109) _66

12 6 = 2
1
_

So, the simplest form 6

of ___ 1
__
12 is 2 .

Write each fraction

1 _
in simplest form.
_3 _1
Are You Ready? Review 1. _5
=

Copyright Macmillan/McGraw-
4 9
20

4. _4
_2 2. _
15
=
_1
5 3. _2
12
=
_2
6
= 5 3
10

8
_1 5. _
24
=
_1
8 6
6. _
9
=
_1
3
7. _ = 2 2 10
16
_1 8. _ =

Get ConnectED _1 9. _7 2

Lesson Animations
Hill, a division of The McGraw-Hill
20 =
10. _5
= 5 7 3
14
_1
25
13. _
25
_5 11. _
21
=
_2 12. _9
18
=
_7
2
= 6 16 3
24
16. _
30
_4 14. _
24
=
_8
14
15. _
18
=
_3
9
5

Companies, Inc.
= 32

42
19. _
30
_7 17. _
36
=
_3
9 15
18. _
50
= 10
_2
48
= 8 27
20. _ 5
= 20 7
45 21. _ =
70
6
Grade 5 Add and Subtract
Fractions

TIER Intensive Intervention

3 2 or more years below grade level

If students miss eleven or more in Exercises 116,

use Math Triumphs, an intensive math intervention

Then
program from McGraw-Hill.
Chapter 5 Fractions
Chapter 6 Add and Subtract Fractions

Beyond Level BL 001_015_C07_101839.indd

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PM u-s014
/Volumes/121/GO00398/GO00398_
Math_Connects_CRM_NA_G5%0/X
XXXXXXXXXXXX_SE/Appli...
_S

Name __________________
_________ __ Date ________________

Are You Ready

for the Chapter?
If students miss two or less in Exercises 116, Apply
Solve.

1. George made a pizza

and cut it into 10 equal
slices. He put olives on
_
5 of the slices. Write the
fraction of pizza with olives
1 in simplest form.
2

Then choose a resource: 2. Deon bought 25 carnival

roller coaster. Write the
tickets. He used 5 of the
fraction of tickets Deon
tickets to ride a

_
coaster in simplest form. used for the roller
1
5
3. Lu Chan has a ribbon

Chapter Project
that is 12 inches long.

TE (p. 350) the ribbon to make a He cuts 9 inches off

bookmark. Write the fraction
Chan cut in simplest form.
3 _ of ribbon Lu
Companies, Inc.

4
4. Sophie uses a recipe
for mixing clay that requires __
6
4 cups of water.
Hill, a division of The McGraw-Hill

_
Write the fraction as a
mixed number.

Are You Ready? Apply 5. Leo and his friends 9

bought __
1
1
2

2 pints of milk during lunch at school.

_
Write the fraction as a
mixed number.
1
4
Copyright Macmillan/McGraw-

Get ConnectED eGames: Blips Satellite Service

6. Kayla paid $14.89
for a bag of dog food
food. About how much and $12.18 for a bag
did she spend? Round of cat
to the nearest dollar.
$15 + $12 = $27
7. Reba paid $21.50
for gas last week and
About how much more $29.97 for gas this week.
did she spend on gas
the nearest dollar. this week? Round to

$30 $22 = $8
Grade 5 Add and Subtract
Fractions

Add and Subtract Fractions 352A

Multi-Part
Lesson 1 Add and Subtract Like Fractions
Planner
PART A PART B
PART
A Add Like Fractions Title/Objective Add Like Fractions (pp. 355357)
Add Like Fractions
(pp. 353354)
B Add Like Fractions
Use models to add fractions with like Add fractions with like denominators.
C Subtract Like Fractions denominators.

D Subtract Like Fractions

Standards GLE 0506.2.4 GLE 0506.2.4

E Essential Question Vocabulary like fractions

How could having two different denominators
affect the steps you will use to solve addition
and subtraction problems with fractions? Visual Vocabulary Card 29
Sample answer: I would not be able to simply
Materials/ fraction tiles overhead projector
subtract or add the numerator. I would have to Manipulatives
rename the fractions so that they have the fraction tiles
same denominators. fraction circles

Focus on Math Background

It is important that students understand why Resources Get ConnecttED Get ConnecttED
0506.1.9
like fractions can be added or subtracted by Explore Worksheet Leveled Worksheets
adding or subtracting the numerators. For Lesson Animations VVisual Vocabulary Cards
example, _ + _ = _ or 1_
3 4 7 2
. Adding like VVirtual Manipulatives Lesson Animations
5 5 5 5
fractions can be modeled using fraction tiles,
Hands-On Activity Tools and Resources Daily Transparencies
fraction circles, or with number lines.
Problem of the Day
Consider this number line model of _ + _:
3 4
5 5 Self-Check Quiz
3 4
5 5 Personal Tutor
VVirtual Manipulatives
eGames: Blips Satellite Service
0 1 2
Hands-On Activity Tools and Resources
7 2
5
or 1 5

Note that the sum or difference of two Blended Approach

fractions in simplest form may not be in
simplest form. For example, the fractions _
5
_1 8
and are in simplest form, but their sum
8
and difference are not.
_5 + _1 = _6 or _3 _5 - _1 = _4 or _1
8 8 8 4 8 8 8 2
sum difference

IWB
Suggested Pacing (13 Days)
All digital assets are Interactive
Multi-Part Lessons 1 2 3 4 Assess
Whiteboard ready.
PART A B C D A B C D A B C A B C D E SGR PCT
Days 1 1 1 1 1 1 1 1 1 1 1 1 1

353a Add and Subtract Fractions

 Add and Subtract Like Fractions

PART C PART D Notes

Subtract Like Fractions Title/Objective
Subtract Like
(pp. 360363)
Fractions
i (pp. 358359)
Use models to subtract fractions with Subtract fractions with like
like denominators. denominators.

GLE 0506.2.4 GLE 0506.2.4 Standards

Vocabulary

fraction tiles individual dry-erase boards and markers Materials/

Manipulatives
fraction tiles
fraction circles

Get ConnecttED Get ConnecttED Resources

0506.1.9
Explore Worksheet Leveled Worksheets
Lesson Animations Lesson Animations
VVirtual Manipulatives Daily Transparencies
Hands-On Activity Tools and Resources Problem of the Day
Self-Check Quiz
Personal Tutor
VVirtual Manipulatives
eGames: Blips Satellite Service
Hands-On Activity Tools and Resources

Blended Approach

Add and Subtract Like Fractions 353b

Differentiated Instruction
Approaching Level AL On Level OL

Option 1 Use with 1A Option 1 Use with 1B

Hands-On Activity Hands-On Activity
Materials: clear one-cup measuring Materials: 25 counters, paper lunch bags
container with fractional increments, Give each pair of students a paper
_1 cup container, _1 cup container,
4 8 lunch bag with 25 counters in it.
_1 cup container, _1 cup
3 2 Each student draws a random number
container, uncooked rice, of counters from the bag.
large bowl for each group
Have each student count
Organize students into small groups.
the number of counters
Provide each group with a set of measuring cups and a bowl they drew from the bag
of uncooked rice. and write that number as
Read a like-fraction addition problem such as _ + _
2 1 a fraction with a
or
4 4 denominator of 25.
_3 + _4 . Make sure that the problems have a sum less than
8 8
or equal to one. Students should then use their fractions to write an addition
sentence to represent the total fraction of counters drawn
Have students model measuring the fractional amounts and from the bag.
pouring them into the one-cup container.
Students can read the sum of the fractions from the
measurement marks on the side of the cup.
Option 2 Use with 1D
Hands-On Activity
Option 2 Use with 1C Materials: 15 red counters, 15 purple counters
Give each pair of students 15 red counters and 15 purple
Hands-On Activity
counters.
Materials: 10 fruit snack pieces for each student
Have students draw a line across the center of a sheet of Have the students arrange the counters to show a fraction
paper to use as a fraction bar. equivalent to one by grouping the red counters over the
purple counters.
Place the 10 fruit snacks on each students paper above the
fraction bar. Remind students that the total number of snacks Have students take turns removing a secret number of red
is the denominator. counters from the model.

Have students write 10 under the fraction bar. Ask students The other student must name the fraction of counters
what fraction is represented. _
10 removed and write a number sentence to show the
10 subtraction.
Direct students to eat two pieces of fruit snacks. Ask what
The red counters are returned to the group, and students
fraction was subtracted. _
2
10 switch roles.
Ask what fraction of the fruit snacks are left. _
8
10
Model the subtraction on the board: _ - _ = _.
2 10 8
10 10 10 Other Options
Continue subtracting fruit snacks until the total is _.
0
10 TE Learning Station Card 37
Get ConnectED Personal Tutor, Lesson Animations,
Other Options Virtual Manipulatives, eGames:
TE Learning Station Card 37 Blips Satellite Service
Get ConnectED Personal Tutor, Lesson Animations,
Virtual Manipulatives, eGames:
Blips Satellite Service

353c Add and Subtract Fractions

 Add and Subtract Like Fractions

Beyond Level BL English Language Learners ELL

Option 1 Use with 1B This strategy helps English Learners learn and use the language
to recognize, add, and subtract like fractions.
Hands-On Activity
Materials: grid paper, colored pencils
Find Core Vocabulary and Common Use Verbs in the online
Have students use colored EL strategies to help students grasp the math skills; use
pencils to color the squares Language Alerts at point of use in the Teacher Edition.
of a 10 10 grid to create
a picture. AL Beginning
Then have students trade Phonemics Distinguish like, alike, and add like.
pictures with another student Draw two like squares, and write the word like on the board.
and find the fraction of the Point to the squares, and have the class chorally say like.
picture represented by
Write and pronounce alike. Stress the // sound. Point to the
each color.
like squares. Have the class say alike. Point to unlike objects.
Students should write an addition sentence to find the sum Have the class say not alike.
of all the fractions.
Write add like, and draw a plus sign below add. Stress the
The sum should equal _ because each piece of the whole
100
100 short /a/ and strong /d/ sounds in add, and have the class
is being counted. chorally say add like.

OL Intermediate
Option 2 Use with 1D Memory Device Use multiple meanings of like and create a
Hands-On Activity graphic to help remember its meanings.
Materials: large 5 5 grids, index cards Draw four columns on a notepad: Pie, Cake, Ice Cream, and
Give each student 5 index cards and one grid. Cookies. Have each student mark a column for a favorite
dessert. Have students state their favorite desserts, using this
Have each student write five like-fraction subtraction problems
frame: I like ____ best.
with the solutions, one on each card. Instruct the students to
use eighths, twelfths, fifteenths, seventeenths, and nineteenths Express the column totals as like fractions, using the class
as the denominators. count as the denominator. Identify the figures as like fractions,
and have students add pairs of fractions.
Collect the cards, and list the solutions on the board. Write
each solution only once.
BL Advanced
Have students write free in one square of their grid and then Multiple Meanings Use the word like mathematically.
choose 24 of the solutions written on the board to place in Discuss common and mathematical meanings of like, and use
any order on their grid. both in sentences.
Choose a card at random and read the problem aloud. Assign each student a fraction. Each fraction should have a
Students should mark off the solution if it appears on their corresponding like fraction. Working in groups, have students
grid. Continue this process. identify their like fractions, add them, and discuss why the
The first student to mark five solutions in a row, column, or fractions are called like fractions.
diagonal wins.
Extend
Have bilingual pairs draw pairs of coins. Have
Other Options partners write the amount of each coin as a
TE Learning Station Card 39 fraction, convert the fractions to like fractions,
and add. One student will announce the sum,
Get ConnectED Lesson Animations, eGames: and the other will explain how the sum
Blips Satellite Service was found. Switch roles and repeat.

Add and Subtract Like Fractions 353d

 Frac
tion s of A
Consid ll Siz
er begin
Research challen
ging stu
d
ning th
is chap
t e r b
es
fraction e nts to c y
Research shows that teachers who are models reate p
more successful in eliciting higher _1 for one hysical
10 by using c whole, _ 1 _ 1 _ 1
performance in their students are those
adventu
onstruc
tion pa 2 , 4 , 8 , and
who focus on: resome p e r. More
out how studen
ts migh
alternative methods to finding solutions to repre t enjoy
minima sent _ 1 _ 1 figuring
using multiple representations and l guidan , ,
3 5 or . Pro_1
real-life situations to facilitate on their ce will 7 viding
backgro allow s
meaning-making and pro und kn t u d e nts to d
vide yo owledg raw
modeling skills that could uncover the of your u w ith an in e o f fraction
studen formal s
meaning of mathematical problems or fraction ts leve assessm
s. You c ls o f under ent
methods compa an also standin
supplying a healthy dose of skills re equiv allow s g of
anothe alent fr tudents
practice r. Some actions to
studen with on
find tha ts may e
Furthermore, research from the cognitive t their m be surp
and sha odels fo _ 1 r is ed to
sciences has found that the order in which pes tha r are
This co n their 4 differen
one teaches concepts and procedures is uld lea classma t sizes
and sha d to a d tes mo
critical to students success with pe of th is cussion d e ls .
can det e whole about t
mathematics. Instruction designed to ermine model h e s ize
provide conceptual understanding should fraction the size and ho
al parts and sha w that
come first. Learning about and practicing . pe of th
e
procedures should come second.
Adapted from Research Base of Effective
Mathematics Instruction: McGraw-Hills Math
Connects Kindergarten through Algebra series, p. 5

Get ConnectED Find more research on The Survey Says . . .

Formative and Summative Research on our
programs. Surveys represent information in fractional
parts. Although the data is usually
represented as a percentage, your class can
participate in informal surveys to see how
fractions are used to represent a part of a
group as well as a part of an object. Ask each
student to write a directive: Stand up if you

N o te s have pets. Raise your hand if you are an

only child. Line up at the back of the room
if you ride the bus to school. Begin by
counting the total number of survey
participants. Have each student read his or
her directive and then count the number of
respondents. Guide each student as he or she
writes on the board the fraction of students
who responded positively to the question. Be
sure to screen students questions first.
 1
Multi-Part
Multi-Part
Lesson 1 Add and Subtract Like Fractions
Lesson
Add and Subtract Like Fractions
PART A B C D PART A B C D

PART
Add Like Fractions A
Main Idea
I will use models to
You can use fraction tiles to add fractions with the same
denominator. Fractions with the same denominator are called Add Like Fractions
like fractions. For example, _ and _ are like fractions because
3 1
add fractions with like 5 5
denominators. they both have a denominator of 5. Objective
Materials Use models to add fractions with like denominators.
fraction tiles

1 Aisha sliced an apple to eat as a snack. She ate Resources

1
4
1
3
_3 of the apple and gave _1 of the apple to her sister. Manipulatives: fraction tiles
1 5 5
2
How much of the apple did they eat?
Hands-On Activity Tools and Resources (pp. 116119)
Step 1 Model _3 .
5 Explore Worksheet
Get ConnectED Use three _ -fraction tiles to show _.
1 3
5 5 Get ConnectED
GLE 0506.2.4 1 1 1
Develop fluency with addition 5 5 5
and subtraction of proper and
improper fractions and mixed 3 GLE 0506.2.4 Develop fluency with addition and
numbers; explain and model 5
subtraction of proper and improper fractions and mixed
the algorithm. SPI 0506.2.5
Solve addition and subtraction
Step 2 Model _1 . numbers; explain and model the algorithm. SPI 0506.2.5
problems involving both 5 Solve addition and subtraction problems involving both
Add one _ -fraction tile to show _.
fractions and decimals. 1 1
SPI 0506.2.6 Add and subtract 5 5 fractions and decimals. SPI 0506.2.6 Add and subtract
proper and improper fractions proper and improper fractions as well as mixed numbers.
as well as mixed numbers. 1 1 1 1 Also addresses GLE 0506.1.4.
Also addresses GLE 0506.1.4. 5 5 5 5

Checks for Understanding

3
5
+
1
5 1 INTRODUCE
0506.1.7 Organize and
consolidate verbal statements Step 3 Add. Distribute fraction circles (halves through twelfths) to
involving fractions and mixed
Count the total number of _ -fraction tiles.
1
numbers into diagrams, symbols, 5 small groups of students.
and numerical expressions.
0506.2.3 Use visual models, 1 1 1 1 Have students discuss different items that their fraction
benchmarks, and equivalent forms 5 5 5 5
to add and subtract commonly circles could represent at a carnival, rodeo, or parade.
used fractions and decimals. 4
5
For example, the fraction circles could represent a pizza
Since _ + _ = _, you can say that Aisha and her sister
3 1 4 or a pie.
5 5 5
ate _ or four fifths of the apple.
4 Ask students to identify the number of equal parts in
5
each fraction circle. Then have them name the fraction
for one part of each circle (one half through one
Lesson 1A Add and Subtract Like Fractions 353 twelfth).

353_0354_C08L01_103031.indd 353 3/25/10 12:37 PM

ELL
2 TEACH
Activating Prior Knowledge: Fraction Tiles Students may need
clarification on the English name for tile and additional clarification on the Activity 1 Provide students with fraction tiles. Have
students first place five _ -fraction tiles directly under one
1
math meaning of fraction tiles from the common meaning of floor tiles. 5
Show examples (pictures or objects) to help students connect their prior whole fraction tile to illustrate that five fifths is equivalent
knowledge. to one whole.
Guide students to model _ with the fraction tiles, then
3
5
model _ directly to the right to show the addition. Have
1
5
them count the total number of _ -fraction tiles to find the
1
5
sum, _.
4
5

Lesson 1A Add and Subtract Like Fractions 353

Activity 2 Have students repeat the process for _ + _.
3 4
10 10
First model _ with three _ -fraction tiles, then model
3 1
10 10 Theo asked his classmates which type of pet they like the
T
_4
directly to the right and count the total number best. Of the class,
b _3 said they like dogs, and _4 said they
10 1 10 10
of _ -fraction tiles to find the sum. like cats. What fraction of the class likes dogs or cats?
10 _3 .
Step 1 Model
10 1 1 1 1 1 1 1
Assign the Think About It Exercises to assess student Use three _ -fraction tiles to show _. 10 10 10 10 10 10 10
1 3
10 10
comprehension of the concept presented in the activity.
Step 2 Model _4 . 3
10
+
4
10
10
Use four _ -fraction tiles to show _.
1 4
10 10
Step 3
3 ASSESS Add.
Count the total number of _ -fraction tiles.
1
10
Since _ + _ = _, seven tenths of the class likes dogs or cats.
Use the Practice and Apply It Exercises to assess whether 3 4 7
10 10 10
students understand how to use models to add fractions
with like denominators.

From Concrete to Abstract Use Exercise 10 to bridge the

About It 1, 2. See margin.

1. Describe how you would model _ + _ using fraction tiles.

1 6
gap between concrete models of addition with fraction 8 8
tiles and adding fractions with like denominators without
2. Explain how to find _ + _ using the model you described
1 6
the use of models or drawings. 8 8
in Exercise 1. Then find and write the sum in words.

Extending the Concept Have students use fraction tiles

to find the sum of _ + _ + _. Challenge them to write
3 1 5
8 8 8 and Apply It
the sum in simplest form.
Model each sum using fraction tiles. Then find the sum and
write it in words. 36. See students work for models.
For more practice of the concepts presented in this Explore
3. 1 1 1
_3 ; three fourths 4. 1 1 1 1 1
_5 ; five sixths
lesson, see Explore Worksheet. 4 4 4
4 6 6 6 6 6 6

2 1 1 4
+ 6
+ 6
4 4
Additional Answers
4 7 _
5. _ + _ ; seven eighths
3 4 9
6. _ + _
5 _
; nine tenths
1. Use one _ -fraction piece to show _. Then use
1 1 8 8 8 10 10 10
8 6 8
six _ -fraction pieces to show _.
1
8 8 Find each sum. Use fraction tiles if needed. 710. See margin.
7. _ + _ 8. _ + _ 9. _ + _
1 1 2 5 5 6
2. Count the total number of _ -fraction pieces;
1 3 3 8 8 12 12
8
seven eighths 10. E WRITE MATH Look at the numerators and denominators Checks for Understanding
in each exercise. Do you notice a pattern? Explain how you 0506.1.7 Organize and
consolidate verbal statements
could find the sum _ + _ without using fraction tiles.
1 1
7. _; 1 1
2 5 5 involving fractions and mixed
3 3 3 numbers into diagrams, symbols,
and numerical expressions.
354 Add and Subtract Fractions
1 1 2
3
+ 3
= 3

8. _;
7 1 1 1 1 1 1 1
0353_0354_C08L01_103031.indd 354 3/25/10 12:37

8 8 8 8 8 8 8 8 ! COMMON ERROR!
2 5 7 Students may add denominators when adding like fractions.
8
+ 8
= 8 Have students use fraction models to check their work. The
models will illustrate that the denominator of the sum must be
9. _; 1 1 1 1 1 1 1 1 1 1 1
11
12 12 12 12 12 12 12 12 12 12 12 12 the same as the denominators of the addends.

5 6 11
12
+ 12
= 12
10. Sample answer: The numerator is the sum of the
numerators of the addends and the denominator is
the same as the addends; Add 1 and 1 to get the
numerator and the denominator is 5.

354 Add and Subtract Fractions

 1
Multi-Part
Multi-Part
Lesson 1 Add and Subtract Like Fractions
Lesson
Add and Subtract Like Fractions
PART A B C D PART A B C D

Main Idea
Add Like Fractions
PART Add Like
I will add fractions with
like denominators.
B Fractions
Fractions with the same denominator are called like fractions .
Vocabulary
V When you add like fractions, the denominator names the units.
like fraction Objective
Add fractions with like denominators.
Get ConnectED
FOOD Lorena and her father decided to share a
2 _ Vocabulary
foot-long sub sandwich. Lorena ate of the sandwich
GLE 0506.2.4
Develop fluency with addition
3 6
and her father ate of the sandwich. _ like fractions
and subtraction of proper and 6
improper fractions and mixed
numbers; explain and model
the algorithm. GLE 0506.2.5
Resources
Develop fluency in solving
multi-step problems using
Materials: overhead projector
What fraction of the sandwich did they eat?
whole numbers, fractions,
Manipulatives: fraction tiles, fraction circles
Find _ + _.
mixed numbers, and decimals. 2 3
SPI 0506.2.5 Solve addition 6 6
and subtraction problems Hands-On Activity Tools and Resources (pp. 94, 116119)
_ 2+3
+_=_
involving both fractions and 2 3 1 1 1 1 1
decimals. SPI 0506.2.6 Add 6 6 6 6 6 6 6 6 Leveled Worksheets
and subtract proper and
=_
5
improper fractions as well as
6 2 3 5 Get ConnectED
mixed numbers. 6
+ 6
= 6

So, _ + _ = _. Lorena and her father ate _ of the sandwich.

2 3 5 5
6 6 6 6 GLE 0506.2.4 Develop fluency with addition and
subtraction of proper and improper fractions and mixed
numbers; explain and model the algorithm. GLE 0506.2.5
Develop fluency in solving multi-step problems using whole
Add Like Fractions numbers, fractions, mixed numbers, and decimals.
SPI 0506.2.5 Solve addition and subtraction problems
Words To add fractions with the same denominator, add involving both fractions and decimals. SPI 0506.2.6 Add and
the numerators. Keep the same denominator. subtract proper and improper fractions as well as mixed
numbers.
Examples One fourth plus two fourths equals three
fourths.
1 INTRODUCE
Numbers Model
_
1 2 1+2
+_=_ 1 1 1 Activity Choice 1: Hands-On
4 4 4 4 4 4
=_
3 Review fractional parts of a whole by having 24 (or 12)
4 1 2 3
4
+ 4
= 4 students stand up.
Organize students into groups according to a common
Lesson 1B Add and Subtract Like Fractions 355 characteristic, such as shirt color. Ask students to name
the fractional part of 24 for each group.
For example: Six out of 24 students are wearing red
355_0357_C08L01_103031.indd 355 3/25/10 12:40 PM
shirts. What fraction of the students are wearing
red shirts? _
6
24
What is this fraction in simplest form? _
1
4
Building Math Vocabulary Next, challenge students to organize themselves into
Have students write in their Math Journals an explanation and groups to model fractions. For example, ask them to
make a group that shows _ of 24 students.
1
example of like fractions. Then have them use the example to 8
write an addition word problem and the solution. How many students are in this group? 3 Have
students to rewrite the fraction with a denominator of 24.
Visual Vocabulary Cards
Use Visual Vocabulary Cards to reinforcee Activity Choice 2: Fractional Parts
the vocabulary used in this lesson in Display a set of shape tiles. There should be several
English and Spanish. (The Define/ square, trapezoidal, and triangular tiles.
Example/Ask routine is printed on the ISBN: 978-0-02-101742-3 Have students record the fractional part of the whole
Copyright by The McGraw-Hill

back of each card.)

MHID: 0-02-101742-5 Companies, Inc.
All rights reserved.

MM'12_VVC_G5_cov_1
01742-5.indd 1

12/3/09 2:48 PM
set that is represented by each shape.
What fraction does each shape represent now?

Lesson 1B Add and Subtract Like Fractions 355

 2 TEACH Add Like Fractions
READING The table shows how Day Fraction
Scaffolding Questions much of a book Cleveland read _
1
Monday
Have students use fraction tiles to model _ + _.
4 1 each day. What fraction of the 10

_4
How do you model ? Place four _ -tiles next
1
8 8 book did Cleveland read on
Monday and Wednesday?
Tuesday _
4
10
_
3
8 8 Wednesday
10
to each other. Add _ and _.
1 3 _2
Thursday
What do you do next? Model adding _ by placing
1 10 10 10

8 _1
+ _ = _ Add the numerators.
3 1+3
one _ -tile next to the four- _ tiles.
1 1 10 10 10
8 8 _
4
How can you count to find the sum? Count the = Simplify.
10
number of _ -tiles in all to find the sum.
1
=_
4 2 Divide the numerator and denominator by
8 10 2 the GCF, 2.
How can you add? 4 tiles + 1 tile = 5 tiles. So =_
2
Simplify.
_4 + _1 = _5 . 5

Cleveland read _ of the book on Monday and Wednesday.

8 8 8 2
5

Add Like Fractions

Gina is working on a jigsaw puzzle. She _2 + _4 . Use models to check.
completed
3 _
of the puzzle yesterday and
4
of _ Find
_
5 5
1 1
+_=_
2 4 2+4 5 5
10 10 To write an improper
Add the numerators.
5 5 5
the puzzle today. What fraction of the puzzle is fraction as a mixed
1 1
=_
6 5 5
completed? _
7 Simplify. 1 1
number, divide. Then, 5 5 5
10 express the remainder
= 1_
1
Write as a mixed number.
as a fraction. 5
The table shows how much of his science
_
2 _
4
+ =1_1
project Marco completed each day. What 5 5 5
fraction of the project did Marco complete
on Friday and Sunday? _
5
12
Day Fraction
Add Write each sum in simplest form.
Add. form Draw a picture or use
Thursday
_
3
models to check. See Examples 13 16. See students work for models.
12
Friday
_
4 1. _ + _
1 3 4 _ 2. _ + _
2 3 5 _ 3. _ + _
1 1 1 _
12 7 7 7 9 9 9 4 4 2

Saturday
_
2
4. _ + _
1 1 1 _ 5. _ + _ or 1
5 3 8 _ 6. _ + _
2 8 10
or 1 1 _ _
12 6 6 3 8 8 8 9 9 9 9
_
1
Sunday 7. Tia painted _ of a fence. Rey painted
5
12 12
8. E TALK MATH Write two sentences
_
4 to explain how you solved Exercise 7.
Find _5 + _2 . Use models to check. 1_1 of the fence. How much of the
12
fence did they paint? _3 See Answer Appendix.
6 6 6 4

356 Add and Subtract Fractions

0355_0357_C08L01_103031.indd 356 3/25/10 12:40

5 + 2 = 1 AL Alternate Teaching Strategy

1
6 6 6
If students have difficulty adding fractions with like
IWB INTERACTIVE WHITEBOARD READY denominators . . .

Then assign one of these reteach options:

1 AL Reteach Worksheet
As a class, have students complete the Check What You
2 IWB Virtual Manipulatives Have students
Know Exercises as you observe their work.
use the virtual fraction models to reteach the concept.
E TALK MATH Use the Talk Math Exercise to assess 3 Use Fraction Circles Have students use fraction circles
student comprehension before assigning the practice to model addition problems or to check their work.
exercises. Have them look at the denominators of the like fractions
and choose the fraction circle with that number of equal
parts. Then have them model each addend with the
circle pieces, combine, and count to find the sum.

356 Add and Subtract Fractions

  indicates multi-step problem
PR
0 !# TI
2 AC #E
4) C %
EXTRA
Begins on page EP2. 3 PRACTICE
Add Write
Add. W it each
h sum in i simplest
i l t form.
f Draw
D a picture
i t or use
models to check. See Examples 13 916. See students work for models. Differentiate practice using these leveled assignments for
9. _ + _
4 2_6 10. _ + _
2 5 _7 11. _ + _
2 2 _2 12. _ + _
3 1 _1 the exercises in Practice and Problem Solving.
7 7 7 10 10 10 6 6 3 8 8 2
13. _ + _ _ or 1 _ 15. _ + _ _ or 1_ 16. _ + _ _ or 1_
1 4 5 9 4 7 2 2 4 1
14. _ + _ or 1
3 4 3 2
4 4 4 9 9 9 5 5 5 5 3 3 3 3
Level Assignment
17. What is the sum of two fifths and one 18. Find six ninths plus three ninths. 917 odd, 2125 odd, 26,
AL Approaching Level
fifth? Write your answer in words. Write your answer in words. nine 28, 29
three fifths ninths or one
19. Meagan walked _ of a mile to the  20. It rained _
9 2
of an inch in one hour. OL On Level 1016 even, 1729
10 8
park. She walked the same distance It rained twice as much in the
BL Beyond Level 927 odd, 28, 29
home. How much did she walk
altogether? See Answer Appendix. _
next hour. Find the total amount
3
of rain. inch
4

Refer to the table about types of parade floats.

Type of Parade
Float
Number Have students discuss and
dance group or a radio station?
1 _
21. What fraction of the floats were from either a
Sports Team 6 complete the Higher Order Thinking problems. Students
2 Radio Station 5 may use the guess, check, and revise strategy when
sports team?
2 _
22. What fraction of the floats were not from a High School
Dance Group
3
4
appropriate.
3

Algebra Find the value of the  that makes a true sentence. E WRITE MATH Have students complete the Write
3 
23. _ + _ = _ 4
7 
24. _ + _ = _ 2
5 7 
25. _ + _ = 1 7
5 Math Exercise in their Math Journals. You may choose to
8 8 8 9 9 9 12 12
use this exercise as an optional formative assessment.

Orange Drop Cookies Homework Practice Worksheet

The ingredients you need for one batch of Problem-Solving Practice Worksheet
Orange Drop Cookies are shown.

_
26. If you double the recipe, how much
shortening will you need? 1 1 cups
3
4 ASSESS
 27. Mr. Gellar triples the recipe. For what Formative Assessment
ingredient will he need 2_ cups?
white sugar
1
4 _3 _4
Is + more or less than 1? Tell how you know.
5 5
more than 1; _ + _ = _; _ = 1; _ is greater than _,
3 4 7 5 7 5
5 5 5 5 5 5
so _ is greater than 1.
7
5
28. OPEN ENDED Select two fractions whose sum is _ and whose
In what two ways could you use fraction tiles to
3
4
denominators are the same, but not 4. Justify your selection.
7 _
model ? Sample answer: Use seven _ tiles, or
1
5 5
use one 1 tile and two _ tiles.
1
29. E WRITE MATH Write a real-world problem that can be 5
solved by adding like fractions. Then solve. 28, 29. See Answer Appendix.

Lesson 1B Add and Subtract Like Fractions 357 Are students continuing to struggle
with adding fractions with like
denominators?
355_0357_C08L01_103031.indd 357 3/25/10 12:40 PM

ELL During Small Group Instruction

Meaning in Context: Fractional Forms Students may need clarification
If Yes AL Daily Transparencies
that all three forms (fraction
( tiles,, fraction circles,, and number lines)) can
represent the same amount. Allow students to use manipulatives
maanipulatives to help If No OL Differentiated Instruction Option 1 (p. 353c)
them understand terms.
terms BL Differentiated Instruction Option 1 (p. 353d)
OL Skills Practice Worksheet
BL Enrich Worksheet

A students to think
Ask
about
b t what
h t they
th learned
l d about
b fractions today and
predict what they might learn next. Ask them to write
a problem they think they may be asked to solve.

Lesson 1B Add and Subtract Like Fractions 357

 1
Multi-Part
Lesson
Add and Subtract Like Fractions Multi-Part
Lesson 1 MP-Title
-Tand
Add itle Subtract Like Fractions
PART A B C D PART A B C D

PART
C Subtract Like Fractions
Subtract Like Fractions Main Idea
I will use models to
You can use fraction tiles to subtract fractions with like
denominators.
subtract fractions with
Objective like denominators.

Use models to subtract fractions with like denominators. Materials

fraction tiles Miguel bought
M _5 pound of peanuts. He ate _2 of a pound.
8 8
Resources 1
3
What
W fraction of a pound of peanuts is left over?

Manipulatives: fraction tiles

1
4
1 1 Step 1 Model _5 .
2 8
Use five _ -fraction tiles to show _.
1 5
Hands-On Activity Tools and Resources (pp. 116119) 8 8
Explore Worksheet Get ConnectED 1 1 1 1 1
8 8 8 8 8
Get ConnectED
5
GLE 0506.2.4
8
Develop fluency with addition
and subtraction of proper and
GLE 0506.2.4 Develop fluency with addition and improper fractions and mixed
numbers; explain and model Step 2 Subtract _2 .
8
subtraction of proper and improper fractions and mixed
Remove two _ -fraction tiles to show
the algorithm. SPI 0506.2.5 1
numbers; explain and model the algorithm. SPI 0506.2.5 Solve addition and subtraction 8
the subtraction of _.
2
problems involving both
Solve addition and subtraction problems involving both fractions and decimals.
8
fractions and decimals. SPI 0506.2.6 Add and subtract SPI 0506.2.6 Add and subtract
1 1 1 1 1
proper and improper fractions
proper and improper fractions as well as mixed numbers. as well as mixed numbers.
8 8 8 8 8
Also addresses GLE 0506.1.4. Also addresses GLE 0506.1.4.
5 2
8
- 8

1 INTRODUCE Checks for Understanding

0506.2.3 Use visual models, _1
Step 3 Count the total number of -fraction tiles that
Provide students with _ -fraction tiles. Write _ + _
1 3 2 benchmarks, and equivalent forms 8
on to add and subtract commonly are left.
6 6 6 used fractions and decimals.
the board. Have students model the addition. 1 1 1
8 8 8
What did you do first? I put down three _ tiles to
1
6
show _.
3 3
8
6
How do you show the addition of ? Place two _2
6 _
5
-_=_
2 3
_1 -fraction tiles next to the three _1 -fraction tiles. 8 8 8
6 6 There is _ or three eighths pound of peanuts left.
3
How do you find the sum? Count the total number 8

of _ -tiles. There are 5 tiles, so the sum is _.

1 5
6 6
Have students discuss how they think they might use 358 Add and Subtract Fractions
fraction tiles to model subtraction of like fractions.
0358_0359_C08L01_103031.indd 358 3/25/10 12:48

2 TEACH
Internet Many creative origami patterns exist on the Internet. Access a
Activity 1 Give students _ -fraction tiles. Have them
1
simple pattern, and use the Internet paper-folding activity as a springboard for
18
model _ by placing five _ -tiles side-by-side. Point out that
5
8 8 discussions about naming fractional parts, adding like and unlike fractions, and
students should physically remove, or take away, two of subtracting fractional parts from the whole.
the five tiles to show the subtraction of _ from _. The
2 5
8 8
number of _ -tiles that are left show the difference.
1
8
ELL

Understanding Directions: Folding Students may need need clarification of the

verb foldingg in this context. Model the action as you llist
ist the verb forms,
and allow peers to scaffold the directions as they are given.

358 Add and Subtract Fractions

 Activity 2 Have students repeat the process for _ - _:
9 6
10 10
Abbi bought
A _9 pound of Swiss cheese and _6 pound of cheddar first model _ with nine _ -fraction tiles, subtract _ by
9 1 6
10 10 10 10 10
cheese. How much more Swiss cheese did she buy?
removing six _ -fraction tiles, then count the _ -fraction
1 1
Step 1 Model _9 . 10 10
10
1 1 1 1 1 1 1 1 1
tiles that are left to find the difference.
Use nine _ -fraction tiles to show _.
1 9
10 10 10 10 10 10 10 10 10 10 10

Subtract _.
6 Assign the Think About It Exercises to assess student
Step 2 10
9
10
6
- 10
comprehension of the concept presented in the activity.
Remove six _ -fraction tiles.
1
10

Step 3 Count the total number of _1 -fraction tiles that are left.
10
_
9
10
-_=_
6 3
10
10
3 ASSESS
Abbi bought _ or three-tenths pound more Swiss cheese.
3
10 Use the Practice and Apply It Exercises to assess whether
students understand how to use models to subtract
_ _
1. Use four 1 -fraction tiles to show 4 . Then take away fractions with like denominators.
_ 5 5
three 1 -fraction tiles to show the subtraction of 3 . _
About It 5 5
From Concrete to Abstract Use Exercise 11 to bridge the
1. Describe how you would model _ - _.
4 3
5 5 gap between modeling subtraction with fraction tiles and
subtracting fractions with like denominators without the
2. Describe how you would find the difference _ - _. Then find
4 3
5 5 _
the difference. Count the total number of 1 -fraction tiles left; 1 . _ use of models or drawings.
5 5
Extending the Concept Have students subtract _ - _
5 1
and Apply It and write the difference in simplest form.
6 6

Model each difference using fraction tiles. Then find the difference
and write in words. 3, 4. See students work for models. For more practice of the concepts presented in this Explore
3. 1 1
_1 ; one fourth 4. 1 1 1 1
_2 ; two fifths lesson, see Explore Worksheet.
4 5
4 4 5 5 5 5

2 1 4 2
- 4 5
- 5
4

Find each difference. Use fraction tiles if needed. 510. See students work for pictures.
4 2
5. _ - _
6 _ 1 1
6. _ - _
2 _ 3 1
7. _ - _
4 _
7 7 7 3 3 3 6 6 6

3 2
8. _ - _
5 _ 4 3
9. _ - _
7 _ 6 5
10. _ - _
11 _
9 9 9 10 10 10 12 12 12

11. E WRITE MATH Look at the numerators and denominators in Checks for Understanding
each exercise above. Explain how you could find _ - _ 0506.1.7 Organize and
9 4
12 12 consolidate verbal statements
without using fraction tiles. See margin. involving fractions and mixed
numbers into diagrams, symbols,
and numerical expressions.
Lesson 1C Add and Subtract Like Fractions 359 (See Exercise 11.)

358_0359_C08L01_103031.indd 359 3/25/10 12:48 PM

Additional Answer
11. Sample answer: The numerator is the difference between the numerators of the
fractions and the denominator stays the same; subtract 4 from 9 to get the
numerator and the denominator is 12.

Lesson 1C Add and Subtract Like Fractions 359

 1
Multi-Part
Lesson
Add and Subtract Like Fractions Multi-Part
Lesson 1 Add and Subtract Like Fractions
PART A B C D PART A B C D

PART Subtract Like Main Idea

Subtract Like Fractions
D Fractions
I will subtract fractions
with like denominators.
When you subtract like fractions, the denominator names
the units.
Objective Get ConnectED
Subtract fractions with like denominators. Subtract Like
GLE 0506.2.4
Develop fluency with addition
Fractions
Resources and subtraction of proper and
improper fractions and mixed
HIKING Frankie is walking
Nature Trail
on a nature trail that is
Materials: individual dry-erase boards, dry-erase markers numbers; explain and model
the algorithm. GLE 0506.2.5
_
7
-mile long. He has
Manipulatives: fraction tiles, fraction circles
Develop fluency in solving
multi-step problems using
8 4
already walked -mile. _
8
whole numbers, fractions, How much farther does
Hands-On Activity Tools and Resources (pp. 83, 116119) mixed numbers, and decimals.
SPI 0506.2.5 Solve addition Frankie have to walk?
Leveled Worksheets and subtraction problems
Find _ - _. Use models
7 4
involving both fractions and
8 8
decimals. SPI 0506.2.6 Add
Get ConnectED to check.
and subtract proper and
improper fractions as well as
_ 7-4
-_=_
7 4
mixed numbers.
8 8 8 1 1 1 1 1 1 1
8 8 8 8 8 8 8
=_
GLE 0506.2.4 Develop fluency with addition and 3
Subtract.
subtraction of proper and improper fractions and mixed 8
3
numbers; explain and model the algorithm. GLE 0506.2.5 _
7
-_=_
4 3 8
8 8 8
Develop fluency in solving multi-step problems using whole
Frankie has _ -mile farther to walk.
3
numbers, fractions, mixed numbers, and decimals. 8
SPI 0506.2.5 Solve addition and subtraction problems
involving both fractions and decimals. SPI 0506.2.6 Add and
subtract proper and improper fractions as well as mixed
numbers.
Subtract Like Fractions

1 INTRODUCE Words To subtract fractions with the same

denominator, subtract the numerators. Keep
Activity Choice 1: Hands-On the same denominator.
Organize students into pairs and provide each pair with Examples Four fifths minus two fifths equals two fifths.
a dry-erase board, dry-erase marker, and fraction tiles.
Numbers Model
Write an addition problem with like fractions on the _
4 2 4-2
-_=_ 1 1 1 1
5 5 5 5 5 5 5
board. Have partners use paper and pencil or the
=_
2 2
fraction tiles to find the sum. 5 5

Have pairs write the sum on the dry-erase board, then

raise their boards to show their answers when you say 360 Add and Subtract Fractions
3
responses up.
Go over the problem, if necessary, and continue with a
0360_0363_C08L01_103031.indd 360 3/25/10 12:50
new addition problem.

ELL

Unknown Materials: Dry-Erase Markers and

Boards Students may not have experience using
these materials. Model how to use them as you
vocalize the actions write and erase.

Activity Choice 2: Counters

Provide each student with 10 counters. Building Math Vocabulary
Write fraction addition equations on the board. Have students write an explanation of how to find the Greatest
Have each student pair model one of the addends and Common Factor (GCF) of two numbers and why that is important
then combine their counters to model the sum. when adding and subtracting fractions in their Math Journals.
For improper fractions, have students express the
solution as a mixed number.
360 Add and Subtract Fractions
 2 TEACH
WEATHER The table shows the
amount of rainfall several cities Scaffolding Questions
Have students use fraction tiles to model _ - _.
received in a recent month. City Rainfall (in.)
4 1
How much more rain did 5 5
What do you do first? Show _ by placing four _
Spring Valley 1 4 1
Centerville receive than 10 5 5
Brushton? Write in simplest Clarksburg 6 fraction tiles side-by-side.
form. Use models to check.
Centerville
10
9
10
How do you model subtracting ? Remove one of _1
5
the _ fraction tiles from the group of four tiles.
Subtract the amount of rain 3
1
Brushton 10 5
that fell in Brushton from the
amount of rain that fell How can you count to find the difference? Count the
number of _ fraction tiles left.
1
in Centerville.
5
_
9
-_=_
3 9-3
Subtract the numerators. How can you subtract? 4 tiles - 1 tile = 3 tiles.
So _ - _ = _.
10 10 10
1 1
4 1 3
1010 5 5 5
=_
6

1 101 1
1 101 1
Simplify.

10 0
10 0
Divide both the 10

1
1
numerator and
= _ Divide by the GCF, 2.
10
62
denominator by the
1
10 2
greatest common
=_
3 9 3
factor.
5
Simplify.
10
- 10
Jeniece travels _9
of a mile to school each day.
Check by adding. _
6
10
+_=_
3 9
10 10
10
She has already traveled
6 _
of a mile. How
10
So, _ inch more rain fell in Centerville than in Brushton. much farther does Jeniece have to travel? _ mi
3 3
5
10

How many fewer inches of rain did Spring Valley receive

1 1 1 1 1 1 1 1 1
than Clarksburg? Write in simplest form. Use models
10 10 10 10 10 10 10 10 10
to check.
3
Subtract the amount of rain that fell in Spring Valley from the 10
amount of rain that fell in Clarksburg.
The table shows the amount of fabric needed to
_
6
-_=_
1 6-1
Subtract the numerators.
10 10 10 make a quilt top. How much more green fabric is
1 1
=_ needed than red fabric? Write in simplest form.
5
Simplify. 1010
Use models to check. _ yd; see students model.
1
1 10

10
1

10
10
10

1
1

10
= _ Divide by the GCF, 5.
55
10 5
Quilt Top
=_
1
Simplify. 6 1
2 -
10 10
Check by adding. _
5
+_=_
1 6 Fabric Amount(yd)
10 10 10
Red
_
3
It rained _ inch less in Spring Valley than in Clarksburg.
1 10
2
Yellow
_
7
10
Blue
_
2
Lesson 1D Add and Subtract Like Fractions 361 10
Green
_
4
10
360_0363_C08L01_103031.indd 361 3/25/10 12:50 PM

How much less red fabric is needed than yellow

! COMMON ERROR! fabric? Write in simplest form. Use models to
check. _ yd; see students model.
2
Students may have trouble deciding if a difference is in simplest 5
form. After they complete the subtraction, have students list all
of the factors for the numerator and all of the factors for the IWB INTERACTIVE WHITEBOARD READY
denominator. Then have them circle common factors in each list
and divide both the numerator and the denominator by the GCF.

Lesson 1D Add and Subtract Like Fractions 361

  indicates multi-step problem

As a class, have students complete the Check What You Subtract Write each difference in simplest form.
Subtract. form Draw a picture
Know Exercises as you observe their work. or use models to check. See Examples 13 14. See students models.
3 2
1. _ - _
5 _ 2 1
2. _ - _
3 _ 3 1
3. _ - _
6 _ 3 1
4. _ - _
5 _
7 7 7 5 5 5 9 9 3 6 6 3
E TALK MATH Use the Talk Math Exercise to assess 5. Ciro spent _ hour drawing and _ hour
5 2
6. E TALK MATH Explain how you
6 6
student comprehension before assigning the practice reading. How much more time did he solved Exercise 5 using words.
exercises. spend drawing than reading? _1 h See margin.
2

AL Alternate Teaching Strategy EXTRA 0R

P !# TI
2 AC #E
4) C %
Begins on page EP2.
If students have difficulty subtracting like S bt t Write
Subtract. W it each
h difference
diff in
i simplest
i l t form.
f Draw
D a picture
i t
fractions . . . or use models to check. See Examples 13 714. See students model.
7. _ - _
2 _
1 1
8. _ - _
3 _
1 2
9. _ - _
6 _
5 1 1 1
10. _ - _
3 _
Then assign one of these reteach options: 3 3 3 5 5 5 7 7 7 6 6 3

11. _ - _ _ 12. _ - _ _ 13. _ - _ _ _

2 1 4 1 1 1 3 1
14. _ - _
5 6 3 9
9 9 3 8 8 4 4 4 2 12 12 2
1 AL Reteach Worksheet
15. Find the difference between seven 16. What is the difference between six
2 Personal Tutor Have students use
IWB ninths and four ninths. Write your sevenths and five sevenths? Write your
Personal Tutor to reteach the concept. answer in words. one third answer in words. one seventh

3 Use Fraction Circles Have students use fraction 17. Measurement Roshanda bought 18. A bucket was _ full with water. After
7
10
circles to model problems. Have them look at _
5
pound of ham and _ pound of roast
7
Vick washed the car, the bucket was
8 8
only _ full. What part did Vick use to
3
the denominators to choose the correct fraction
circle. Then have them model the first fraction,
beef. How much more roast
1
beef than ham did she buy? pound _ 10
wash the car? _2 bucket
4 5
remove pieces to show subtraction of the
second fraction, and count the remaining pieces Use the results of a survey of 28 students
and their favorite tourist attractions.
Favorite Tourist
to find the difference. Attractions
19. What fraction of students prefer
Mt. Rushmore over the Grand Canyon?
3 _ Number of
14 Place
Students
20. Suppose 4 students change their Mt. Rushmore 14

3 PRACTICE minds and choose the Statue of

Liberty instead of the Grand Canyon.
Grand Canyon
Statue of Liberty
8
6

Differentiate practice using these leveled assignments for

What part of the class now prefers
Mt. Rushmore over the Statue of Liberty?
1 _
7
the exercises in Practice and Problem Solving.
Algebra Find the value of the  that makes a true sentence.
Level Assignment   
21. _ - _ = _ 5 22. _ - _ = _ 4 23. _ - _ = _ 5
6 1 3 1 8 1
9 9 9 8 8 8 12 4 12
AL Approaching Level 7, 9, 16, 18, 19, 21, 24,
2835
362 Add and Subtract Fractions
3
8, 10, 1115, 1720, 2224,
OL On Level
2835
0360_0363_C08L01_103031.indd 362 3/25/10 12:50

BL Beyond Level 822 even, 2435 Additional Answers

6. Sample answer: Subtract two-sixths from five-sixths, which equal three-sixths.
Then simplify by dividing the numerator and denominator by three, the GCF. The
Have students discuss and solution is one half.
28. Sample answer: _ of a loaf of bread is on the counter. Tina used _ of the bread
complete the Higher Order Thinking problems. For 3 1
Exercise 24, suggest that students write an equivalent 4 4
to make lunches. What fraction of the loaf is left? _
1
fraction for _ to help write a subtraction problem.
1 2
6

E WRITE MATH Have students complete the Write

Multiple Representations
Math Exercise in their Math Journals. You may choose to Encourage students to use other ways of representing Exercises 19 and 20, such as
use this as an optional formative assessment. drawing models or grids.
Homework Practice Worksheet
Problem-Solving Practice Worksheet

362 Add and Subtract Fractions

 4 ASSESS
24. OPEN ENDED Choose two like fractions whose difference
is _ and whose denominators are not 6. Sample answer:
1 7
- 5 =1 _ _ _ Formative Assessment
6 12 12 6 _7 _3
How would you subtract - and write the
CHALLENGE Compare. Write >, <, or = to make a true sentence.
8 8
difference in simplest form? Describe your steps.
25. _ - _  _ - _ > 26. _ - _  _ - _ = 27. _ - _  _ - _ <
5 1 3 2 8 8 2 2 3 2 5 1
6 6 6 6 8 8 9 9 4 4 5 5 Then draw a picture to check. Sample answer:
Subtract the numerators: 7 - 3 = 4. So, _ - _ = _.
7 3 4
28. E WRITE MATH Write a problem about a real-world situation in 8 8 8
Simplify _ by dividing the numerator and denominator
which you would find _ - _. Then solve. Use addition to check
3 1 4
4 4 8
your answer. See margin.
by the GCF, 4: 4 4 = 1 and 8 4 = 2. The
difference in simplest form is _.
1
2
Test Practice

29. Measurement Mitch is making 30. The pictures below show how much
dinner. He uses _ cup of cheese for
1 sausage and pepperoni pizza was
2 4
a salad and _ cup of cheese for a left at the end of one day.
4 4 1
casserole. How many cups of Sausage Pepperoni or
8 2
cheese does Mitch use altogether? D
How can you use addition to check your answer?
Sample answer: Add the difference to the amount that
was subtracted. The sum should be equal to the
Which fraction represents how number you started with.
A. _ c
1 much more sausage pizza than
8 pepperoni pizza was left? G How can the addition fact families help when
B. _ c
1
4 F. _
3 adding and subtracting like fractions? Sample
16
C. _ c
3 answer: The fact families can help you find the sum or
G. _
3
8 8 difference of the numerators. The denominators stay
D. _ c
3
H. _
11
4 16 the same.
I. _
11
8

Are students continuing to struggle

31. nine elevenths 32. seven thirteenths with subtracting fractions with like
denominators?
Add. Write each sum using words in simplest form. (Lesson 1B) During Small Group Instruction
31. _ + _ 32. _ + _ 33. _ + _ one half 34. _ + _
7 2 2 5 5 2 8 4
11 11 13 13 14 14 15 15
four fifths If Yes AL Daily Transparencies
35. Patrick spent _ hour vacuuming and _ hour doing
1 2
6 6
dishes. How long did he spend doing chores? (Lesson 1B) 1 hour _ If No OL Differentiated Instruction Option 2 (p. 353c)
2
BL Differentiated Instruction Option 2 (p. 353d)
Lesson 1D Add and Subtract Like Fractions 363 OL Skills Practice Worksheet
BL Enrich Worksheet
360_0363_C08L01_103031.indd 363 3/25/10 12:50 PM

Have students write or

discuss hhow addition
di dditi off fractions
f ti with like
denominators might help them understand addition
Multi-Part Lesson 1 Why does the denominator stay the same when adding
and subtraction of fractions with unlike denominators.
or subtracting like fractions? Sample answer: If the denominators are the
same, the single fractional pieces are the same size. The number of pieces in
the whole (the denominator) does not change, only the number of pieces you
have (numerator).
Review and assess mastery of skills and concepts from the
previous lessons in the chapter.

Lesson 1D Add and Subtract Like Fractions 363

 Add and Subtract
Multi-Part
Lesson 2 Unlike Fractions
Planner
PART A PART B
PART
A Add Unlike Fractions Title/Objective Add Unlike Fractions (pp. 366369)
Add Unlike
Fractions
i (pp. 364365)
B Add Unlike Fractions
Use models to add unlike fractions. Add fractions with unlike denominators.
C Subtract Unlike Fractions

D Subtract Unlike Fractions

Standards GLE 0506.2.4 GLE 0506.2.4

E Essential Question Vocabulary unlike fractions

How are multiples, factors, and equivalent
fractions helpful in adding and subtracting
unlike fractions? Sample answer: To add and Visual Vocabulary Card 68
subtract unlike fractions, first you rename the
Materials/ fraction circles paper bag
fractions so that they have a common Manipulatives
fraction tiles fraction circles
denominator. You use the multiples or factors
of the denominators to find the lowest
common denominator. Resources Get ConnecttED Get ConnecttED
0506.1.9
Explore Worksheet Leveled Worksheets
Focus on Math Background Lesson Animations VVisual Vocabulary Cards
It is very important that students develop VVirtual Manipulatives Lesson Animations
understanding through models before adding Hands-On Activity Tools and Resources Daily Transparencies
and subtracting unlike fractions with paper and Problem of the Day
pencil. With this conceptual understanding,
Self-Check Quiz
and their prior knowledge of equivalent
Personal Tutor
fractions and least common denominators,
they are ready to apply what they know when VVirtual Manipulatives
they add and subtract unlike fractions. eGames: Blips Satellite Service
It is common for students to treat the Graphic Novel Animation
numerators and denominators as two separate Hands-On Activity Tools and Resources
expressions. For example, when adding unlike
fractions, students are often tempted to add
the numbers and then add the denominators, Blended Approach
instead of using equivalent fractions with like
denominators. The use of models will help
students to understand that like fractions have
denominators that name the same fractional
part, and the numerators count identical units.

IWB
Suggested Pacing (13 Days)
All digital assets are Interactive
Multi-Part Lessons 1 2 3 4 Assess
Whiteboard ready.
PART A B C D A B C D A B C A B C D E SGR PCT
Days 1 1 1 1 1 1 1 1 1 1 1 1 1

364a Add and Subtract Fractions

 Add and Subtract Unlike Fractions

PART C PART D Notes

Subtract Unlike Fractions Title/Objective
Subtract Unlike (pp. 372375)
Fractions
i (pp. 370371)

Use models to subtract unlike fractions. Subtract fractions with unlike

denominators.

GLE 0506.2.4 GLE 0506.2.4 Standards

Vocabulary

fraction tiles Materials/

Manipulatives

Get ConnecttED Get ConnecttED Resources

0506.1.9
Explore Worksheet Leveled Worksheets
Lesson Animations Lesson Animations
VVirtual Manipulatives Daily Transparencies
Hands-On Activity Tools and Resources Problem of the Day
Self-Check Quiz
Personal Tutor
eGames: Blips Satellite Service

Blended Approach

Mid-Chapter Check (p. 376)

Game Ti
G Time
i
Fraction Subtraction (p. 377)

Add and Subtract Unlike Fractions 364b

Differentiated Instruction
Approaching Level AL On Level OL

Option 1 Use with 2A Option 1 Use with 2C

Hands-On Activity Hands-On Activity
Materials: fraction circles Materials: fraction circles
Write several fraction problems in which one denominator (Hands-On Activity Tools and
is a multiple of the other and the sum is less than one. For Resources, p. 36), scissors
example, _ + _; _ + _; _ + _.
3 1 2 4 1 6
Provide one copy of the
8 2 6 12 5 10
fraction: circles page for
Have students model the problems with fraction circles.
every four students.
How many smaller fraction pieces does it take to equal
Read the riddle.
the larger fraction piece? _ = four _ pieces; _
1 1 2
=
_ _ _ 2 8 6
Im at school _ of each weekday, and _
1 1 1 1 1
four pieces; = two pieces is spent doing my
12 5 10 4 6
Trade the larger fraction piece for an equivalent size chores. Im munching my meals _
1
of the time. Good grief!
12
of the smaller pieces. Im asleep for _
1
! The rest of the time is mine to decide. First
3
Have students find the sum of all the pieces. Ill read, then Ill go for a ride! What fraction of the day is
mine to decide? _
1
Can you trade all of the pieces for a different number of 6
equal-sized larger pieces? The eight _ pieces can be traded
1
12 Have students cut out the correct fraction models to find the
for two _ pieces. The eight _ pieces can be traded for four
1 1
answer to the riddle.
_1 pieces.3 10
5 Have students write their own riddles and post them in the
classroom for classmates to solve as time allows.
Option 2 Use with 2B
Hands-On Activity
11 1
Materials: analog clock face 12
1
12 Option 2 Use with 2D
(Hands-On Activity Tools and 5 11 12 1 1
6
10 2 6 Hands-On Activity
Resources, p. 26), fraction circles 3
4
9 3 1
4
Materials: multiplication chart
Give each student a copy of the
2 8 1 Write _
2
-_
2
on the board.
clock face and fraction circle 3 7 6 5 3 3 5
pieces for _, _, _, _, and _.
1 1 1 1 1 7
1
5 Have students use the multiplication chart to compare the
12 6 4 3 2 12
2
12
multiples of the denominators.
Have students label the clock numbers,
beginning with the 1: _, _, _, _, _, _, _, _
1 1 1 1 5 1 7 2 _
, , _, _, 1.
3 5 11
What is the first common number you found? 15 That is
12 6 4 3 12 2 12 3 4 6 12
the new denominator.
Say an unlike fraction addition problem that uses
denominators of 12, 6, 4, 3, or 2. What numbers did you multiply by to get 15? 5; 3
Have students place the fraction pieces on the clock, aligning Multiply the numerator by the same number. What is the
the edge of the first fraction piece with the 12. new numerator? 10; 6
What are the like fractions? _; _
10 6
Students can read the sum from the fractions written on the 15 15
What is the difference? _
outside edge of the clock face. 4
15
Have students work together to model sums greater than 1.

Other Options Other Options

TE Learning Station Card 38 TE Learning Station Card 41
Get ConnectED Personal Tutor, Lesson Animations, Get ConnectED Personal Tutor, Lesson Animations,
Virtual Manipulatives, Virtual Manipulatives,
eGames: Blips Satellite Service eGames: Blips Satellite Service

364c Add and Subtract Fractions

 Add and Subtract Unlike Fractions

Beyond Level BL English Language Learners ELL

Option 1 Use with 2B This strategy helps English Language Learners learn and use the
language required to add and subtract unlike fractions.
Hands-On Activity
Materials: double-12 dominos Find Core Vocabulary and Common Use Verbs in the
Have students work in pairs with 10 assorted dominos placed online EL strategies to help students grasp the math skills;
facedown on the table. use Language Alerts at point of use in the Teacher Edition.
The separate sections of each domino represent the AL Beginning
numerator and the denominator.
Word Recognition Distinguish like and unlike
Each student turns over a domino, placing them side-by-side Pass out string. Write tied. Model a loose
with the greater number of pips in the bottom section. knot. Have students repeat, chorally
Students find the sum of the fractions represented and then saying, I tied the string.
set those two dominos aside. Say, un-. Draw a circle with a diagonal line through it. Add
Repeat until all the dominos have been used. un- to tied. Untie the string, and chorally say, I untied the
string. Write un- and no. Connect the two words and the
slashed circle with lines.
Repeat with models that demonstrate the mathematical
meaning of the word like. Hold up pairs of objects, and have
students chorally identify them as like or unlike.

OL Intermediate
Scaffold Identify like and unlike fractions.
Option 2 Use with 2D
Write a set of fractions on index cards. Each fraction should
Organize students into small teams. have a denominator of 9, 10, or 11.

Give each student five index cards, and instruct students to Have partners pick one fraction each and determine whether
write one subtraction problem on each card. The problems their fractions are like or unlike. Have students use these
must use unlike denominators. sentence frames: These are like fractions. The bottom
numbers are __. These are unlike fractions. The bottom
Shuffle the cards, and place them facedown in the center of numbers are __.
the team table.
One by one, each member of the team takes a turn solving a BLAdvanced
problem drawn from another teams problem pile. Memory Devices Write like and unlike fractions.

If the answer is correct, the team scores 1 point. If the answer Draw a two-column chart with columns labeled Unlike and
is in simplest form, the team scores two points. Like. Organize students in groups of three.

Play proceeds to the next team whether or not the problem The first student in each group writes a pair of unlike fractions
was answered correctly. in the Unlike column. The next student writes a pair of like
fractions in the Like column. The third student adds the like
The team with the most points at the end of the game wins. fractions. Groups then present their ideas to one another.
Continue until all problems have been solved.
Extend
Have bilingual pairs use a spinner
Other Options to create unlike fractions and then
Learning Station Card 41 convert them to like fractions and
TE
find the sum. Have students convert
Get ConnectED Lesson Animations, improper fractions to mixed numbers.
eGames: Blips Satellite Service Partners list the steps they followed to find the sum.

Add and Subtract Unlike Fractions 364d

 Add and Subtract
2
Multi-Part
Lesson
Unlike Fractions Multi-Part
Lesson 2 Add and Subtract Unlike Fractions
PART A B C D PART A B C D

PART
A Add Unlike Fractions
Add Unlike Fractions Main Idea
I will use models to
You have learned that like fractions are fractions with the same
denominator. Fractions with different denominators are called
add unlike fractions. unlike fractions.
Objective Like Fractions Unlike Fractions
Materials
Use models to add unlike fractions. fraction tiles _
3 _
,
4 _
1 _
,
5
8 8 2 6
1
You can add fractions that have different denominators using
Resources 1 3

1
4
1
fraction tiles.
Manipulatives: fraction tiles, fraction circles 2

Hands-On Activity Tools and Resources (pp. 116119) fraction circles

Explore Worksheet 1
2

Get ConnectED
1 1 1 To finish building a birdhouse, Jordan uses two boards.
T
4 3
One is
O _1 foot long and the other is _1 foot long. What is
2 3
the total length of the boards?
GLE 0506.2.4 Develop fluency with addition and Get ConnectED
subtraction of proper and improper fractions and mixed Step 1 Model each fraction using fraction tiles and
numbers; explain and model the algorithm. SPI 0506.2.5 GLE 0506.2.4 place them side by side.
Solve addition and subtraction problems involving both Develop fluency with addition
and subtraction of proper and 1 1
fractions and decimals. SPI 0506.2.6 Add and subtract improper fractions and mixed 2 3
proper and improper fractions as well as mixed numbers. numbers; explain and model
Also addresses GLE 0506.1.4. the algorithm. SPI 0506.2.5
Solve addition and subtraction Step 2 Find fraction tiles that will match the length of
problems involving both
the combined fractions above. Line them up
1 INTRODUCE fractions and decimals.
SPI 0506.2.6 Add and subtract below the model.
proper and improper fractions
1 1
Introduce the Concept as well as mixed numbers.
Also addresses GLE 0506.1.4. 2 3

Hand out fraction tiles to pairs of students. Have them 1 1 1 1 1

6 6 6 6 6
place two _ tiles side by side.
1 Checks for Understanding
5 0506.2.3 Use visual models,
What fraction do these tiles model? _ _1 -fraction tiles in all.
2 benchmarks, and equivalent forms
5 to add and subtract commonly Step 3 Add. There are five of the
6
Have students place four _ tiles below the _
1 2 used fractions and decimals.
tiles to _
1
+_=_
1 5
10 5 2 3 6
model an equivalent fraction. What fraction do these
The total length of the boards is _ foot.
5
tiles model? _
4 6
10
Why are the two fraction models equivalent?
Sample answer: Both rows of tiles show the same 364 Add and Subtract Fractions
amount.
What do you notice about the relationship between 0364_0365_C08L02_103031.indd 364 3/25/10 12:57

the numerators (2 and 4) and the denominators

(5 and 10)? 4 is twice as much as 2, and 10 is twice as Tips for New Teachers
much as 5. Students may confuse the terms like fractions and equivalent fractions.
Remind students that like fractions have denominators that are alike.
ELL Equivalent fractions have unlike denominators, and yet they represent
Meaning in Context: Side by Side/Relationship an equal part of a whole.
Students may need clarification on the use of
side-by-side referring to placement or location, and
relationship, which refers to making comparisons.
Write and model each term.

364 Add and Subtract Fractions

 _3 of a strawberry pie and Brendans family 2 TEACH
Munas family ate
M
ate _5 of a different4strawberry pie. What is the combined fraction Activity 1 In Step 2 students can check their equivalent
8
of the strawberry pies that they ate? fractions by aligning the tiles below each other. If the tiles
Step 1 Model each fraction using fraction circles. do not align, the fractions are not equivalent.
8
1 Activity 2 In Step 3, students who have difficulty

4
recognizing 1_ as a mixed number can combine 2 wedges

8
3

1 1
8
from the _ model with the 6 wedges in the _ model.
1 1

8
5 6

1
1
8

4
4
8
8 8
The resulting model will show one complete circle
Step 2 Find fraction circles that will match the space taken up
and _ of another circle.
3
by the combined fraction circles above. Show them 8
beside each other.
8 8 Assign the Think About It Exercises to assess student
1 1 comprehension of the concept presented in the Activities.
8

8
1 1

1 1
1

1 1 1 1
8

8
8

8 8 8 8

_1 -fraction circles. 3 ASSESS

Step 3 Add. There are eleven of the
8
_
3
+ _ = _ or 1_
5 11 3 Use the Practice and Apply It Exercises to assess whether
4 8 8 8
students comprehend how to add fractions with unlike
The combined fraction of the strawberry pies they ate is 1_.
3
8 denominators.

From Concrete to Abstract Use Exercise 11 to link

About It adding unlike fractions with real-world situations.
1. How can finding the multiples of 4 and 12 help you find _ + _?
3 7
4 12
Sample answer: Since 12 is a multiple of both 4 and 12, 12 is a common denominator. Extending the Concept Use fraction tiles.
2. Describe how you could use fraction tiles to find + _
2 _1
. See margin.
5 10 Add _3 + _1 . _5
8 4 8
Explain why the denominator of the difference in
and Apply It the subtraction is 8 instead of 4. Sample answer: The
Find the sum using fraction tiles. least common denominator of 4 and 8 is 8, so we have
3. _ + _
2 _
1 5
4. _ + _
3 _
1 13
or 1 1 _ 5. _ + _
3 _
1 5 _ _
5 8
6. _ + _ or 1 1
1 to find equivalent fractions with a denominator of 8.
3 6 6 4 3 12 12 8 4 8 2 6 6 3

7. _ + _ _ 8. _ + _ _ 9. _ + _ _
2 _
The answer cannot be simplified.
or 1_
3 1 1 5 1 7 1 1 3 _
3 _ 17 5
10. +
10 5 2 8 4 8 2 4 4 4 3 12 12
11. E WRITE MATH Write a real-world problem that can be
For more practice of the concepts presented in this Explore
solved by adding unlike fractions. See margin. lesson, see Explore Worksheet.

Lesson 2A Add and Subtract Unlike Fractions 365

Additional Answers
2. Sample answer: Place two _ -tiles and one _ -tile
1 1
364_0365_C08L02_103031.indd 365 3/25/10 12:57 PM
5 10
Checks for Understanding side by side. Find tiles that match their length.
0506.1.7 Organize and
consolidate verbal statements _2 + _
1
=_
1
involving fractions and mixed 5 10 2
11. Sample answer: One path is _ mile long and
numbers into diagrams, symbols,
7
and numerical expressions. 10
another path is _ mile long. What is the total length
(See Exercise 11.)
3
4
of the paths? _ + _ = 1_ miles.
7 3 9
10 4 20

Lesson 2A Add and Subtract Unlike Fractions 365

 Add and Subtract
2
Multi-Part
Lesson
Unlike Fractions Multi-Part
Lesson 2 Add and Subtract Unlike Fractions
PART A B C D PART A B C D

PART
B Add Unlike Fractions
Main Idea
I will add fractions with Add Unlike Fractions
unlike denominators.
Before you can add two fractions with different denominators,
Vocabulary
V or unlike fractions , one or both of the fractions must be
Objective unlike fractions renamed so that they have a common denominator.
Add fractions with unlike denominators.
Get ConnectED
Adding Unlike Fractions
Vocabulary
GLE 0506.2.4 To add unlike fractions, perform the following steps:
unlike fractions Develop fluency with addition
and subtraction of proper and Rename the fractions using the least common
improper fractions and mixed denominator (LCD) to make them like fractions.
Resources numbers; explain and model
the algorithm. GLE 0506.2.5 Add as with like fractions. If necessary, simplify the sum.
Materials: paper bag Develop fluency in solving
multi-step problems using
whole numbers, fractions,
Manipulatives: fraction circles mixed numbers, and decimals.
SPI 0506.2.5 Solve addition
Hands-On Activity Tools and Resources (pp. 116119) and subtraction problems
involving both fractions and WRITING Gina spent _1 hour
Leveled Worksheets decimals. SPI 0506.2.6 Add 3
writing an article for the school
Get ConnectED
and subtract proper and
improper fractions as well as 1 _
paper and hour proofreading it.
mixed numbers. Also addresses 4
GLE 0506.1.7. How long did Gina spend writing
and proofreading her article?
GLE 0506.2.4 Develop fluency with addition and
Find _ hour + _ hour.
1 1
subtraction of proper and improper fractions and mixed 3 4
numbers; explain and model the algorithm. GLE 0506.2.5
The least common denominator
Develop fluency in solving multi-step problems using whole
of _ and _ is 12.
1 1
numbers, fractions, mixed numbers, and decimals. 3 4
SPI 0506.2.5 Solve addition and subtraction problems
involving both fractions and decimals. SPI 0506.2.6 Add and Step 1 Step 2 Step 3
subtract proper and improper fractions as well as mixed Write the Rename using Add the like
numbers. Also addresses GLE 0506.1.7. problem. the LCD. fractions.
_ 14
_ =_ _
1 4 4
1 INTRODUCE 3 34
13
12 12
+_ _ =_ +_
1 3 3
4 43 12 12
Activity Choice 1: Hands-On _
7
Give each pair of students a paper bag containing the 12

following fraction circle pieces: one _ piece,

1
Gina spent _ hour writing and proofreading her article.
7
2 12
three _ pieces, three _ pieces, and three _ pieces.
1 1 1
4 8 16
Have each student choose one fraction circle piece from
366 Add and Subtract Fractions
the paper bag without looking.
Students work together to find the sum of the two
fraction circle pieces. 0366_0369_C08L02_103031.indd 366 3/25/10 12:58

As students become proficient at adding two fraction

circle pieces, challenge them to draw two pieces each Building Math Vocabulary
and then find the sum of the four fraction circle pieces. Say a fraction, and then have students name as many equivalent
fractions as they can without repeating any fractions already
Activity Choice 2: Multiples named. Have students explain in their Math Journals why it is
Ask students to write the first six multiples of 4. Have a important to be able to name equivalent fractions when adding
volunteer write them on the board. 4, 8, 12, 16, 20, 24 unlike fractions.
Next, ask students to write the first six multiples of 6 on
the board. 6, 12, 18, 24, 30, 36 Visual Vocabulary Cards
Ask students to circle the common multiples of 4 and 6. Use Visual Vocabulary Cards to reinforce
12, 24 the vocabulary used in this lesson in
Draw a square around the LCM of 4 and 6. 12 English and Spanish. (The Define/
How are the LCM and the LCD related? The LCM of Example/Ask routine is printed on ISBN: 978-0-02-101742-3 Copyright by The McGraw-Hill
MHID: 0-02-101742-5 Companies, Inc.

the back of each card.)

All rights reserved.

two numbers becomes the LCD of those numbers when MM'12_VVC_G5_cov_1

01742-5.indd 1

12/3/09 2:48 PM

they are the denominators of two fractions.

Repeat this activity with other numbers.
366 Add and Subtract Fractions
 _1 of her free time reading and
2 TEACH
MUSIC Catalina spent
M
_5 of her free time practicing
6
her flute. What fraction Scaffolding Questions
12
Show _ and _ using the twelfths fraction tiles.
1 1
of her free time did she spend reading and practicing
her flute?
3 4
How many twelfths are equal to ? _
1 4 _
3 12
Add _ and _.
1 5
How many twelfths are equal to _14? _
6 12 3
The least common denominator of _ and _ is 12.
1 5
6 12 Find _1 + _1 , and write the sum in simplest
12
form.
3 4
Step 1 Step 2 Step 3 _1 + _1 = _
7 _
;
7
is in simplest form.
Write the Rename using Add the like 3 4 12 12
problem. the LCD. fractions.
_ 12
_ =_ _
1 2 2
6 62 12 12
_ 51
_ =_ +_
5 5 5
+
12 12 1 12 12
_
7 _4
Bianca walked mile on Monday and mile _1
12 7 2
on Tuesday. How far did Bianca walk on Monday
and Tuesday? 1_ miles
Catalina spent _ of her free time reading and practicing
7 1
12 14
Jorge spent _ of his allowance at a store and _
her flute.
2 1
9 3
of his allowance at the mall. What fraction of his
allowance did Jorge spend at the pet store and
at the mall? _ of his allowance
5
Add. Write in simplest form.
Add form See Examples 1 and 2 9
3 7
1. _ _ 2 7
2. _ _ 2 9
3. _ _ 5 6
4. _ _
4 8 3 9 5 10 7 7
+_
1
+_
1
+_
1
+_
2 IWB INTERACTIVE WHITEBOARD READY
____8 ____9 ____2 _____
14

3 7
5. _ + _
2 _ 3 13
6. _ + _
1 _ 3 19
7. _ + _
5 _
or 1 7 _ _
8. _ + _ 11 or 1 1
2 7 _
5 10 10 2 7 14 6 4 12 12 5 10 10 10
As a class, have students complete the Check What You
9. _ + _
4 2 _
10
or 1_
1
10. _ + _
5 1 _2 11. _ + _
4 1 _
15
or 1_
1
12. _ + _
5 2 _
31
or 1_
7 Know Exercises as you observe their work.
9 3 9 9 12 4 3 7 2 14 14 8 3 24 24

13. A farmer harvested some of his pecan crop on Pecan Harvest

E TALK MATH Use the Talk Math Exercise to assess
Day nt
Amount student comprehension before assigning the practice
Friday and Saturday. What fraction of the pecan
crop was harvested in the two days? 17 _ Friday _
3 exercises.
24 8

Saturday _
1
3
14. E TALK MATH Describe the steps for adding AL Alternate Teaching Strategy
the fractions _ and _. What is the solution? See Answer Appendix.
5 5
12 6
If students have difficulty adding fractions
Lesson 2B Add and Subtract Unlike Fractions 367
with unlike denominators . . .

366_0369_C08L02_103031.indd 367 3/25/10 12:58 PM

Then assign one of these reteach options:
ELL
1 AL Reteach Worksheet
Extend Vocabulary: Acronyms Students may need clarification on what
2 IWB Personal Tutor Have students use
acronyms represent, Use other examples the may be more familiar with
Personal Tutor to reteach the concept.
from background knowledge (SCUBA: Self-Contained Breathing Apparatus,
IRS: Internal Revenue Service, etc.) before listing LCM and LCD. 3 Use Multiplication Tell students they can
multiply the denominators of the two fractions
to get a common denominator to use, even
though it may not be the LCD. Then they can
simplify the answer if necessary.

Tips for New Teachers

Before working through the examples, have the students
practice writing equivalent fractions. When adding unlike
fractions, the first step could be to have students ask
themselves what denominator they could use.
Lesson 2B Add and Subtract Unlike Fractions 367
  indicates multi-step problem
0R !# TI
2 AC #E
4) C %
3 PRACTICE EXTRA P
Begins on page EP2.
Add. Write
Add W it in
i simplest
i l t form.
f See Examples
l 1 andd 2
Differentiate practice using these leveled assignments for 1 5
15. _ + _
2 _ 1 3
16. _ + _
1 _ 7 3
17. _ + _
1 _ 1 11
18. _ + _
5 _
the exercises in Practice and Problem Solving. 3 6 6 2 4 4 6 12 4 8 16 16
1 7
19. _ + _
1 _ 20. _ + _ 1 3
1 4 _ 21. _ + _
3 3 9 _ 22. _ + _ 1 1
3 1 _
3 4 12 2 5 10 5 10 10 5 2 10
Level Assignment 23. _
1
+
3 7
_ _ 24. _
7
+
1 3
_ 1 _ 25. _ + _ 1 1
3 7 _ 26. _
1
+
3 5
_ _
8 4 8 8 2 8 4 20 10 4 8 8
AL Approaching Level 1518, 21, 26, 28, 3047
27. Angel has two chores after school. She rakes leaves for _ hour and
3
4
spends _ hour washing the car. How long does Angel spend on
1
OL On Level 19, 20, 2225, 27, 29, 3047 2
her chores? 1 1 h _
4
BL Beyond Level 1531 odd, 3047
28. Leon walked _ mile to the store and _ mile more to the theater.
5 1
6 1
How far did he walk in all? 1 mi
3_
6
 29. Tashia ate _
1
of the pizza, and Jay ate _ of the pizza. What fraction
3
Have students discuss and 3
of the pizza was left? 5 _
pizza
7
21
complete the Higher Order Thinking problems. Encourage
Use the information to solve the problem.
students to think about equivalent fractions.

E WRITE MATH Have students complete the Write

Math Exercise in their Math Journals. You may choose to
use this exercise as an optional formative assessment.
Homework Practice Worksheet
Problem-Solving Practice Worksheet

Rewatch Happy Trails.

_
30. How many miles did Dylan walk in all? 1 1 miles Checks for Understanding
4
31. How many miles did Sonia walk in all? 1_
0506.1.9 Use age-appropriate
1
miles books, stories, and videos to
10 convey ideas of mathematics.

_ _
32. WHICH ONE DOESNT BELONG? Identify the expression that 5 + 1 ; All the other
6 2
does not belong with the other three. Explain your reasoning. expressions equal 1 1 . _
6
_5 + _1 _5 + _1 _5 + _2 _5 + _1 + _1
6 3 6 2 6 6 6 6 6

33. E WRITE MATH Is finding _12 + _34 the same as finding

_ + _ + _? Explain. Sample answer: yes; _1
+_ 3
+_ 3
=_
1
+_
6
=_
1
+_
3
1 3 3
2 8 8 2 8 8 2 8 2 4

368 Add and Subtract Fractions

0366_0369_C08L02_103031.indd 368 3/25/10 12:59

E WRITE MATH Have students write their own ! COMMON ERROR!

graphic novel in which they solve an addition problem Exercises 20, 22, 24, and 25 Students may forget to write their
involving fractions. answers in simplest form. Remind them that improper fractions
should be rewritten as mixed numbers.

368 Add and Subtract Fractions

 Test Practice 4 ASSESS
34. The table shows the fraction of 36. Which expression will have the Formative Assessment
same sum as _ + _? G
3 1
a book Karen read each day.
8 4
Explain how you add unlike fractions.
F. _ + _
Day Fraction of Book 3 1
_
1 8 8
Sample answer: One or both of the fractions must be
Saturday
3
_
2
renamed so they have a common denominator; add
G. _ + _ + _
Sunday 1 1 1
5
4 4 8 numerators and simplify the answer.
What fraction of her book did she Explain how you find the LCD of two or more
H. _ + _
3 1
read on the weekend? D 4 4 fractions. Sample answer: List multiples of each
A. _ C. _
3 8 denominator and choose the LCM, the smallest multiple
I. _ + _ + _
8 15 1 1 1
_ 8 8 8 they have in common.
D. _
1 11
B.
2 15

35. SHORT RESPONSE Lena spent 37. What is the difference between the
_
2
hour studying Wednesday night lengths of the rectangles? A Have students explain
3
and _ hour studying Thursday night.
1 how the earlier lessons on adding
ad fractions with
6
How much time did Lena spend 15 7 like denominators helped them to understand
16 in. 16 in.
_
studying the two nights?
5
of an hour A. _ inch
1
C. _ inch
1
todays lesson.
6 2 4
B. _ inch D. _ inch
3 1
16 16

Are students continuing to struggle

with adding fractions with unlike
denominators?
Subtract. Write each difference in simplest form. Use models to
During Small Group Instruction
check. (Lesson 1D)
3 _
1 1
38. _ - _
2 4
39. _ - _
6 _ 2 2
40. _ - _
4 _ 7 1
41. _ - _
11 _ If Yes AL Daily Transparencies
4 4 2 7 7 7 5 5 5 12 12 3

42. _ - _ _ _ _ _
4 1 3 2 7 4 5 1
AL Strategic Intervention Guide (pp. T100T101)
43. _ - _ 44. _ - _ 45. _ - _
5 7 11 8
6 6 6 10 10 5 15 15 15 9 9 3 AL Differentiated Instruction Option 2 (p. 364c)

The table shows the fraction of students that chose If No BL Differentiated Instruction Option 1 (p. 364d)
each sport. (Lesson 1B) OL Skills Practice Worksheet
46. What fraction of the favorite sports were not football? Enrich Worksheet
_
BL
11
12
47. What fraction of the favorite sports were baseball
and basketball? Write in simplest form.
5 _
6

Lesson 2B Add and Subtract Unlike Fractions 369 Review and assess mastery of skills and concepts from the
previous lessons in the chapter.

366_0369_C08L02_103031.indd 369 3/25/10 12:59 PM

Tips for New Teachers

Students may struggle to understand why unlike fractions must be
renamed with like denominators before adding. They also may not
understand the concept of equivalent fractions. Use fraction tiles to
demonstrate the concept of renaming fractions for students. Display the
expression _ + _ for the class and model it with five _ tiles and a
5 1 1
6 3 6
single _ tile. Point out that the tiles representing _ are not the same
1 5
3 6
size as the tile representing _. Have students replace the _ tile with
1 1
3 3
two _ tiles and then count the tiles to find the sum.
1
6

Lesson 2B Add and Subtract Unlike Fractions 369

 Add and Subtract
2
Multi-Part
Lesson
Unlike Fractions Multi-Part
Lesson 2 Add and Subtract Unlike Fractions
PART A B C D PART A B C D

PART
C Subtract Unlike Fractions
You can use fraction tiles to subtract fractions with unlike
Subtract Unlike Fractions Main Idea
I will use models
denominators.
to subtract unlike
Objective fractions.

Use models to subtract unlike fractions. Materials

_3 mile from school. Bianca lives _1 mile from
fraction tiles Akio lives
4 6
school. How much farther from school does Akio live
Resources 1
1
3 than Bianca?
1
4
Manipulatives: fraction tiles 1
Step 1 Model each fraction using fraction tiles. Place
Hands-On Activity Tools and Resources (pp. 116119)
2
1 _ 1
the -tiles underneath the -tiles. _
6 4
Explore Worksheet 1 1 1
Get ConnectED 4 4 4
Get ConnectED 1
6
GLE 0506.2.4
Develop fluency with addition
and subtraction of proper and
GLE 0506.2.4 Develop fluency with addition and improper fractions and mixed
numbers; explain and model
Step 2 Find which fraction will fill in the area of
subtraction of proper and improper fractions and mixed the algorithm. SPI 0506.2.5 the dotted box.
numbers; explain and model the algorithm. SPI 0506.2.5 Solve addition and subtraction
Solve addition and subtraction problems involving both problems involving both 1 1 1
fractions and decimals. 4 4 4
fractions and decimals. SPI 0506.2.6 Add and subtract SPI 0506.2.6 Add and subtract 1 1 1
proper and improper fractions as well as mixed numbers. proper and improper fractions 6 3 3
as well as mixed numbers.
Also addresses GLE 0506.1.4.
Two of the _ -tiles are too large to fit.
1
Also addresses GLE 0506.1.4.
3
Try a different fraction tile.
1 INTRODUCE Checks for Understanding
0506.2.3 Use visual models, 1 1 1
4 4 4
Introduce the Concept benchmarks, and equivalent forms
to add and subtract commonly 1 1 1 1 1 1 1 1
used fractions and decimals. 6 12 12 12 12 12 12 12
Pass out an index card to each student with a fraction
Seven of the _ -tiles fit. 
1
written on it. 12

Challenge students to circulate around the room and Step 3 Since _7 fills in the area of the dotted box,
find classmates who have fractions equivalent to their _3 - _1 12= _7 .
own. For example, one student may have a _ card and
3 4 6 12
4
the other could have the _ card.
6
Akio lives _ mile farther from school than Bianca.
7
8 12
How many people did you find with the same
fractional amount?
370 Add and Subtract Fractions
What other fraction cards could be in your group?

ELL 0370_0371_C08L02_103031.indd 370 3/25/10 12:59

Grammar in Context: Sentence Structure Students

may need clarification with phrases, subjects, and
verb tense in the question How many people did
you find with the same fractional amount? Write the
question and answer out, connecting subject,
phrases, and the irregular past tense verb.

2 TEACH
Activity 1 In Step 2 the model shows what might happen
if the student first chooses a fraction tile that is not
equivalent.

370 Add and Subtract Fractions

 Activity 2 Students may find that there are several
Lisa and Kofi each bought a small tub of popcorn. Lisa
different groups of fraction tiles that will complete the
ate _4 of her popcorn, and Kofi ate _3 of his popcorn. What model. Remind students that the least number of tiles
5 10
fraction more did Lisa eat than Kofi? needed to complete the model represents the answer in
simplest form. Explain that the other groups of tiles that
Step 1 Model each fraction using fraction tiles. Place the
_
1 1 _
-fraction tiles underneath the -fraction tiles.
complete the model are equivalent fractions.
10 5
1 1 1 1 Assign the Think About It Exercises to assess student
5 5 5 5
1 1 1 comprehension of the concept presented in the Activities.
10 10 10

Step 2 Find which fraction will fill in the area of the dotted box.
1 1 1 1 3 ASSESS
5 5 5 5
1 1 1 1 Use the Practice and Apply It Exercises to assess whether
10 10 10 2
students comprehend how to subtract fractions with unlike
The _ -fraction tile fits. 
1
2
denominators.
Step 3 Since _1 fills in the area of the dotted box, _4 - _3 = _1 .
2 5 10 2
From Concrete to Abstract Use Exercise 7 to link
Lisa ate _ tub more popcorn than Kofi.
1
2 subtracting unlike fractions with real-world situations.

Extending the Concept Use fraction tiles.

Subtract _6 - _1 . _1
About It
10 2 10
Explain why you must subtract _1 from _6 instead
of _6 from _1 . Sample answer: _62 is larger10 than _1 .
_ _
Activity 2? Yes, 5 would work because 5 and 1 are equivalent._
1. Would any of the other fraction tiles fit inside the dotted box for 10 2 10
You must subtract the smaller number from the bigger
2
10 10 2
number, or you will get a negative number.
2. Describe how you would use fraction tiles to find _ - _. See margin.
1 1
2 3
For more practice of the concepts presented in this Explore
lesson, see Explore Worksheet.
and Apply It
Find each difference using fraction tiles. Additional Answers
3. _ - _ =
2 1 _1 4. _ - _ =
5 1 _7 5. _ - _ =
5 1 _3 6. _ - _ =
4 1 _3 2. Sample answer: Line up the _ -fraction tile
1
3 6 2 6 4 12 8 4 8 5 2 10 3
underneath the _ -fraction tile. Use a _ -fraction tile
1 1
7. E WRITE MATH Write a real-world problem that can be 2 6
solved by subtracting unlike fractions. See margin.
to fill in the remaining space.
7. Sample answer: Manny got _ of the answers correct
7
8
Lesson 2C Add and Subtract Unlike Fractions 371
on his test. Laura got _ of the answers correct. What
3
4
fraction more answers does Manny have correct? _
1
8
370_0371_C08L02_103031.indd 371 3/25/10 1:00 PM

Lesson 2C Add and Subtract Unlike Fractions 371

 Add and Subtract
2
Multi-Part
Lesson
Unlike Fractions Multi-Part
Lesson 2 Add and Subtract Unlike Fractions
PART A B C D PART A B C D

PART Subtract Unlike Main Idea

Subtract Unlike Fractions
D Fractions
I will subtract
fractions with unlike
denominators. Subtracting unlike fractions is similar to adding unlike fractions.

Objective
Get ConnectED Subtract Unlike Fractions
Subtract fractions with unlike denominators.
To subtract unlike fractions, perform the following steps:
GLE 0506.2.4
Resources Develop fluency with addition
and subtraction of proper and
Rename the fractions using the LCD to make them
like fractions.
Leveled Worksheets improper fractions and mixed
numbers; explain and model Subtract as with like fractions.
the algorithm. GLE 0506.2.5
Get ConnectED Develop fluency in solving If necessary, simplify the answer.
multi-step problems using
whole numbers, fractions,
mixed numbers, and decimals.
GLE 0506.2.4 Develop fluency with addition and SPI 0506.2.5 Solve addition
and subtraction problems
subtraction of proper and improper fractions and mixed involving both fractions and
FROGS A female Cuban tree
numbers; explain and model the algorithm. GLE 0506.2.5
Develop fluency in solving multi-step problems using whole
decimals. SPI 0506.2.6 Add
and subtract proper and frog can be up to
5
foot _
improper fractions as well as 12
numbers, fractions, mixed numbers, and decimals. long. A male Cuban tree frog
SPI 0506.2.5 Solve addition and subtraction problems
mixed numbers.
1 _
can be up to foot long.
4
involving both fractions and decimals. SPI 0506.2.6 Add How much longer is the
and subtract proper and improper fractions as well as female Cuban tree frog
mixed numbers. than the male?

Find _ - _.
5 1
1 INTRODUCE 12 4
The least common denominator
of _ and _ is 12.
5 1
Activity Choice 1: Hands-On 12 4
Assign groups of four and provide each group with
Step 1 Step 2 Step 3
fraction pieces. Write these four problems on the board or
Write the Rename using Subtract the
on an overhead transparency: problem. the LCD. like fractions.
51
_
_ =_ _
5 5 5
_1 + _
3 _
4 _5 + _
2
1 12 12 1 12 12
2 10 5 6 12 13
_
-_ =_ -_
1 3 3
4 43 12 12
_ - _3 _1
7 _ - _2 _
7 1
8 8 2 12 3 12 _
2
=_
1
12 6
The first student models the first problem. Once they
A female Cuban tree frog is _ foot longer than the male.
1
have completed the problem, they should simplify 6
their answer and model the simplification using
fraction pieces.
372 Add and Subtract Fractions
Students take turns modeling the problems.

Activity Choice 2: Concept Web 0372_0375_C08L02_103031.indd 372 3/25/10 1:00

Have students copy and complete the concept web in their

Math Journals. Remind students to include each step of
the problem-solving process for each type of problem.
Building Math Vocabulary
Like Unlike Have students explain in their Math Journals why unlike fractions
Denominators Add Denominators must be rewritten as like fractions before they can be added or
subtracted.
Fractions
Like Unlike Visual Vocabulary Cards
Denominators Subtract Denominators Use Visual Vocabulary Cards to reinforce
the vocabulary used in this lesson in
English and Spanish. (The Define/
Example/Ask routine is printed on ISBN: 978-0-02-101742-3 Copyright by The McGraw-Hill
MHID: 0-02-101742-5 Companies, Inc.

the back of each card.)

All rights reserved.

MM'12_VVC_G5_cov_1
01742-5.indd 1

12/3/09 2:48 PM

372 Add and Subtract Fractions

 Subtract Unlike
Fractions
2 TEACH
Jessie finished _ of
1
H
HOMEWORK
her
h homework. Lakshani finished
2 Portion of Homework
Completed
Scaffolding Questions
_
4
of her homework. What fraction Jessie _
1
Show _ and _
3 2
using the eighths fraction tiles.
5
more of her homework did
Lakshani
2
_
4
4 8
_3
How many eighths are equal to ? 6
Lakshani finish than Jessie? 5 4
How many eighths are equal to _? 2
2
Subtract _ - _.
4 1
5 2 8
Model taking 2 eighths away from 6 eighths.
The least common denominator of _ and _ is 10.
4 1
5 2 _6 _2 = _4 or _1 .
8 8 8 2
Step 1 Step 2 Step 3
What other, smaller common denominator could
Write the Rename using Subtract the
problem. the LCD. like fractions. you use? Explain. 4; Sample answer: Two and eight
have a GCF of 2, so _
2
can be written as _.
_ 42
_ 8
1
=_ _
4 8
5 52 10 10 8 4
_ 15
_ 5
=_ -_
1 5
You can check your -
2 25 10 10
answer by adding.
3 +_
_ 5 =_ 8 or _4 3
_
10 10 10 5 10

Lakshani finished _ more of her homework than Jessie.

3 The largest butterfly is the Queen Alexandrias
10
birdwing. It has a wingspan of about
11 _
of a
12
foot. The average butterfly has a wingspan of
1 _
about of a foot. How much larger is the
6
wingspan of the Queen Alexandrias birdwing
than that of the average butterfly? _ foot
3
Subtract. Write in simplest form.
Subtract form See Examples 1 and 2
4
3 1
1. _ _ 5 1
2. _ _ 2 3
3. _ _ 4 19
4. _ _
8 8 6 3 5 20 5 30 Eli and Star each have the same amount of
-_
1
-_
1
-_
1
-_
1 2 _
collecting cards. Eli gave away of his cards.
4
____ 2
____ 4
____ 6
____
1 _ 3
Star gave away of her cards. What fraction
4
5. _ - _ =
7 1 3 _ 6. _ - _ =
7 1 1 _ 7. _ - _ =
5 1 1 _ 8. _ - _ =
2 3 11 _ more of his cards did Eli give away than Star?
_5
8 2 8 12 3 4 6 3 2 3 10 30 more cards
12

9. Measurement Danielle poured _ gallon

3 IWB INTERACTIVE WHITEBOARD READY
4
of water from the full bucket shown.
1
How much water is left in the bucket? gallon _
8

10. E TALK MATH Describe the steps you can use As a class, have students complete the Check What You
to find _ - _. Sample answer: Rewrite 3 as 9 so
3 1 _ _ Know Exercises as you observe their work.
4 12 4 12
the fractions have like denominators. Then subtract the numerators and simplify; 2 . _
3
Lesson 2D Add and Subtract Unlike Fractions 373
E TALK MATH Use the Talk Math Exercise to assess
student comprehension before assigning the practice
372_0375_C08L02_103031.indd 373 3/25/10 1:00 PM exercises.

Tips for New Teachers

The Identity Property of Multiplication states that if you multiply a number by 1, the
product is the same as the given number. Remind students that this property also
applies to fractions; therefore, equivalent fractions are found by multiplying the
numerator and the denominator by the same number. This is the same as multiplying
by one.

Lesson 2D Add and Subtract Unlike Fractions 373

 AL Alternate Teaching Strategy EXTRA 0R
P #E
4) C
!# TI
2 AC %
Begins on page EP2.
Subtract.
S bt t Write
W it in
i simplest
i l t form.
f See Examples
l 1 andd 2
If students are having difficulty subtracting
fractions with unlike denominators . . .
1 1
11. _ - _
5 _ 1 3
12. _ - _
2 _ 1 1
13. _ - _
1 _ 2 2
14. _ - _
4 _
8 2 8 5 10 10 2 4 4 5 15 3

Then use one of these reteach options: 5 1 1

15. _ - _ _ 1 9
16. _ - _
7 _ 3 1
17. _ - _
5 _ 3 1
18. _ - _
2 _
12 6 4 10 4 20 6 4 12 3 5 15

1 AL Reteach Worksheet 1 5
19. _ - _
7 _ 1 1
20. _ - _
7 _ 5 _
1 11
21. _ - _
1 1
22. _ - _
7 _
8 4 8 10 2 5 8 6 24 12 3 4
2 Personal Tutor Have students use
IWB
Personal Tutor to reteach the concept. 23. Angie rides her bicycle _ mile to school. On Friday, she took
2
3
a shortcut so that the ride to school was _ mile shorter.
1
3 Use Fraction Circles Have students use fraction
How long was Angies bicycle ride on Friday? 5 mi
9
_
circles to find equivalent fractions and model 9
the exercises.
24. Measurement The average rainfall in April Average Rainfall
and October for Springfield is shown in the for Springfield
table at the right. How much more rain falls
_
Month Rainfall (in.)
5
on average in April than in October? in. April _
11
16 16

3 PRACTICE 25. Wyatt is hiking a trail that is _ mile long. After

11 October _
3
8
12
hiking _ mile, he stops for water. How much farther
1
Differentiate practice using these leveled assignments for 4
must he hike to finish the trail? 2 mi _
the exercises in Practice and Problem Solving. 3

26. BAR DIAGRAM Two friends share a candy bar that is divided
Level Assignment
into 16 equal sections. The first friend ate _ of the candy bar.
1
_
1 2
AL Approaching Level
1115, 19, 20, 22, 23, 25,
2738 candy bar is left?
1 4 _
The second friend ate of the candy bar. How much of the
4

OL On Level 1418, 21, 24, 2638

BL Beyond Level 1222 even, 2338
27. OPEN ENDED Write a subtraction problem involving fractions with
the denominators 8 and 24. Then find the difference. Include the
steps you used. Check your answer by adding.
Have students discuss and _ _ _ _ _ _
Sample answer: 1 - 1 = 3 - 1 = 2 or 1
complete the Higher Order Thinking problems. Remind 8 24 24 24 24 12
28. NUMBER SENSE Is finding _ - _ the same as _ - _ - _?
9 1 9 1 1
students to multiply both the numerator and the
_ _ (_ _) _
10 2 10 4 4
Explain.
Sample answer: yes. 9 - 1 = 9 - 1 - 1
denominator by the same number when naming an 10 2 10 4 4
equivalent fraction. 29. E WRITE MATH Describe the difference between subtracting
fractions with like denominators and subtracting fractions with
E WRITE MATH Have students complete the Write unlike denominators. See margin.

Math Exercise in their Math Journals. You may choose to

374 Add and Subtract Fractions
use this exercise as an optional formative assessment.
Homework Practice Worksheet
0372_0375_C08L02_103031.indd 374 3/25/10 1:00
Problem-Solving Practice Worksheet
! COMMON ERROR!
Additional Answer Exercises 1618, and 21 Students may forget to change both
of their fractions to an equivalent fraction.
29. Sample answer: When fractions have like
denominators, subtract the numerators and write
the answer over the common denominator. When
fractions have unlike denominators, first find a
common denominator and rename one or both of
the fractions. Then subtract the numerators and
write the answer over the common denominator.

374 Add and Subtract Fractions

 Test Practice 4 ASSESS
32. Martha painted _ of her bedroom
1
30. The table shows the amount of rain
4 Formative Assessment
on Wednesday and _ on Thursday.
Niles received on Monday and 2
Wednesday. How much more rain did 3 Explain how you subtract unlike fractions. Sample
Of the area painted, _ was painted
5
Niles receive on Monday than on 12 answer: One or both of the fractions must be renamed
Wednesday? C blue and the remaining was painted
white. What fraction of the room so they have a common denominator; subtract the
Amount of Rainfall (in.) was painted white? H numerators and simplify the answer.
answ
F. _
_
1 11
Monday 12
2

G. _
_
3 5
Wednesday
8 6
_
1
Have students explain
H.
2 how to find the LCD of two fractions.
fra
A. _ inch C. _ inch
7 1
8 8 I. 0
B. _ inch D. _ inch
1 1
4 16

31. SHORT RESPONSE The table

Are students continuing to struggle
33. Trisha helped clean up her
shows the distance each student ran neighborhood by picking up plastic. with subtracting fractions with unlike
She collected _ pound of plastic
on Wednesday. 3 denominators?
4
the first day and _ pound of plastic
1
Student Distance (mi) 6
the second day. How many pounds
If Yes AL Daily Transparencies
Steve _
1
6
of trash did she collect in all? D AL Strategic Intervention Guide (p. T102)
_
1
A. _
Charlie
4
5
12 If No OL Differentiated Instruction Option 2 (p. 364c)
_
2
B. _
Joey 3
3
4 BL Differentiated Instruction Option 2 (p. 364d)
_
1 OL Skills Practice Worksheet
1 _
How much farther did Joey run than
Steve? mi
C.
6
BL Enrich Worksheet
D. _
2 11
12

Review and assess mastery of skills and concepts from the

previous lessons in the chapter.
Add. Write in simplest form. (Lesson 2B)
1 13
34. _ + _
2 _ 2 17
35. _ + _
1 _ 1 5
36. _ + _
1 _ 37. _ + _
5 _
1 2
5 4 20 7 3 21 2 8 8 12 4 3

38. Grant spent _ of an hour talking on his cell phone. Maurice spent
11
12
_
7
of an hour talking on his cell phone. How much more time did
12
Grant spend on his cell phone than Maurice? (Lesson 1D) 1 h _
3

To assess partial mastery of SPI 0506.2.5, see your Tennessee Assessment Book. 375

372_0375_C08L02_103031.indd 375 3/25/10 1:01 PM

Multi-Part Lesson 2 Why is it important to have a common denominator

before adding or subtracting fractions? Sample answer: You have to know how
many units you are starting with to know how many of those same units to add
or subtract. The common denominator allows you to add or take away
equal-sized units from the total number of units that you start with.

Lesson 2D Add and Subtract Unlike Fractions 375

Mid-Chapter Mid-Chapter
Check
Check
Formative Assessment
Use the Mid-Chapter Check to assess students progress in Add. Write each sum in simplest 10. Measurement Mr. Nair bought
the first half of the chapter. Have students review the lesson form. (Lesson 1B) _
5
pound of turkey. He bought _ pound
2

indicated for the problems they answered incorrectly. 1. _ + _

4 5 9 _ 2. _ + _ 12
9 3 _ 6
of ham. How many pounds of turkey
3
11 11 11 13 13 13
and ham did he buy? (Lesson 2B) 1 1 _
2

3. MULTIPLE CHOICE A family bought 11. MULTIPLE CHOICE Mrs. Orta used
Customize and create multiple two pizzas and ate only part of each _
3
gallon of blue paint and _ gallon of
5
4 8
versions of your Mid-Chapter Check and the test pizza. The pictures show how much of yellow paint. How many gallons of
the pizzas was left. How much of one paint did she use in all? (Lesson 2B) H
answer keys. whole pizza was left over? (Lesson 1B) B
F. _ H. 1 _
1 3
8 8
G. _
1
Dinah Zikes 2
I. 2

Foldables
Before students complete the Mid-Chapter Check, Subtract. Write in simplest form. (Lesson 2D)
encourage them to use the notes they recorded about A. _
7
8
C. _
1
5 12. _ - _
6 1 11 _ 13. _ - _ 1
2 1 _
7 3 21 3 2 6
adding and subtracting fractions in their Foldables B. _
5
D. _
1
8 8
study tables.
Subtract. Write each difference in Algebra Find the value of the  that
Multi-Part Lesson 1 Students use the left column of the simplest form. (Lesson 1D) makes a true sentence. (Lesson 2D)
Pocket Chart Foldable to list steps and define terms related 4. _ - _
6 4 2 _ 5. _ - _ 1
7 6 _ 
12
5 1
12
3
12

14. _ - _ = _ 6 15. _ + _ = _ 4
7
16 16 16
7 7 7 11 11 11
to adding and subtracting like fractions. Examples of
student work on quarter sheets of paper or index cards
should be stored in the left, side pocket. 6. What is the difference between ten Subtract. Write in simplest form. (Lesson 2D)
twelfths and three twelfths? Write your
16. _ - _ 3
4 1 _ 17. _ - _ 5
7 2 _
answer in words. (Lesson 1D) seven twelfths 5 2 10 8 3 24
Multi-Part Lesson 2 Students use the right column of the
Pocket Chart Foldable to list steps and define terms related Add. Write in simplest form. (Lesson 2B) 18. _ - _ 7
3 1 _ 19. _ - _ 1
5 1 _
4 6 12 6 3 2
to adding and subtracting unlike fractions. Examples of
7. _ + _
2 1 5 _ 8. _ + _ 11
2 1 _
student work on quarter sheets of paper or index cards 3 6 6 7 2 14
20. E WRITE MATH Write an addition
should be stored in the right, side pocket. problem using words for the following
9. Sasha ran _ mile on Monday and model. Then find the sum. (Lesson 1B)
2
4 See Answer Appendix.
_5
mile on Tuesday. What is the
12
total distance Sasha ran? 11 mi _ 1
6
1
6
1
6
1
6
1
6
12

376 Add and Subtract Fractions

0376_C08MCC_103031.indd 376 3/25/10 1:08

Data-Driven Decision Making

Based on the results of the Mid-Chapter Check, use the following resources to review concepts that continue to give students problems.

Tennessee
Exercises Whats the Math? Error Analysis Resources for Review
Standards

13, 15, 20 GLE 0506.2.4 Add like fractions. Did not understand combining fractional Chapter Resource Masters
parts. Added denominators.
Get ConnectED
46, 14 GLE 0506.2.4 Subtract like fractions. Did not understand taking away fractional
parts. Subtracted denominators. Lesson Animations Personal Tutor
Self-Check Quiz
711 GLE 0506.2.4 Add unlike fractions. Did not understand how to find common
denominators.
1213, GLE 0506.2.4 Subtract unlike fractions. Did not understand how to find common
1619 denominators.

376 Add and Subtract Fractions

 Fraction Subtraction
Subtract Fractions
Fraction Subtraction You will need: 12 index cards Materials: 12 index cards
Subtract Fractions
Introduce the game to your students to play as a class, in
Get Ready! small groups, or at a learning workstation to review
Players: 2 players concepts introduced in this chapter.
1
- 1 3
- 3 2
- 1
2 2 4 4 3 3
Get Set!
Copy one problem shown on
each index card.
9
10
- 2
5
7
8
- 1
8
3
4
- 5
12
Instructions
Students play in pairs. They copy one fraction
Go! 15 subtraction problem on each card, as shown on the
- 3 5
- 1 4
- 3
Shuffle the cards. Then 16 16 6 3 5 5 student page.
spread out the cards
3 Students spread the cards out, facedown, on the table.
facedown on the table. - 2 6
- 2 5
- 1
5 5 7 7 7 7 Player 1 turns over any two cards.
Player 1 turns over any
two cards. If the solutions to the problems on both cards are
equivalent, Player 1 keeps the cards and receives one
If the answers to the
problems are equivalent,
point. Player 1 takes another turn.
Player 1 keeps the cards If the solutions are not equivalent, the cards are turned
and receives one point.
back over and Player 2 takes a turn.
Player 1 continues his or
her turn. Play continues until all matches are made. Players add
If the solutions are not
up how many equivalent pairs theyve made and get a
equivalent, the cards point for each one. The player with the most points wins.
are turned over and
Player 2 takes a turn.

Play continues until Extend the Game BL

all matches are
made. The player
Have students play the game using fraction problem
with most pairs that they make up themselves.
points wins.
Each player may earn a bonus point on his or her turn
by writing an addition equation using unlike fractions
that results in a third equivalent fraction.
Game Time Fraction Subtraction 377
For another ggame focusing on the same mathematical
concept, see Game Time.
377_C08GT_103031.indd 377 3/25/10 1:10 PM

Differentiated Practice
Use these leveled suggestions to differentiate the game for all learners.

Level Assignment
AL Approaching Level Students rename the unlike fractions as like
fractions before the game begins.

OL On Level Have students play the game with the rules

as written.

Game Time Fraction Subtraction 377

Multi-Part
Lesson 3 Estimate Sums and Differences
Planner
PART A PART B
PART
A Round Fractions Title/Objective Round Fractions (pp. 378381) Problem-Solving Strategy:
Determine Reasonable Answers
B Problem-Solving Strategy: (pp. 382383)
Determine Reasonable Answers

C Estimate Sums and Differences Round fractions to 0, _, and 1 using a

1
Solve problems by determining
2
number line. reasonable answers.

Standards GLE 0506.2.4 GLE 0306.1.2

E Essential Question
How can rounding fractions help you
determine if answers are reasonable? Sample Vocabulary
answer: Rounding fractions before you add
and subtract can help you to determine if
your sums and differences are reasonable.
The estimates should be reasonably close in
value to the exact answers.
Materials/ fraction circles, rulers
Manipulatives
Focus on Math Background
Estimation is an important skill for students to
master because often an approximation is all Resources Get ConnecttED Get ConnecttED
that is needed in a real-world situation. Also, 0506.1.9
Leveled Worksheets Leveled Worksheets
students can use estimation to check the
Lesson Animations Lesson Animations
reasonableness of an answer.
Daily Transparencies Daily Transparencies
Students will use their knowledge of rounding
Problem of the Day Problem of the Day
to estimate the sums and differences of
fractions. Previously, students have used Self-Check Quiz Personal Tutor
models to compare and find sums and Personal Tutor RWPS: Life in Colonial America
differences of fractions. With that foundation, VVirtual Manipulatives
using number lines to round fractions Hands-On Activity Tools and Resources
between 0 and 1 increases students ability to
understand fractions and develop more
accurate, meaningful estimates of sums and
differences. Blended Approach

Students will also learn to use estimates

based on rounding mixed numbers to the
nearest whole number. That is, mixed
numbers are rounded down if the fractional
part of the mixed number is less than one-
half and rounded up if the fractional part is
greater than one-half.

IWB
Suggested Pacing (13 Days)
All digital assets are Interactive
Multi-Part Lessons 1 2 3 4 Assess
Whiteboard ready.
PART A B C D A B C D A B C A B C D E SGR PCT
Days 1 1 1 1 1 1 1 1 1 1 1 1 1

378a Add and Subtract Fractions

 Estimate Sums and Differences

PART C Notes
Estimate Sums and Differences Title/Objective
(pp. 384387)

Estimate sums and differences of mixed

numbers.

GLE 0506.2.4 Standards

Vocabulary

masking tape, index cards Materials/

Manipulatives

Get ConnecttED Resources

0506.1.9
Leveled Worksheets
Lesson Animations
Daily Transparencies
Problem of the Day
Self-Check Quiz
Personal Tutor

Blended Approach

Estimate Sums and Differences 378b

Differentiated Instruction
Approaching Level AL On Level OL

Option 1 Use with 3A Option 1 Use with 3A

Hands-On Activity Hands-On Activity
Materials: rulers, small to medium Materials: beanbags, meterstick, masking tape
sized items in the classroom Place two pieces of masking tape on the floor to mark the
Have each student place a ruler ends of the meterstick. Mark the first piece of tape 1 and the
on his or her desk. second piece of tape 0.
Students should identify the Take several paces away from the zero, staying in line with
length of zero, one-half, and the the two pieces of tape.
whole ruler.
Use another piece of masking tape to mark the toe line for
Tell each student to find three items in the classroom: one the players. (Note: All three pieces of tape should be in a
that they estimate to measure close to zero, one estimated to straight line.)
measure close to _ foot, and one estimated to measure close
1
2 Have students take turns standing behind the toe line and
to 1 foot.
tossing a beanbag so that it lands between the two tape marks.
Have students check their estimates and then find the closest
Have the rest of the students record their estimate of the
exact measurement.
position of the beanbag: 0, _, or 1.
1
2
Ask each student to tell about one of the items they estimated
Place the meterstick on the floor and ask students to evaluate
and measured. (Sample response: I estimated the board
the accuracy of their estimates.
eraser to be close to _ foot. It is 5_ inches. That is _ inch less
1 1 1
2 2 2
than _ foot. My estimate was accurate.)
1
2
Option 2 Use with 3C
Hands-On Activity
Option 2 Use with 3B
Materials: Fraction Models: Circles (Hands-On Activity Tools
Have each student make a table of equivalent fractions for and Resources, p. 36) or fraction circles
0, _, and 1, using even denominators.
1
Display the following pairs of
2
expressions for the class:
Write a fraction on the board.
2_ + 1_ and 4_ - 1_;
1 1 2 1
Have students find the like denominator on their papers. 3 3 3 3
5_ - 2_ and 6_ - 3_;
5 1 2 1
Demonstrate how to compare the numerator of the fraction 6 6 6 6
7_ + 2_ and 3_ + 5_.
2 3 1 3
on the board with the numerators in their tables.
7 7 7 7
Have students point to the ceiling if they would round up Have students work in small groups to estimate the sums and
to one. differences of the expressions. Then instruct students to
compare the expressions in each pair.
Have students point straight ahead if they would round to _.
1
2
Students can use fraction models to help them find their
Have students point to the floor if they would round
estimates.
down to 0.
Ask students to explain their reasoning.
Other Options
Other Options Get ConnectED Personal Tutor, Lesson Animations,
Virtual Manipulatives
Get ConnectED Personal Tutor, Lesson Animations,
Virtual Manipulatives

378c Add and Subtract Fractions

 Estimate Sums and Differences

Beyond Level BL English Language Learners ELL

Option 1 Use with 3B This strategy helps English Learners learn the language used to
estimate sums and differences.
Hands-On Activity
Materials: county or state maps,
Find Core Vocabulary and Common Use Verbs in the online
Internet
EL strategies to help students grasp the math skills; use
Have students use the map Language Alerts at point of use in the Teacher Edition.
legend to estimate the distances
between several cities. AL Beginning
Have students use the estimated Word Recognition Distinguish some and sum.
distances to find several sums Write some. Point to a water glass, and have students
and differences between the various distances. repeat, Some water. Point to paper clips, saying,
Students can use a map function on the Internet to find the Some paper clips. Repeat with other items.
actual distances between the cities. Write sum. Count the paper clips chorally. Ask, What
Have students find the actual sums and differences of the is the sum? Students chorally say, ____ paper clips.
distances they previously estimated. Repeat by introducing various objects (for example,
Students should write a brief evaluation of the degree of some pencils) and then counting to produce a sum.
accuracy of their estimates.
OL Intermediate
Music Reinforce the terms sum and difference.
Option 2 Use with 3C Model plus (index fingers crossed) and minus (index fingers
pointing together) while you sing the following to the tune of
Display 6 expressions that involve adding or subtracting mixed the Beverly Hillbillies theme song:
numbers for the class.
Sums total and show what you add,
Instruct students to estimate the mixed numbers to the Sums will give you more than you had.
nearest _ and find the solution.
1
2 With subtraction youll end up with less,
Then have students find the exact answer to the same And the difference is always minus.
problems. Have students mime plus and minus as they repeat.
Have students compare the estimate and the exact answer for
each expression. BL Advanced
Recognize and Act It Out Use models to estimate quantities.
How different are the answers?
Organize students in groups of different
When might it be okay in real life to estimate to the
_1
nearest ? Sample answer: when you are estimating how
sizes. Give each group a paper plate to
cut into equal-sized pieces, one for each
2
much money you have to spend at the store member. Reorder and resize the groups.
When is it best in real life to find the exact answer? Have students recombine the disparate
Sample answer: when you are doubling a recipe pieces and estimate the fractional
amount of the new plate.

Other Options Extend

Organize students in bilingual pairs. Have each pair estimate the
Get ConnectED Lesson Animations
sum and difference of a pair of mixed numbers. Have one
student draw a number line to show how the mixed numbers
were rounded. Have the second student describe how the mixed
numbers were rounded.

Estimate Sums and Differences 378d

 3
Multi-Part
Lesson
Estimate Sums and Differences Multi-Part
Lesson 3 Estimate Sums and Differences
PART A B C PART A B C

PART
A Round Fractions
Main Idea
I will round fractions Round Fractions
to 0, _, and 1 using
1
2
a number line. One way to round a fraction is to use a number line.

Objective
Round fractions to 0, _, and 1 using a number line.
1 Get ConnectED
2 ANIMALS A poison dart frog
is 2 inches long. This is equal
Resources
GLE 0506.2.4
Develop fluency with addition to _2 of a foot. Is _2 closest
12 12
to 0, _, or 1?
and subtraction of proper and 1
Materials: rulers improper fractions and mixed 2
numbers; explain and model
Graph _ on a number line.
2
Manipulatives: fraction circles the algorithm.
12
Hands-On Activity Tools and Resources (pp. 110, 116119) Checks for Understanding 2
12
0506.2.5 Make reasonable
Leveled Worksheets estimates of fraction and decimal
sums and differences. 0 1 1
Get ConnectED 2

On the number line, _ is closer to 0 than to _ or 1.

2 1
12 2
So, the length of a poison dart frog is closest to 0 feet.
GLE 0506.2.4 Develop fluency with addition and
subtraction of proper and improper fractions and mixed
numbers; explain and model the algorithm. You can also round fractions mentally.

Rounding Fractions
1 INTRODUCE _1
Round Down Round to Round Up
2
Activity Choice 1: Hands-On If the numerator is If the numerator is If the numerator is
much smaller than about half of the almost as large as
Ask students to measure several small objects using
the denominator, denominator, the denominator,
inches. Record the measurements as mixed numbers. round the number round the fraction round the number
to _.
How long is your pencil? An eraser? Sample 1
down to the up to the next
2
answers: about 6_ inches; about 2_ inches
5 3 previous whole whole number.
8 8 number.
Have students tell if they used an exact measurement.
What did you do when the object measured did not Example Example Example
end on one of the lines of your ruler? Sample
answer: used the closest measurement
_
1
rounds to 0. _
6
rounds to _.
1 _
9
rounds to 1.
Tell students there are times when rounding can be used, 10 10 2 10

and other times in which exact measuring is required.

378 Add and Subtract Fractions
Activity Choice 2: Fraction Circles
Give each student a different combination of equivalent 0378_0381_C08L03_103031.indd 378 3/25/10 1:11

fraction circle tiles that equal less than one. ELL

Show a _ fraction circle tile and a whole fraction

1
2 Understanding Directions: Past Tense and Negative Verbs in
circle tile. Questions In step 2 above, students may need clarification with the
Have students write whether the tiles on their desks are question form and meaning of did you do and did not end. Write the
closer to 0, _, or 1.
1
2
question out and have native speaking peers write out their answers.
Allow students to share their estimates and use a Connect the questions verbs with verbs used in the various answers.
_1 circle and a whole circle to check their answer.
2

Building Math Vocabulary

Have students explain in their Math Journals what it means to
round a number.

378 Add and Subtract Fractions

 4 1_ _
Round Fractions Mentally
2 TEACH
Round to 0, , or 1.
9 2
Since 4 is about half of 9, _ is closest to _. You can
4 1 Scaffolding Questions
The denominator
9 2
see from the number line that _ is closer to _ than it
4 1 Draw a number line from 01 on the board. Divide it into
names the number of
twelfths. Label _. Graph _ on the number line.
9 2 1 5
units. When rounding
is to 0 or 1.
2 12
What fraction is shown? _
_4 the number line
, 4
5
9
should be divided into
9 equal sections.
9
Is _5 closer to 0, _1 , or 1 on12 the number line? _1
12 2 2
What clue can you use to know that _ is close
0 1
1 5
2
to _? Sample answer: 5 is about half of 12, so _ is
12
1 5
_
10
to 0, _, or 1.
1 2 12
closest to _.
Round
11 2
1
2
Since 10 is close to 11, _ is closest to 1. _ _
10
11 10 1
Where is ? Is it closer to 0, , or 1? Explain.
10 12 2
11
10 marks from 0; closer to 1; It is 2 marks away from
1 and 4 away from _.
1
0 1
1 2
2

The Marsh shrew weighs about _7 of an ounce.

Is the weight closest to 0 ounces, _ ounce, or
10
State whether each fraction is closest to 0,
0 _1 , or 1.1 See Example 1 1
2
_1
2
1. _ 2. _ 1 ounce? _ ounce
5 5
1 5 5 1
6 6 8 8 2 2
Round _ to 0, _, or 1. 0
0 1 1
1 1
0 1 1
2 2 16 2
_
3 _
Round to 0, , or 1. _
1 1
Round each fraction to 0, _1 , or 1. See Examples 2 and 3 7 2 2

4. _ _ _
2
3. _ 0 5. _ 1 6. _
1 5 1 7 3 1
8 9 2 8 7 2 IWB INTERACTIVE WHITEBOARD READY

7. _
5 1 _ 8. _ 1
4
9. _
8 1 _ 10. _ 0
1
11 2 5 16 2 9

11. Measurement Round the length of the ribbon to As a class, have students complete the Check What You
the nearest half inch.
1_ Know Exercises as you observe their work.
2
 

12. E TALK MATH Tell how to round fractions in your

JODIFT
E TALK MATH Use the Talk Math Exercise to assess
own words. See margin. student comprehension before assigning the practice
exercises.
Lesson 3A Estimate Sums and Differences 379

AL Alternate Teaching Strategy

378_0381_C08L03_103031.indd 379 3/25/10 1:11 PM

Additional Answer If students have difficulty rounding

fractions to 0, _, and 1 . . .
1
12. Sample answer: Round to 0 if the difference 2
between the numerator and the denominator is Then assign one of these reteach options:
very large. Round to _ if the numerator is about
1
2
half of the denominator. Round to 1 if the 1 AL Reteach Worksheet
numerator is very close to the denominator. 2 IWBVirtual Manipulatives Have students
use the virtual fraction models to reteach the
concept.
3 Use Number Lines Give students number lines
equal in length to the fraction strip that represents
1 whole. Mark the number line 0, _, _, _, and 1.
1 1 3
4 2 4
Have students place various fraction tiles along
the length of the number line. Have students
use _, _, and _ as visual anchors when rounding.
1 1 3
4 2 4

Lesson 3A Estimate Sums and Differences 379

  indicates multi-step problem
0R !# TI
2 AC #E
4) C %
3 PRACTICE EXTRA P
Begins on page EP2.
State
St t whether
h th each
h fraction
f ti is
i closest
l t to
t 0,
0 _1 , or 11. See Examplel 1
Differentiate practice using these leveled assignments for
13. _
6 6
1
2
14. _
2 2 _1
the exercises in Practice and Problem Solving. 7 7 5 5 2

0 1 0 1
1 1
Level Assignment 2 2

AL Approaching Level 1316, 18, 23, 2830, 33, 15. _

3 3
8
_1 16. _
1 1
0
8 2 6 6
3647
0 1 1 0 1 1
OL On Level 1319 odd, 2022, 2427, 2 2
3134, 3647
Round each fraction to 0, _1 , or 1. See Examples 2 and 3
BL Beyond Level 1331 odd, 3247
17. _ 0
1
18. _ 0
1
2
19. _ 1
12 8 1
20. _ _ 21. _ 1
6
22. 3_ 1 _
5 14 15 14 2 7 7 2
6 1
23. _ _ 24. _ 0
2 9 1
25. _ _ 26. _ 0
2 6 1
27. _ _ 28. _ 1
14
11 2 13 17 2 10 13 2 16
Have students discuss and
29. Kevin ate _ of a pizza. Which is
5
12 30. Measurement Savannah is using
complete the Higher Order Thinking problems. Encourage a better estimate for the amount of _
15
-foot squares in a quilt she is
16
them to draw fraction models as they guess and check pizza that he ate: about half of the making. Are the squares closer to
to solve. pizza or about all of the pizza? _
1
foot or 1 foot long? 1 ft
about half 2

31. Peter has read about _ of his book.  32. Darius has mowed _
12 2
E WRITE MATH Have students complete the Write 15
Has he read about half of his book or
10
of his backyard.
Which is a better estimate for how
Math Exercise in their Math Journals. You may choose to almost all of his book? almost all much of the lawn he has left to mow:
use this exercise as an optional formative assessment. all of the lawn or half of the lawn?
all of the lawn
Homework Practice Worksheet
Problem-Solving Practice Worksheet
could round to _. Sample answer: 7
1 _
33. OPEN ENDED Write a fraction with a denominator of 15 that you
2 15

Tips for New Teachers 34. WHICH ONE DOESNT BELONG? Identify the fraction that does not
belong with the other three. Explain your reasoning. See margin.
Be sure that students understand that they compare the
numerator with the denominator when rounding fractions _2 _8 _7 _5
11 15 13 12
mentally. Encourage them to divide the denominator by 2 to
determine the fraction halfway between the two whole numbers.
35. CHALLENGE Write two fractions in which the difference between
the numerator and the denominator is 2. One fraction can be
rounded to 1 and the other fraction can be rounded to _. See margin.
1
2
Additional Answers
34. _ because it is the only fraction that you would
2 36. E WRITE MATH Describe two different ways of rounding fractions.
11 When is the best time to use each method? See margin.
round to 0. The other fractions would be rounded
to _.
1
2 380 Add and Subtract Fractions
35. Sample answers: _ is rounded to 1 and _ is
13 3
15 5
rounded to _.
1
2 0378_0381_C08L03_103031.indd 380 3/25/10 1:11

36. Sample answer: You can use a number line to round

fractions. You should use this method if the fractions ! COMMON ERROR!
Students may struggle rounding fractions that are close to _
have the same denominator. You can also use 1
4
mental math by comparing the numerator and and _. Have them draw a number line and mark the point that
3
denominator. You should use this method when 4
is halfway between 0 and 1. Then have them label the fraction
it is too difficult or time-consuming to graph the
they are rounding on the number line and count how far away
fractions.
the fraction is from 0 and from _ or from _ and 1.
1 1
2 2

380 Add and Subtract Fractions

 Test Practice 4 ASSESS
37. Samantha shaded _ of her design. 39. Anitra bought _ pound of grapes. If
3 5
7 6 Formative Assessment
she ate _ pound of the grapes, how
1
Write _ on the board.
4 5
much is remaining? I 8
5_
Is closer to 0, , or 1? _
1 1 _
F. _ pound
3
12
8 2 2
Explain how you could use a number line to
Which number is the best estimate G. _ pound
2
3 5 _
round . Sample answer: Mark a number line into
8
eighths and graph _. Count to see if it is closer to _
for the shaded part of her design? C _
3
H. pound 5 1
4 8 2
C. _
1
A. 0 I. _
7
pound or 1.
B. _
1
2
D. 1
12
Explain how to round _5 mentally. Sample answer:
7 8
Half the denominator is 4, so _ = _. _ is _ more
4 1 5 1
38. GRIDDED RESPONSE Of the 40. SHORT RESPONSE A bike path 8 2 8 8
than _ but _ less than 1. _ is closer to _ than to 1.
1 3 5 1
is 6_ miles long. What whole
songs that Randy downloaded from a 3
4 2 8 8 2
music Web site, _ were country
5
number is closest to 6_? 7
3
8 4
songs. Which number is the best
estimate for the portion of the songs
that were country songs: 0, _ , or 1? 1/2 Are students continuing to struggle
1
2 1
with rounding fractions to 0, , and 1 _
2
using a number line?
During Small Group Instruction

If Yes AL Daily Transparencies

41. During lunch, _ of the students were finished eating and _ were
7 1
10 5 AL Differentiated Instruction Option 1 (p. 378c)

_
still eating. What fraction more of the students were finished eating
than those still eating? (Lesson 2D) 1 If No OL Differentiated Instruction Option 1 (p. 378c)
2
OL Skills Practice Worksheet
The table shows the fraction of shots BL Enrich Worksheet
made during a basketball game. (Lesson 2B)

_
42. What fraction of the shots did Jamie
and Leslie make? 13
24
W the following fractions on the
Write
board: _, _
7 2
. Ask students to draw
and Renee make? 11 _
43. What fraction of the shots did Gina
10 5
number lines and graph each fraction. Then have
24
them round the fractions to 0, _, or 1.
1
2
Subtract. Write each difference in simplest form. (Lesson 1D)
2 2
44. _ - _
8 _ 4 1
45. _ - _
9 _ 1 3
46. _ - _
4 _ 7 1
47. _ - _
17 _
9 9 3 10 10 2 5 5 5 20 20 2

Lesson 3A Estimate Sums and Differences 381

Review and assess mastery of skills and concepts from the

378_0381_C08L03_103031.indd 381 3/25/10 1:12 PM previous lessons in the chapter.

Lesson 3A Estimate Sums and Differences 381

 3
Multi-Part
Lesson
Estimate Sums and Differences Multi-Part
Lesson 3 Estimate Sums and Differences
PART A B C PART A B C

PART Problem-Solving Strategy: Determine Reasonable

B Problem-Solving Answers
Strategy: Determine Main Idea I will solve problems by determining reasonable answers.

Reasonable Answers Leandra feeds her pet rabbit Bounce the

same amount of food each day. Bounce
eats three times a day. About how much
Objective food does Leandra feed Bounce in a week?
Solve problems by determining reasonable answers.
Time Food (cups)
Morning _
3
Resources 4

Afternoon _
3
Leveled Worksheets 4

Evening _
1
Get ConnectED 4

Understand What facts do you know?

GLE 0506.1.2 Apply and adapt a variety of Leandra feeds the rabbit the same amount every day.
appropriate strategies to problem solving, including
What do you need to find?
estimation, and reasonableness of the solution.
About how much food she feeds her rabbit each week.

Plan You can use estimation to find a reasonable answer.

1 INTRODUCE
Solve Round each amount of food to the nearest whole number.
Activity Choice 1: Review Morning Afternoon Evening
Present students with the following problem: _
3
1 _
3
1 _
1
0
4 4 4
Benita places 4 square tables end-to-end to make one In one day, she feeds Bounce about 1 + 1 + 0 or 2 cups of food.
large rectangular table. One square table can seat two Multiply by the number of days in a week.
people on each side. How many people can sit around days in 1 week cups of food each day

the new large table? 7 2 = 14 cups of food in 7 days or 1 week

Leandra feeds Bounce about 14 cups of food in a week.
What problem-solving strategy could you use to
solve the problem? draw a picture Check Since there are 7 days in a week, multiply each amount by 7.
Discuss how to use the draw a picture strategy. Ask a (7 1) + (7 1) + (7 0) = 14
volunteer to draw a picture and solve the problem. 20 So, the answer is reasonable.

GLE 0506.1.2 Apply and adapt a variety of appropriate strategies to problem solving,
Activity Choice 2: RWPS Reader including estimation, and reasonableness of the solution.

Read Life in Colonial America as a class. 382 Add and Subtract Fractions
3
Use the information in the Real-World Problem Solving
Readers Teacher Guide to preview, read, and respond
0382_0383_C08PSS_103031.indd 382 3/25/10 1:25
to the book.
Have students solve the problems using the four-step
plan. Then ask them to share which strategy they used
! COMMON ERROR!
Exercise 8 Students may try to add to find the estimate. Have
to solve problems. students reread the problem and circle any key words that may
Have students extend their knowledge by using the indicate addition or subtraction.
Internet to research an early colonial settlement.

ELL
2 TEACH Homonyms: Table Students may need clarification on the meanings of
Have students read the problem on the student page. table, and why, in this case, the common use of table is used in a math
Guide them through the problem-solving steps. problem. Draw or model the problem if EL students seem
s to not
understand the use or meaning of table.
Understand Using the questions, review what
students know and need to find.

Plan Have them discuss their strategy.

382 Add and Subtract Fractions

  indicates multi-step problem
Solve Guide students to use the find a reasonable
answer strategy to solve the problem.
Refer to the problem on the previous page. 12, 4. See margin. What key word in this problem tells you that an
1. Explain why estimation is often the 3. Find how much more food Leandra estimate, not an exact answer, is needed? about
best way to find reasonable answers.
_
feeds her rabbit in the morning than in
1
the evening. c
_3
How do you know that rounds up to 1? Sample
2 4
2. What other methods of computation answer: It is closer to 1 than 0 on a number line.
could you use to solve the problem? 4. What method of computation did you
Explain. use to solve Exercise 3? Explain your
reasoning.
Check Have students look back at the problem to make
sure that the answer fits the facts given.

Analyze the Strategy Use the Extend Exercises to

EXTRA 0R
P 2 AC #E
4) C
!# TI % analyze and discuss the problem-solving strategy.
810. See margin. Begins on page EP2.

Solve. Determine which answer is reasonable.

5. Thirty students from the Netherlands
set up a record 1,500,000 dominoes.
8. Use the table to determine whether
245 pounds, 260 pounds, or
3 PRACTICE
Of these, 1,138,101 were toppled by 263 pounds is a reasonable estimate
one push. Which is a more reasonable for how much more the ostrich weighs
Use the Exercises
estimate for how many dominoes than the flamingo. Explain. Exercises 510 Give students the opportunity to practice
remained standing after that push: finding reasonable answers.
350,000 or 400,000? 350,000

6. Use the graph below. Is 21 inches, Exercise 7 Students may read the problem quickly and
23 inches, or 25 inches a reasonable add $4 and $10 using mental math instead of adding
total amount of rain that fell in May, $4 + ($4 + $10). Have students read problems carefully
June, and July? 21 in.
to make sure they understand the facts before solving.
Rainfall in Miami
10

8  9. Measurement A grocer sells

Rainfall (in.)

12 pounds of apples. Of those,

6

4
5_ pounds are green and 3_ pounds
3
4
1
4
4 ASSESS
are golden. The rest are red. Which is a
2
more reasonable estimate for how
Formative Assessment
0 March April May June July
Month
many pounds of red apples the grocer Present students with the following problem:
sold: 3 pounds or 5 pounds? Explain.
Yoo Ki is saving his money to buy a bike for $289.99; a
 7. A puzzle book costs $4.25. A novel 10. E WRITE MATH Write an addition or helmet for $25.99, a headlight for $21.50, and a rear light
costs $9.70 more than the puzzle book. subtraction problem involving fractions for $16.50. Is it reasonable to say that he needs to save
Which is a more reasonable estimate with like denominators. Ask a
$300 to buy the items? No. Rounding each price gives you
for the total cost of both items: $14, classmate to determine a reasonable
$16, or $18? $18 answer for the problem. $290 + 30 + 20 + 20 = $360, so $300 is not enough.

Lesson 3B Estimate Sums and Differences 383

Are students continuing to struggle
with solving problems by finding
382_0383_C08PSS_103031.indd 383 3/25/10 1:25 PM

AL Alternate Teaching Strategy reasonable answers?

During Small Group Instruction
If students have difficulty rounding
fractions to estimate . . . If Yes AL Daily Transparencies

Then assign one of these reteach options: If No BL Differentiated Instruction Option 1 (p. 378d)
OL Skills Practice Worksheet
1 AL Reteach Worksheet BL Enrich Worksheet
2 Use a Number Line Guide students to draw a
number line from 0 to 1, divide it into fourths,
and label it 0, _, _
1 2 _3
, , and 1. Have students use
4 4 4
the number line to help them round _ and _ to
1 3
4 4
the nearest whole number, 0 or 1.

Lesson 3B Estimate Sums and Differences 383

 3
Multi-Part
Lesson
Estimate Sums and Differences Multi-Part
Lesson 3 Estimate Sums and Differences
PART A B C PART A B C

PART Estimate Sums Main Idea

Estimate Sums
C and Differences
I will estimate sums
and differences of
mixed numbers. and Differences
Objective One way to estimate the sum and difference of fractions is to
Get ConnectED round each mixed number to the nearest whole number.
Estimate sums and differences of mixed numbers. Then add or subtract.
GLE 0506.2.4
Resources Develop fluency with addition
and subtraction of proper and
BD-
BD-
improper fractions and mixed
Materials: masking tape, index cards numbers; explain and model RIDES Lucita and Alexis waited in
the algorithm. SPI 0506.1.2 line for the bumper cars for
Leveled Worksheets Estimate fraction and decimal
sums or differences. Also
_1
7 minutes. Then they waited
6
Get ConnectED addresses GLE 0506.1.2, GLE
in line for the Ferris wheel for
0506.1.4, SPI 0506.2.5, SPI
0506.2.6.
_5
4 minutes. About how long did
6
they wait for the bumper cars
GLE 0506.2.4 Develop fluency with addition and Checks for Understanding and the Ferris wheel altogether?
0506.2.5 Make reasonable
Estimate 7_ + 4_.
subtraction of proper and improper fractions and mixed 1 5
estimates of fraction and decimal 6 6
numbers; explain and model the algorithm. SPI 0506.1.2
sums and differences.
Estimate fraction and decimal sums or differences.
THINK: 1 is less than 1 . THINK: 5 is greater than 1 .
7_ + 4_
Also addresses GLE 0506.1.2, GLE 0506.1.4, SPI 0506.2.5, 6 2 1 5 6 2
1 6 6 5
SPI 0506.2.6. So, round 7 down to 7. So, 4 rounds up to 5.
6 6

1 INTRODUCE Estimate 7 + 5 = 12

Activity Choice 1: Hands-On Lucita and Alexis waited about 12 minutes altogether.

Make a number line showing whole numbers from 1 to

10 with masking tape on the floor or draw it on the Estimate Differences
board.
Estimate 3_ - 1_.
5 1
8 8
Organize students into pairs and give each pair an
index card labeled with a different mixed number THINK: 5 > 1 . THINK: 1 < 1 .
3_ - 1 _
5 1
between 1 and 10, for example, 2_ 2 _
, 5 , 8_, etc.
1 5 8 2
8 8
8 2
5 1
3 12 8 Round 3 up to 4.
8
Round 1
8
down to 1.
Have one pair place their card on the number line and
justify the placement to the class. Once the class agrees Estimate 4 - 1 = 3
with the placement, continue until all cards are placed So, 3_ - 1_ is about 3.
5 1
8 8
on the line.

Activity Choice 2: Mental Math 384 Add and Subtract Fractions

Read the story problem below to the class.

Bryce, Tia, Simone, and Clark are all participating in 0384_0387_C08L03_103031.indd 384 3/25/10 2:53

the after-school reading program. Bryce has read

4_ books. Tia has read 4_ books. Simone has
6 3
10 7
read 4_ books. Clark has read 4_ books. List the
11 3
12 6
students in order, beginning with the student who has
read the most. Simone, Bryce, Clark, Tia
Encourage students to use reasoning rather than
equivalent fractions to find the solution. Ask students to
explain how they used reasoning to solve the problem.

Building Math Vocabulary

Have students explain in their Math Journals how knowing how
to estimate fractions can help them estimate mixed numbers.

384 Add and Subtract Fractions

 2 TEACH
SWIMMING The table
shows how many hours Scaffolding Questions
Alfie swam in two weeks.
About how many hours
Guide students to use the number line to help them round
did he swim altogether? each mixed number to the nearest whole number. Ask
Round each mixed questions about the rounded numbers.
number to the nearest _2
Does 2 round to 2 or to 3? How do you know?
whole number. Then add. 3
3; _
2
is closer to 3 than to 2 on the number line.
3
THINK: 1 < 1 . THINK: 5 > 1 . How can comparing the fraction in a mixed number
4_ + 2_
5
3
Round down.
2
1
3 6
6
Round up.
2
1 _
with help you know whether to round up or
2
down? If the fraction is equal to or greater than _,
1
2
round up. If it is less than _, round down.
Estimate 4 + 3 = 7 1
2
Alfie swam for about 7 hours.

David made cookies for a bake sale. He used

_2 gallons of _
1 4 _
3 cups of oats and 2 cups of flour. About
MEASUREMENT A fish tank can hold 10 6 6
water. Suppose the tank has 6 _1 gallons5 of water. how much oats and flour did David use in the
10 cookies altogether? 6 c
About how much more water is needed to fill the tank?
Round 10_ to 10 and 6_ to 6.
2
5
1
10
_3
_7
Estimate 8 - 3 . 4
88
Estimate 10 - 6 = 4 _
3
Javier walked 2 miles on Saturday and
1_ miles on Sunday. About how many miles
About 4 more gallons are needed to fill the tank. 5
7
10
did he walk in all? about 5 miles

A fruit punch recipe calls for 9 _2 cups of juice.

Estimate by rounding each mixed number to the nearest whole
_2 3
Angie has used 6 cups of juice in the mixture.
6
number. See Examples 14 15. See Answer Appendix. About how much more juice does Angie need to
1. 2_ + 3_ 2. 3_ + 1_ 3. 5_ - 3_ 4. 7_ - 4_
1 5 3 1 2 2 4 3 finish making the fruit punch? about 4 more cups
8 8 5 5 9 3 6 12

5. Liam spent 1_ hours playing

3
4
6. E TALK MATH Write at least two IWB INTERACTIVE WHITEBOARD READY
board games and 2_ hours watching
1 sentences to explain how you would
estimate 8_ - 4_. Sample answer:
4 4 2
a movie. About how much time did
Liam spend on these two activities?
4 7 _ 7 _
Round 8 up to 9. Round 4 2 down to 4.
7 7
Then subtract. So, 9 - 4 is 5.
Lesson 3C Estimate Sums and Differences 385 As a class, have students complete the Check What You
Know Exercises as you observe their work.
384_0387_C08L03_103031.indd 385

AL Alternate Teaching Strategy

3/25/10 2:54 PM
E TALK MATH Use the Talk Math Exercise to assess
student comprehension before assigning the practice
If students have difficulty rounding mixed exercises.
numbers to estimate sums and
differences . . .

Then assign one of these reteach options:

1 AL Reteach Worksheet
2 Use Fraction Models Have students use one
_1 -fraction tile as a benchmark. Have them
2
model the fractional part of a mixed number.
They can visually compare the fraction to _
1
2
to decide if a number should be rounded
up or down.

Lesson 3C Estimate Sums and Differences 385

  indicates multi-step problem
PR
0 !# TI
2 AC #E
4) C %
3 PRACTICE EXTRA
Begins on page EP2.
Estimate.
i See Examples 14 7
718.
18 See
S margin.
i
Differentiate practice using these leveled assignments for
7. 9_ - 5_ 8. 6_ - 1_ 9. 5_ + 3_ 10. 8_ + 4_
1 6 7 2 3 7 11 4
the exercises in Practice and Problem Solving. 7 7 10 10 9 9 12 12

11. 10_ + 7_ 12. 12_ + 9_ 13. 15_ - 3_ 14. 13_ - 4_

2 5 5 6 6 4 4 1
7 7 10 10 14 7 11 4
Level Assignment
15. 7_ - 1_ 16. 8_ - _ 17. 19_ + _ 18. _ + 16_
7 5 9 4 3 13 9 5
AL Approaching Level 8, 11, 13, 1619, 21, 24, 9 18 15 5 7 14 16 8
2838 19. Polly has played soccer for 3_ years.
5
6
 20. To clean a large painting, you need
3_ ounces of cleaner. A small painting
1
Gen has played soccer for 6_ years.
1
OL On Level 7, 9, 10, 12, 14, 15, 20, 12 4
requires only 2_ ounces. You have
2224, 2838 3
Estimate how many more years Gen
4
has played soccer than Polly. 8 ounces of cleaner. About how many
BL Beyond Level 723 odd, 2438 about 2 years ounces of cleaner will you have left if
you clean a large and a small painting?
about 2 ounces
Have students discuss and Measurement For Exercises 2123, use the picture shown.
Checks for Understanding
0506.1.2 Make reasonable
complete the Higher Order Thinking problems. Have estimates of fraction and decimal
21. About how much taller is the
students round each mixed number and estimate the sum sums or differences using models.
birdhouse than the swing set?
or difference, then compare. about 7 feet
8
22. About how much taller is the 14 16 ft

E WRITE MATH Have students complete the Write birdhouse than the tree house? 13
1116 ft
4
8 16 ft
about 3 ft taller
Math Exercise in their Math Journals. You may choose to
 23. Find the height difference between
use this exercise as an optional formative assessment. the birdhouse and the tree house. Is it greater than or less than
Homework Practice Worksheet the difference in height between the swing set and the tree house?
Use estimation. about 1 ft less than
Problem-Solving Practice Worksheet

! COMMON ERROR! 24. OPEN ENDED Select two mixed numbers whose estimated
difference is 1. Justify your selection. See margin.
Students may round down too far when rounding
mixed numbers. For every mixed number, have CHALLENGE Without calculating, replace  with < or > to make a true
students write the two whole numbers it is located sentence.
between. Remind students that they will round to one
25. 3_ + 4_  9 < 26. 6_ - 5_  1 > 27. 3  4_ - 3_ >
7 1 7 3 8 1
of those two numbers. 8 8 9 9 10 10

28. E WRITE MATH Describe a real-world situation where it makes

sense to round two numbers up even though one number
could be rounded down. See margin.
Additional Answers
7. Sample answer: 9 - 6 = 3 386 Add and Subtract Fractions
8. Sample answer: 7 - 1 = 6
9. Sample answer: 5 + 4 = 9 0384_0387_C08L03_103031.indd 386 3/25/10 2:54

10. Sample answer: 9 + 4 = 13 Additional Answers

24. Sample answer: 2_, 2_; Round 2_ up to 3. Round 2_ down to 2.
9 1 9 1
11. Sample answer: 10 + 8 = 18
10 3 10 3
12. Sample answer: 13 + 10 = 23 So, 3 - 2 = 1.
13. Sample answer: 15 - 4 = 11 28. Sample answer: Suppose you are building a sandbox that is 5_
2
6
inches wide and 8_ inches long. Estimate how much wood you will
5
14. Sample answer: 13 - 4 = 9 6
need. You would want to round both numbers up, so that you would
15. Sample answer: 8 - 1 = 7
have enough wood to build the sandbox.
16. Sample answer: 9 - 1 = 8
17. Sample answer: 19 + 1 = 20
18. Sample answer: 1 + 17 = 18

386 Add and Subtract Fractions

 Test Practice 4 ASSESS
29. Gretas family drinks 3_ quarts of
1
4
31. SHORT RESPONSE Margret Formative Assessment
milk and 1_ quarts of juice in one colored _ of the circles red.
5 5
6 7
week. About how much more milk How is estimating sums and differences of mixed
does Gretas family drink in one numbers similar to estimating sums and differences of
week? B decimals? You round each number to the nearest whole
A. _ quart
1
2 number first, then add or subtract the rounded numbers.
B. 1 quart
Is _ closest to 0, _, or 1?
5 1 1 _
C. 1_ quarts
1
2
7 2 2

D. 2 quarts Are students continuing to struggle

with estimating sums and differences of
32. Lindsay spent _ of her summer
2
30. SHORT RESPONSE Use the table mixed numbers?
5
below. About how many hours did vacation visiting her grandmother.
Frank ride his bike altogether? Which is the best estimate for the During Small Group Instruction
about 6 hours amount of her vacation that Lindsay
spent visiting her grandmother? H If Yes AL Daily Transparencies
F. about none of her vacation
If No OL Differentiated Instruction Option 2 (p. 378c)
G. about all of her vacation BL Differentiated Instruction Option 2 (p. 378d)
H. about half of her vacation OL Skills Practice Worksheet
I. about three-fourths of her vacation
BL Enrich Worksheet

W 11_ - 6 _
42
Write on
5 5
explain the steps they would
the board. Have students expla
State whether each fraction is closest to 0, _1 , or 1. (Lesson 3A) take
k to estimate the
h difference.
d
2 7
1
33. 7 0 34. 1 8

0 1 1 0 1 1
2 2

35. Jamarcus brought _ pound of raisins to share with his friends. He

3
Review and assess mastery of skills and concepts from the
4
gave away _ pound raisins. How much did he have left? (Lesson 2D) 5 pound
1 _ previous lessons in the chapter.
3 12

Add. Write in simplest form. (Lesson 2B)

1 29
36. _ + _
4 _ 37. _ + _ 1 7
2 5 _ 1 13
38. _ + _
3 _
9 5 45 3 8 24 7 2 14

To assess partial mastery of SPI 0506.1.2, see your Tennessee Assessment Book. 387

384_0387_C08L03_103031.indd 387 3/25/10 2:54 PM

Multi-Part Lesson 3 How can estimation help you solve addition and
subtraction fraction problems? Sample answer: Estimating before you solve the
problem tells you what the exact answer should be close to.

Lesson 3C Estimate Sums and Differences 387

Multi-Part
Lesson 4 Add and Subtract Mixed Numbers
Planner
PART A PART B
PART
A Add Mixed Numbers Title/Objective Add Mixed Numbers (pp. 390393)
Add Mixed Numbers
(pp. 388389)
B Add Mixed Numbers

C Subtract Mixed Numbers

Explore adding mixed numbers with Add mixed numbers.
D Subtract with Renaming
like and unlike denominators.
E Problem-Solving Investigation :
Choose the Best Strategy
Standards GLE 0506.2.4 SPI 0506.2.5

Vocabulary
E Essential Question
How is adding and subtracting mixed numbers
like adding and subtracting decimals? Sample
answer: Mixed numbers and decimals have a
Materials/ fraction circles clock models, fraction tiles
whole and a part. When two fractions are Manipulatives
added together and they are greater than one
whole, the value is carried to the next place Resources Get ConnecttED Get ConnecttED
value to the left. This is the also done with 0506.1.9
Explore Worksheet Leveled Worksheets
decimals. When a fractional part of a mixed
number is subtracted from a fraction with a Lesson Animations Lesson Animations
greater value, you borrow from the next VVirtual Manipulatives Daily Transparencies
place value to the left, just as you would with Hands-On Activity Tools and Resources Problem of the Day
decimals. Self-Check Quiz
Personal Tutor
Focus on Math Background VVirtual Manipulatives
Students extend their work with fractions to eGames: Blips Satellite Service
include the addition and subtraction of mixed Hands-On Activity Tools and Resources
numbers. Some students miss the connection
between the models and the concept of
fractions as numeric values. Engage students
in mathematical conversations about the
concept and value of fractional numbers. Blended Approach
Refer to the Blending
Math Connects and
IMPACT Mathematics
guide for detailed
less plans.

IWB
Suggested Pacing (13 Days)
All digital assets are Interactive
Multi-Part Lessons 1 2 3 4 Assess
Whiteboard ready.
PART A B C D A B C D A B C A B C D E SGR PCT
Days 1 1 1 1 1 1 1 1 1 1 1 1 1

388a Add and Subtract Fractions

 Add and Subtract Mixed Numbers

PART C PART D PART E

Subtract Mixed Numbers Subtract with Renaming Problem-Solving Investigation: Title/Objective
(pp. 394397) (pp. 398401) Choose the Best Strategy
(pp. 402403)

Subtract mixed numbers. Subtract mixed numbers. Choose the best strategy to solve a
problem.

SPI 0506.2.5 GLE 0506.2.4 GLE 0506.1.2 Standards

Vocabulary

play money, clock models, fraction tiles fraction circles, fraction tiles Materials/
Manipulatives

Get ConnecttED Get ConnecttED Get ConnecttED Resources

0506.1.9
Leveled Worksheets Leveled Worksheets Leveled Worksheets
Lesson Animations Lesson Animations Lesson Animations
Daily Transparencies Daily Transparencies Daily Transparencies
Problem of the Day Problem of the Day Problem of the Day
Self-Check Quiz Self-Check Quiz Personal Tutor
Personal Tutor Personal Tutor
VVirtual Manipulatives VVirtual Manipulatives
eGames: Blips Satellite Service eGames: Blips Satellite Service
Graphic Novel Animation Hands-On Activity Tools and Resources
Hands-On Activity Tools and Resources

IMPACT Mathematics:: F-4 Blended Approach

Problem
bl Solving
l in Science
Making Mixtures (p. 404)
Ch pt r St
Chapter Study
d GGuide
id and
nd
Review (p. 406)
Practice Chapter Test (p. 411)

Test Practice (p. 412)

Add and Subtract Mixed Numbers 388b

Differentiated Instruction
Approaching Level AL On Level OL

Option 1 Use with 4B Option 1 Use with 4B

Hands-On Activity Have each student write five different mixed numbers on a
Materials: index cards, answer sheets sheet of paper.
Provide each student with an answer sheet that has the
Have students trade papers.
mixed-number sums listed down the right-hand side of
the page. Each student should write mixed number addition problems
that represent the sums on their papers.
Write the corresponding mixed number addition problems on
index cards, and randomly post them around the classroom. Encourage students to use unlike fractions in their problems.

Have students travel around the room. Students should use Students may want to draw models for the addends
estimation and exact solutions to record the correct mixed and sums.
number fraction problem in front of each answer listed on
their papers.
Option 2 Use with 4D
When everyone has written a problem for each solution,
review the correct answers as a class. Hands-On Activity
Materials: index cards, number cubes
Have pairs of students write the fractions _ through _ on
1 11
12 12
Option 2 Use with 4C individual index cards.
Hands-On Activity Shuffle the cards and place them
Materials: spinners from the Hands-On Activity Tools and facedown between the two students.
Resources (p. 100), number cubes
Each student will roll the number cube
Have students work in pairs to make the 3 5 2
12 3
to generate a whole number and then
10-part spinner, following the directions 5 10 4 draw a fraction card from the pile.
on the bottom of the page. 7 5
3 9 Have students compare the whole
In each section of the spinner, have 4 8 11 numbers and fractions. They should use
1 7
students write a fraction. Each fraction 9 2 8 the greater whole number and the lesser fraction for the first
should have a different denominator. mixed number, and the lesser whole number and greater
Each student will roll the number cube to generate a whole fraction for the second number.
number and then spin the spinner to find the fraction, Have students use those numbers to write a mixed number
creating a mixed number. subtraction problem.
When both students have created a mixed number, both If students have different answers, have them discuss their
students will find the difference. strategies and find the correct solution.
If students have different answers, have them discuss their
strategies and find the correct solution.
Other Options
TE Learning Station Cards 41, 42
Other Options
Get ConnectED Personal Tutor, Lesson Animations,
TE Learning Station Cards 41, 42 Virtual Manipulatives,
Get ConnectED Personal Tutor, Lesson Animations, eGames: Blips Satellite Service
Virtual Manipulatives,
eGames: Blips Satellite Service

388c Add and Subtract Fractions

 Add and Subtract Mixed Numbers

Beyond Level BL English Language Learners ELL

Option 1 Use with 4C This strategy helps English Learners learn the language used to
add and subtract mixed numbers.
Hands-On Activity
Materials: fraction tiles
Find Core Vocabulary and Common Use Verbs in the online
Have students model a mixed number EL strategies to help students grasp the math skills; use
subtraction problem with fraction tiles. Language Alerts at point of use in the Teacher Edition.
Tell students that the fraction of the
first mixed number must be smaller AL Beginning
than the fraction of the second mixed Phonemics Distinguish /t/, /d/, and /ed/ sounds of -ed.
number. Pronounce the word subtracted, stressing the -ed suffix. Write
When all students have built a model t and d, then + ed. Pronounce examples of the /ed/ sound of
for their problem, say, Scramble. -ed (added, wanted, etc.)

Taking a sheet of paper with them, all Write stay and mix. Point to stay. Add -ed, and model the
students will move to a new seat and ending /d/. Point to mix. Add -ed, and model the ending /t/.
solve the problem modeled there. Have students repeat chorally.

Continue to scramble the students as OL Intermediate

they solve various mixed number subtraction problems. Recognize and Act It Out Reinforce the mathematical
meaning of the word mixed.
Have groups of three or four create single-digit number cards
Option 2 Use with 4E
and place the set of number cards in group containers.
Hands-On Activity
Have groups mix up the cards and say, We mixed the
Materials: index cards, chart paper
numbers. Groups then pick cards to form mixed numbers
Give each student four index cards. and say, We made mixed numbers. Stress the shift from
Have each student write four real-world problems, using one mixed as a verb and mixed as an adjective.
of each of the strategies or skills on an index card: Act It Out,
Work Backward, Look for a Pattern, and Estimate or Exact. BL Advanced
Multiple Meanings Use the terms to name, a name,
Have students write the solution on the back of the index card.
and rename.
Post four sheets of chart paper around the room. Title each Have pairs make a two-column
sheet with the name of the problem-solving strategy or skill. chart with the headings
Have students post their problems on the correct sheet of Name and Rename.
chart paper. Pairs select three objects
Have students choose one problem, other than their own, and write the names in the
from each chart to solve. Name column. Pairs then
rename each object, writing the new names
Have students check their answers with the solutions on the
in the Rename column (a box can also be a container). Have
backs of the index cards.
students rename the item in their native language. Compare
and discuss language.
Other Options
TE Learning Station Cards 41, 42 Extend
Have bilingual pairs subtract mixed numbers with renaming. One
Get ConnectED Lesson Animations,
student draws pictures to show renaming. The second student
eGames: Blips Satellite Service
writes descriptions of the renaming process.

Add and Subtract Mixed Numbers 388d

 Add and Subtract
4
Multi-Part
Lesson
Mixed Numbers Multi-Part
Lesson 4 Add and Subtract Mixed Numbers
PART A B C D E PART A B C D E

PART
A Add Mixed Numbers
You can use fraction circles to add mixed numbers.
Add Mixed Numbers Main Idea
I will explore adding
mixed numbers with
Objective like and unlike
denominators.
Find 2 _1 + 1_1 .
Explore adding mixed numbers with like and unlike 3 3
denominators. Materials
Step 1 Model each mixed number.
fraction circles

2_
1
Resources 1
2
3 1 1
1
1
3
1
Manipulatives: fraction circles 4 1
3

1_
Hands-On Activity Tools and Resources (p. 117) 1
3 1 1
3
Explore Worksheet Get ConnectED
Get ConnectED
Step 2 Combine whole numbers and fractions.
GLE 0506.2.4
1 1 1

3
Develop fluency with addition

1
and subtraction of proper and 1
3
improper fractions and mixed
GLE 0506.2.4 Develop fluency with addition and
2_ + 1_ = 3_
numbers; explain and model 1 1 2
subtraction of proper and improper fractions and mixed the algorithm. SPI 0506.2.6 3 3 3
Add and subtract proper and
numbers; explain and model the algorithm. SPI 0506.2.6
Add and subtract proper and improper fractions as well as
improper fractions as well as
mixed numbers. Also addresses Find 1 _3 + 1_4 .
5 5
mixed numbers. Also addresses GLE 0506.1.4, SPI 0506.2.5. GLE 0506.1.4, SPI 0506.2.5.
Step 1 Model each fraction.

1 INTRODUCE Checks for Understanding

0506.1.7 Organize and 1_
3
1
1
5

consolidate verbal statements 5

1
5
1
5
Introduce the Concept involving fractions and mixed
numbers into diagrams, symbols,

1_
and numerical expressions.
Distribute fraction circle tiles to each student: 4
5

1
1

0506.2.3 Use visual models,

four _ tiles and two _ tiles.
1 1 5

1
5

5
1
benchmarks, and equivalent forms 5
8 4 to add and subtract commonly
Use the fraction circle tiles to find these sums: used fractions and decimals. Step 2 Combine whole numbers and fractions.
_ _
2
+ _
1 1 _ _
3
+ _
1 5 0506.2.6 Add and subtract
mixed numbers.
5
1 5 5

1 1
1 1
8 4 2 8 4 8
_ _ _ _

1
5

5
+ _
1
4 1 3 4 2
+ 1
5

8 4 4 8 4
1_ + 1_ = 3_
3 4 2
5 5 5
Students may prefer to work with a partner or in small
groups. Students can share the fraction circle tiles and
then trade them for larger or smaller tiles as they add 388 Add and Subtract Fractions
the fractions.

ELL 0388_0389_C08L04_103031.indd 388 3/25/10 2:55

Homophones: Four, For, Two, To, and Too

Students mayy need clarification on the homophones
p
and their meaning in context. List terms and refer to
them as you use them in context.

2 TEACH
Activity 1 Watch for students who interpret the mixed
number as two _ fraction circle pieces and one _ fraction
1 1
3 3
circle piece. How many more thirds would you have to
add to equal four thirds? one

388 Add and Subtract Fractions

 Activity 2 Relate using one fraction circle piece from
Find 1_ + 1_. the _ model to complete the _ model to trading up with
7 1
3 4
F 5 5
8 2
base-ten blocks.
Step 1 Model each mixed number.
How many _1 fraction pieces needed to be added to
1_
7
8
1
_3 model5 to create a model for 1 whole? two

1 18
1 the
Would the answer change if you add a _ fraction
8 5

8
1 18

8
1
1

1
8
8

piece to the _ model to create a whole? Explain.
5
4
1_
1
2 1 1
5
2
no; Sample answer: It does not matter which fraction
Step 2 The LCD of 8 and 2 is 8. Replace the _1 -circle with 4 eighths. model you complete. The number of total fraction
2
8
1 pieces stays the same, so the answer is the same.

1 18
1 8
1 18

8
Activity 3 Students may realize that four _ fraction pieces
1
1
1
8
8

8
can be joined with the _ piece to model 1. Encourage
1
1 2
students to use the same size fraction circle pieces in both
1

1 1
8

8 8

models before combining.

Step 3 Combine whole numbers and fractions.
Why is the _1 fraction circle piece traded for four
8
1
_1 pieces before
2
8

1 18

1 18

1 1 combining the two fraction models?

1
8
1 18

1 8
1

1
8

8
Sample answer: In order to add fractions, they must
1_ + 1_ = 3_
7 1 3
8 2 8 have a common denominator.
For further practice, students can solve Activity 3 using
fraction tiles.
About It
Assign the Think About It Exercises to assess student
1. Refer to Step 2 of Activity 3. Explain why you renamed the fractions
using the LCD. Sample answer: You are trying to find an equivalent fraction.
comprehension of the concept presented in the Activities.

2. Explain why the answer to Activity 3 is written as 3_ instead of 2_.

3 11
8 _
Sample answer: the can be regrouped as one whole.
8 8
8
and Apply It 3 ASSESS
Model each sum using fraction circles.
Use the Practice and Apply It Exercises to assess whether
3. 1_ + 2_ 3 4
1 3 _ 4. 3_ + 1_ 5
5 1
5. 3_ + 1_ 5 1
2 1 _ students understand modeling the addition of like and
5 5 5 6 6 3 2 6 unlike mixed numbers.
6. 2 + 1 4 1
_
7 _
1 _ 7. 4 + 2 7 2
_
4 _
1 _ 8. 4 + 1 6 7
_
3 _
5 _
8 4 8 5 3 15 4 6 12
9. E WRITE MATH Write a real-world problem that can be solved From Concrete to Abstract Exercise 9 bridges the gap
by adding mixed numbers. Sample answer: Evan was filling his fish tank with water. He between using manipulatives and real-world applications
_ _ _
added 3 2 quarts and 4 3 quarts in the tank. How much water is in the tank? 8 5 quarts for adding mixed numbers.
3 4 12
Lesson 4A Add and Subtract Mixed Numbers 389
Extending the Concept
What happens to the sum of the whole numbers if
388_0389_C08L04_103031.indd 389 3/25/10 2:55 PM
the sum of the fractions is improper? Sample
answer: You have to regroup the fraction to form all the
possible wholes, add the number of regrouped wholes
to the whole number, and rewrite the fraction.

For more practice of the concepts presented in this Explore

lesson, see Explore Worksheet.

Lesson 4A Add and Subtract Mixed Numbers 389

 Add and Subtract
4
Multi-Part
Lesson
Mixed Numbers Multi-Part
Lesson 4 Add and Subtract Mixed Numbers
PART A B C D E PART A B C D E

PART Add Mixed Main Idea

Add Mixed Numbers
B I will add mixed
Numbers numbers.
You can find an exact answer by adding mixed numbers.

Objective Get ConnectED

Add mixed numbers.
SPI 0506.2.5 Solve
addition and subtraction

Resources problems involving both

FOOD One day Julie gathered
fractions and decimals. SPI
0506.2.6 Add and subtract 2_1 dozen eggs. The next
Manipulatives: clock models, fraction tiles
day, she gathered 1_ dozen
proper and improper fractions 4 1
as well as mixed numbers.
Hands-On Activity Tools and Resources (pp. 109, 116119) 4
Also addresses GLE 0506.1.6,
eggs. How many dozen eggs
GLE 0506.2.4.
Leveled Worksheets did she gather in all?

Find 2_ + 1_.
1 1
Get ConnectED Checks for Understanding
0506.2.6 Add and subtract 4 4
mixed numbers.
Estimate 2 + 1 = 3
SPI 0506.2.5 Solve addition and subtraction Step 1 Add the fractions.
problems involving both fractions and decimals.
SPI 0506.2.6 Add and subtract proper and improper fractions _1
2 1 1
4 4 4
+ 1_
as well as mixed numbers. Also addresses GLE 0506.1.6, 1
GLE 0506.2.4. _ 4 1
+ 1 = 2
_2 4 4 4
4
1 INTRODUCE
Step 2 Add the whole numbers.
Activity Choice 1: Hands-On
Relate time concepts to fractions and review adding
1
4
2_ 1 1
+ 1_
1
fractions with like denominators. _ 4 1
3_
2
Write _ on the board. How many minutes are in one
1 4 2 + 1 =3
4
quarter of an hour? 15 minutes
Step 3 Simplify.
Have students model the passing of one quarter hour
3_ = 3_ Divide the numerator and
2 1
on a clock. 4 2 denominator by the GCF, 2.

Ask students to use their clocks or paper and pencil to

Check for Reasonableness 3_ 1
3
solve the following problem: 2
_
1
Julie gathered 3 dozen eggs.
Huyana spent one quarter of an hour walking from her 2

house to the bus stop. She spent another quarter of an

hour riding the bus to school. What fraction of an hour 390 Add and Subtract Fractions
did Huyana spend traveling? _ hour
1
2
How many minutes is that? 30
0390_0393_C08L04_103031.indd 390 3/25/10 2:55

Activity Choice 2: Social

Give each student two fraction circle tiles. Use an
assortment of fractions.
Organize students into groups of five or six.
Add all of the fraction tiles of your group together.
What is the sum? Building Math Vocabulary
Allow students to trade their tiles for equivalent tiles as Have students write one whole number and one fraction on two
necessary to find the sum. separate sticky notes. Have students choose two other desks on
Have groups share the strategies they used to add the which to place one of their sticky notes. Remind students that
different fraction tiles. each desk must have one whole number and one fraction. When
students have placed their sticky notes, have them return to their
seats. Ask students to share their number: My whole number
is . My fraction is . My mixed number is .

390 Add and Subtract Fractions

 2 TEACH
REPTILES The diagram shows
the length of a sea turtle. Scaffolding Questions
Have students use fraction models to show _ + _.
What is the total length of 3 1
the sea turtle? 10 2
What is the sum in simplest form? _
4
5
Find _ + 3_ + 1_.
7 1 1
8 4 8 How do you simplify the sum? Sample answer:
7 1 1
8 ft 3 4 ft 1 8 ft
Divide the numerator and denominator of the sum,
Estimate 1 + 3 + 1 = 5
Step 1 Step 2 Step 3
_
8
, by their greatest common factor, 2.
10
Write the Rename the fractions Add the fractions
problem. using the LCD. and whole numbers.
Guide students to use fraction models to show
2_ + 1_. Have them combine the fractions, then
3 5
_
7 _
7
= _
7 _7 10 10
the whole numbers, to find the sum. 3_
8 8 8 8
4
3_ 3 _ = 3_ 3_ _3 + 1_5 like adding5 _3 + _5 ?
1 12 2 2
4 42 8 8 How is adding 2
+ 1_ + 1_ = 1_ + 1_
1 1 1 1 10 10 10 10
8 8 8 8 You combine the fraction models and simplify for both
4_
10
8 problems. How is it different? When you add the
mixed numbers, you also must combine the whole
Step 4 Simplify. number parts.
4_ = 4 + 1
10 _2 = 5_2 = 5_1
8 8 8 4
Checks for Understanding ELL
0506.1.6 Communicate answers
in correct verbal and numerical form; Check for Reasonableness 5_
1
4
5 
including use of mixed numbers or
Extend Vocabulary: Simplest, Simplify, and Sum
The total length of the sea turtle is 5_ feet.
1
fractions and use of units. 4 Students may need direct instruction on the
(See Exercise 8.)
pronunciation and meanings of words that have the
same beginning sounds like simplest, simplify, and
 indicates multi-step problem
sum, particularly when spoken closely together. List
and clarify meanings as needed.
Add Write each sum in simplest form.
Add. form Check your result for
reasonableness. See Examples 1 and 2
1. 3_ + 2_ 5 7
3 4 _ 2. 4_ + 2_ 6 5
4 1 _ 3. 5_ + 5_ 10 2
1 3 _
8 8 8 6 6 6 10 10 5

4. 3_ + 4_ 8 1
4 2 _ 5. 6_ + 3_ 9 7
3 1 _ 6. 4_ + 7_ 11 13
3 1 _
9 3 9 4 8 8 7 2 14
A pizzeria divides their pizzas into tenths. At
7. Eduardo worked 5_ hours on Monday, 7_ hours on Tuesday, and
1 1 _3
the end of one day, the pizzeria had 1 cheese
2 2
6_ hours on Wednesday. How many hours did he work in all? 19 1 h
1
2
_
2
_1 10
pizzas and 3 pepperoni pizzas left. How many
10
pizzas were left? 4_
2
pizzas
TALK MATH Explain how to simplify 3_. See Answer Appendix.
6 5
8. E 4
Adia tied three pieces of ribbon together to
Lesson 4B Add and Subtract Mixed Numbers 391
2 _
decorate a tree in her yard. She tied 2 feet
2 _ 3
of yellow ribbon, 1 feet of blue ribbon, and
_
2 6
feet of red ribbon together. How much ribbon
390_0393_C08L04_103031.indd 391 3/25/10 2:55 PM 3
AL Alternate Teaching Strategy did she use in all? 4_2
feet
3
If students have difficulty adding mixed numbers using
IWB INTERACTIVE WHITEBOARD READY
paper and pencil . . .

Then assign one of these reteach options:

1 AL Reteach Worksheet As a class, have students complete the Check What You
2 IWBVirtual Manipulatives Have students use the virtual Know Exercises as you observe their work.
fraction models to reteach the concept.
3 Use Fraction Circles Have students model each mixed
E TALK MATH Use the Talk Math Exercise to assess
number addend with fraction circles. Have them combine the student comprehension before assigning the practice
fraction pieces first, then the whole circles to add. When exercises.
necessary, have them trade fraction pieces for whole circles
to rename improper fractions. Then have them count wholes
and fraction pieces to find the sum.

Lesson 4B Add and Subtract Mixed Numbers 391

 PR
0 !# TI
2 AC #E
4) C %
3 PRACTICE EXTRA
Begins on page EP2.
Add.
dd Write
i eachh sum in i simplest
i l form.
f Check
Ch k your result
l for
f
Differentiate practice using these leveled assignments for reasonableness. See Examples 1 and 2
the exercises in Practice and Problem Solving. 9. 4_ + 3_ 7 4
3 1 _ 10. 7_ + 2_ 9 10
4 6 _ 11. 5_ + 6_ 11 1
1 3 _ _
12. 8_ + 3_ 11 2
4 2
5 5 5 11 11 11 12 12 3 15 15 5

Level Assignment 13. 6_ + 2_ 8 4

1 1 _ 1 _
14. 5_ + 6_ 11 5
3
15. 9_ + 7_ 17 1
9 3 _ 16. 14_ + 8_ 23_
19 1 1
9 3 9 9 2 6 10 5 2 20 4 5
17. Find five and two eighths plus three 18. Find ten and three sevenths plus
AL Approaching Level 912, 17, 19, 2331
and six eighths. Write in words. nine eighteen and two sevenths. Write in
OL On Level 1316, 18, 2031 words. twenty-eight and five sevenths

19. Measurement Zita made 1_ quarts of 20. A flower is 9_ inches tall. In one week,
5 3
BL Beyond Level 1022 even, 2331 8 4
punch. Then she made 1_ more quarts. it grew 1_ inches. How tall is the
7 1
8
How much punch did she make in all?
8
flower at the end of the week? 10 7 in._
See margin. 8
Have students discuss and 21. Toms made fruit salad using the  22. Measurement Connor is filling a

_
complete the Higher Order Thinking problems. Suggest recipe shown. How many cups of fruit 15-gallon wading pool. On his first
are needed? 8 3 c trip, he carried 3_ gallons of water.
1
that students draw a model of the sum. They can divide 4 12
He carried 3_ gallons on his second
5
the whole models into parts to create two mixed numbers. 6
trip and 3_ gallons on his third trip.
1
3 c Apple 2
E WRITE MATH Have students complete the Write 1
1
c
c
efruit
Grapefruit
g
ge
Orange
Suppose he carries 5 gallons on his
next trip. Will the pool be filled?
Math Exercise in their Math Journals. You may choose to 2 c Pear Explain. See margin.
use this as an optional formative assessment.
Homework Practice Worksheet
Problem-Solving Practice Worksheet 2325. See margin.

23. OPEN ENDED Write a real-world problem involving the addition

of two mixed numbers whose sum is 5_. Then solve the problem.
1
Additional Answers 4

19. 3_ quarts;
1 24. FIND THE ERROR Antwan is
2 finding 4_ + 2_. Find and
1 3
5 5

1 1 correct his mistake.

4_
1
5
+ 2_
3
= 6_
4
5 10
1 1 1 1 1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8 8 8 8 8
5 7 1
8
+ 8
= 32

22. Sample answer: Yes; he carried 10 _ gallons after

5
12
3 trips. So, 5 more gallons would fill the pool.
25. E WRITE MATH Is the sum of two mixed numbers always,
23. Sample answer: A painter uses 2_ gallons of white
3
4 sometimes, or never a mixed number? Use an example to explain.
paint and 2_
2
gallons of tan paint to paint a house.
4 392 Add and Subtract Fractions
How many gallons of paint did the painter use
altogether?; 5_ gallons of paint
1
4
24. Antwan added the denominators. 6 _
4 0390_0393_C08L04_103031.indd 392 3/25/10 2:55

5
25. sometimes; 1 + 1 = 3; 1 + 1 = 2_
_
1
2
_
1
2
_
1
4
_
1
4
1
2
Tips for New Teachers
Students may assume that after they have added the fractions and added the whole
numbers, the problem is complete. Point out that if the fraction part of the answer is an

! COMMON ERROR!
improper fraction, it must be converted to a mixed number to solve. Make sure students
understand that they must add the whole number part of the new mixed number to the
Exercises 1517 and 19, 2122 When the fraction whole number part of the sum and write the new sum in simplest form.
part of the sum is an improper fraction, students may
forget to rename the improper fraction and add the
additional whole number to the sum. Have students
check their sums to see if the numerator is greater
than or equal to the denominator. If it is, they must
rename it as a mixed number and then simplify.

392 Add and Subtract Fractions

 Test Practice 4 ASSESS
26. Marie bought 4_ pints of ice
1
2
28. The length and the width of
Formative Assessment
cream for her birthday party. Her
mother also bought 2_ pints of ice
1
Samsons swimming pool is shown.
_
11
If the sum of two mixed numbers is 5 , is there
4 9
cream for the party. How many pints another step needed to complete the problem?
Explain. Yes; since _ is an improper fraction, it needs
1
8 4 ft 11
of ice cream did Marie have for her 9
birthday party? D to be renamed as a mixed number, 1_2
, and then
9
A. 2_ pt
1 1
12 2 ft simplified: 5 + 1_
2
= 6_2
.
4 9 9
B. 2_ pt What are two possible mixed-number addends that
3
4
_
3
About how much longer is the
length of the pool than the width
11
have unlike fractions and a sum of 5 ? Sample_
C. 6 pt _
2 _
5 9
8 of the pool? B answer: 3 and 2
3 9
D. 6_ pt
3
4 A. 3 ft C. 20 ft

B. 5 ft D. 21 ft
Are students continuing to struggle
27. Benjamin had 2_ gallons of fruit
1
29. SHORT RESPONSE Catie used
3 with adding mixed numbers?
punch left after a party. He had 1_
3
1_ yards of beading and 1_ yards of
1 1
4 8 6
gallons of lemonade left. How many ribbon in a craft project. How many During Small Group Instruction
total gallons did he have left? F _
total yards did she use? 2 7 yd
24
F. 4_ gal H. 1_ gal
1 5 If Yes AL Daily Transparencies
12 12
AL Differentiated Instruction Option 1 (p. 388c)
G. 3_ gal I. _ gal
1 5
12 12
If No OL Differentiated Instruction Option 1 (p. 388c)
OL Skills Practice Worksheet
BL Enrich Worksheet

30. Nestor and Tanya rode two different rides at the fair. Nestor rode
the Roller Express. The ride lasted about 1_ minutes. Tanya rode
1
W 10 _ + 2_ on the board. Have
4 3
3 Write
the Rattler, which lasted about 2_ minutes. About how much
2 5 5
3
students find the sum and write it on
longer did the Rattler last than the Roller Express? (Lesson 3C) about 2 min
a slip of paper to give to you as they leave class
31. Measurement The distance around Saturn is for the day. 13_ 2
235,298 miles. The distance around Jupiter is 5
279,118 miles. Is 45,000 miles or 55,000 miles
a more reasonable estimate for the difference
between the distance around Jupiter and the
distance around Saturn? Explain. (Lesson 3B) 45,000 mi;
Round 279,118 to 280,000 and 235,298 to 235,000.
280,000 - 235,000 = 45,000
Review and assess mastery of skills and concepts from the
Lesson 4B Add and Subtract Mixed Numbers 393 previous lessons in the chapter.

390_0393_C08L04_103031.indd 393 3/25/10 2:56 PM

Interactive WhiteBoard Ask students to estimate the sum or difference of

mixed numbers from the Exercises. Then have them check their estimates by
using an interactive whiteboard.

Lesson 4B Add and Subtract Mixed Numbers 393

 Add and Subtract
4
Multi-Part
Lesson
Mixed Numbers Multi-Part
Lesson 4 Add and Subtract Mixed Numbers
PART A B C D E PART A B C D E

PART Subtract Mixed Main Idea

Subtract Mixed Numbers
C I will subtract mixed
Numbers numbers.
You can find an exact answer by subtracting mixed numbers.

Objective Get ConnectED Subtract Mixed

Subtract mixed numbers. Numbers
SPI 0506.2.5 Solve
FOOD Payat has a 2 -cup _3
addition and subtraction 4
Resources problems involving both
fractions and decimals. SPI
package of cheese. He uses
_1 cups to make a pizza.
0506.2.6 Add and subtract 1
Manipulatives: play money, clock models, fraction tiles proper and improper fractions 4
as well as mixed numbers. How many cups of cheese
Hands-On Activity Tools and Resources (pp. 109, 116121) Also addresses GLE 0506.1.7, are left? Check by using
GLE 0506.2.4.
Leveled Worksheets fraction tiles.

Find 2_ - 1_.
Checks for Understanding
3 1
Get ConnectED 4 4
0506.2.6 Add and subtract
mixed numbers. Estimate 3 - 1 = 2

SPI 0506.2.5 Solve addition and subtraction Step 1 Subtract the fractions.
problems involving both fractions and decimals. SPI 0506.2.6 _3
2 1 1 1
Add and subtract proper and improper fractions as well as 4
mixed numbers. Also addresses GLE 0506.1.7, GLE 0506.2.4. -1 _1 4 4 4
_____4 2
_2 4
1 INTRODUCE 4

Activity Choice 1: Hands-On Step 2 Subtract the whole numbers.

2_
3
Provide students with play dollars and coins.
Show students a dollar. If this dollar is a whole, - 1_
4
1 1
1
4
_____
what are some names for its fractional parts? 1_
2
Sample answers: 10 = _, 25 = _, 50 = _,
1 1 1 4
2 -1=1
10 4 2
75 = _
3
Simplify 1_.
2
4 Step 3
4
Show students 2 dollars and 25 cents. Write this _
2 _1 Divide the numerator and
amount as a mixed number. 2_
1 1 =1
4 2 denominator by the GCF, 2.
4
Repeat with different combinations of bills and coins. Check for Reasonableness 1_ 1
2
2
_
1
So, 1 cups of cheese were left.
ELL 2

Homophones: Whole/Hole Students may need

clarification of these homophones. List and 394 Add and Subtract Fractions
demonstrate their meaning as needed, or as used
in context.
0394_0397_C08L04_103031.indd 394 3/25/10 2:56

Activity Choice 2: Time

Read the real-world problem below to students.
Each weeknight, Leah spends 1 hour 20 minutes at
gymnastics class, 50 minutes doing homework,
30 minutes doing chores, 45 minutes practicing the
piano, 40 minutes eating dinner, and 1 hour watching
television. How much time does Leah spend on these Building Math Vocabulary
evening activities? Write your answer as a mixed Have students discuss examples of how the word simplify is used
number. 1_ + _ + _ + _ + _ + 1 = 5_ hours
1 5 1 3 2 1
3 6 2 4 3 12 in real-world situations. Then have students describe the
Using clocks, have students work together to convert mathematical meaning of simplify as it is used in the lesson.
the times to fractions and then find the sum. Instruct students to write an entry in their Math Journals
comparing the real-world and mathematical meanings of simplify.

394 Add and Subtract Fractions

 2 TEACH
FISH A Pigfish and a Shiner are shown below. How much
longer is the Pigfish than the Shiner? Scaffolding Questions
6
11
in. 2
5
in. Model $3.40 with play dollar bills and dimes.
Write $3.40 as a mixed number. 3_
16 8 4
10
Write 3_ - 1_ on the board. Suppose that you
4 1
10 10
1 _
spent 1 dollars on a snack. How much money
10
would you have left? 2_ or $2.30
3
10
Model how to first take away _, or 1 dime, from
1
Find 6_ - 2_.
11 5
16 8
10
$3.40. Then take away 1 whole, or 1 dollar, so there
are 2_ dollars or $2.30 left.
Estimate 7 - 3 = 4 3
10
You can check your
answer by adding.
Step 1 Step 2 Step 3 Do you subtract the fractions or the whole number
_ Write the problem. Rename the fractions Subtract the fractions
_ 11
4_ + 2 16 = 6 16 
1 10 first when subtracting mixed numbers? fractions
16
using the LCD. and mixed numbers.

6_ 6_ = 6_ 6_ What do you subtract next? whole numbers

11 11 11 11
16 16 16 16
- 2_ _
5 52 _
10 _
10
-2 =2 -2
8
______ ________________
82 16 16
______
4_
1
Checks for Understanding 16
0506.1.6 Communicate answers
in correct verbal and numerical form; Check for Reasonableness 4_
1
4
_7
Omar has 3 cups of milk in a container. He
including use of mixed numbers or
fractions and use of units.
16

The Pigfish is 4_ inches longer than the Shiner.

1 5 8 _
drinks 1 cups. How much milk is left? Check
16 8
by using fraction tiles. 2_ cups
(See Exercise 8.) 1
4
_9
Elm Street is 4 miles long and Oak Street is
_2 10
2 miles long. How much longer is Elm Street
5
than Oak Street? 2_ miles longer
1
2
Subtract Write each difference in simplest form.
Subtract. form Check your result
for reasonableness. See Examples 1 and 2
1. 4_ - 2_ 2 1
2 1 _ 2. 5_ - 3_ 2 2
4 2 _ 3. 6_ - 5_ 1 1
5 2 _ IWB INTERACTIVE WHITEBOARD READY
3 3 3 5 5 5 6 6 2

4. 7_ - 4_ 3 3
7 1 _ 5. 12_ - 7_ 5 3
7 2 _ 6. 15_ - 4_ 11 7
11 1 _
8 2 8 10 5 10 12 3 12
As a class, have students complete the Check What You
7. Bella is 10 _ years old. Franco is
5
12
8. E TALK MATH Describe the steps Know Exercises as you observe their work.
12_ years old. What is the difference you would take to find 3_ - 2_.
7 5 3
12
in their ages? 2 1 yr _ See Answer Appendix.
8 8
E TALK MATH Use the Talk Math Exercise to assess
6
student comprehension before assigning the practice
Lesson 4C Add and Subtract Mixed Numbers 395 exercises.

394_0397_C08L04_103031.indd 395 3/25/10 2:56 PM AL Alternate Teaching Strategy

Tips for New Teachers If students have difficulty subtracting mixed
Encourage students to apply the divisibility rules when writing fractions in simplest form.
numbers using paper and pencil . . .
A number is divisible by 2 if it is an even number.
A number is divisible by 3 if the sum of the digits is divisible by 3. Then assign one of these reteach options:
A number is divisible by 4 if the last two digits form a number divisible by 4. 1 AL Reteach Worksheet
A number is divisible by 5 if it ends in 5 or 0. 2 IWB Virtual Manipulatives Have students use
A number is divisible by 6 if the number is divisible by 2 and 3. the virtual fraction models to reteach the concept.
A number is divisible by 9 if the sum of the digits is divisible by 9. 3 Use Fraction Circles Have students model the
first mixed number in a subtraction problem
A number is divisible by 10 if the number ends in 0.
with whole circles and fraction pieces. Then
have them remove fraction pieces, then wholes,
to show the difference.

Lesson 4C Add and Subtract Mixed Numbers 395

 0R !# TI
2 AC #E
4) C %
3 PRACTICE EXTRA P
Begins on page EP2.
S b
Subtract. Write
i eachh difference
diff in
i simplest
i l form.
f Check
Ch k your
Differentiate practice using these leveled assignments for result for reasonableness. See Examples 1 and 2
the exercises in Practice and Problem Solving. 9. 5_ - 2_ 3 1
3 2 _ 10. 6_ - 3_ 3 2
5 3 _ 11. 7_ - 5_ 2 5
8 3 _ 12. 8_ - 2_ 6 1
3 2 _
4 4 4 7 7 7 9 9 9 8 8 8
Level Assignment 13. 13_ - 4_ 9 1
9 4 _ 14. 12_ - 7_ 5 1
5 2 _ 15. 11_ - 2_ 9 3
11 1 _ 16. 14_ - 5_ 9 5
9 2 _
10 10 2 6 6 2 12 6 4 14 7 14
Approaching Level
_ _ _
AL 914, 22, 24, 2728, 3242
17. 18_ - 9_ 9 1
11 2
18. 17_ - 9_ 8 3
15 3
19. 35_ - 18_ 17 11 20. 44_ - 21_ 23 3
7 5 6 3 _
OL On Level 15 5 3 16 4 16 8 12 24 7 4 28
1119, 2125, 27, 28, 3242
BL Beyond Level 1026 even, 2742 21. Find ten and seven tenths minus three 22. Find twelve and five ninths minus five
and four tenths. Write in words. seven and two ninths. Write in words.
and three tenths seven and one third
24. Mrs. Gabel bought 7_ gallons of
5
23. Measurement The length of
6
Have students discuss and Mr. Chos garden is 8_ feet. Find the
5
punch for the class party. The students
6
drank 4_ gallons of punch. How much
complete the Higher Order Thinking problems. Encourage 3
width of Mr. Chos garden if it is
3_ feet less than the length. 5_
6
1 2
students to brainstorm different situations where ft
subtraction of mixed numbers occurs, such as comparing
6 3 _
punch was left at the end of the party?
3 1 gal
3
25. Warner lives 9_ blocks away from
2
two lengths or other measurements. 26. A snack mix recipe
3
school. Shelly lives 12_ blocks away calls for 5_ cups of
7 3
8 4
cereal and 3_ cups
5
from school. How many more blocks
E WRITE MATH Have students complete the Write
12

Math Exercise in their Math Journals. You may choose to Warner? 3 5 _

does Shelly live away from school than less of raisins. How

use this as an optional formative assessment.

24
many cups of raisins
are needed? 2 1 c _
3

Homework Practice Worksheet

Use the information to solve the problem.
Problem-Solving Practice Worksheet

Rewatch Happy Trails.

27. How much farther did Dylan walk than Sonia? _3 mi Checks for Understanding
20 0506.1.9 Use age-appropriate
books, stories, and videos to
396 Add and Subtract Fractions convey ideas of mathematics.

0394_0397_C08L04_103031.indd 396 3/25/10 2:57

! COMMON ERROR!
Students may not write their answers in simplest form. Have
E WRITE MATH Have students write their own students look at the numerator and denominator of the fraction
graphic novel in which they use unlike fractions to find part of their answer and use the divisibility rules to see if the
two sums. Then have students check their answers using fraction can be simplified.
subtraction.

396 Add and Subtract Fractions

 4 ASSESS
28. OPEN ENDED Write a real-world problem involving the
subtraction of two mixed numbers whose difference is less than Formative Assessment
2_. Then solve. See margin. Write 5_ - 2_
1 5 2
2 on the board.
12 6
How would you find the difference using fraction
CHALLENGE Find the value of each  that makes a true sentence.
tiles? Show your work. Show 5 whole units and five
29.  + 2_ = 6_ 3 4
1 3 _ 30.  + 3_ = 7_ 4 3
2 5 _ 31. 4_ +  = 13_ 9 2
1 5 _ _1
fraction pieces. _
2
is equal to _, so take away four
4
2 10 5 8 8 8 6 6 3 12 6 12
twelfths and two whole units. There are 3_ left.
1
32. E WRITE MATH Write a real-word problem involving 12
subtraction of mixed numbers with unlike denominators. How would you find the difference using paper and
Then solve. Use fraction tiles to justify your solution. See margin. pencil? First find the common denominator. Then
subtract the fractions to get _. Next subtract the whole
1
12 _ 1
numbers to get 3. The answer is 3 .
Test Practice 12

33. SHORT RESPONSE What is the 34. What is the difference between the
two weights? C
_
perimeter of the square below?
9 1 inches
Are students continuing to struggle
4_ oz 3_ oz
1 1
2
2 8 with subtracting mixed numbers?
During Small Group Instruction
3
2 8 in.
If Yes AL Daily Transparencies
A. _ oz C. 1_ oz
1 3
2 8 AL Differentiated Instruction Option 2 (p. 388c)
B. _ oz D. 1_ oz
7 7
8 8
If No BL Differentiated Instruction Option 1 (p. 388d)
OL Skills Practice Worksheet
BL Enrich Worksheet

Add. Write each sum in simplest form. (Lesson 4B)

1 2 _
35. 2_ + 3_ 5 11
2 1_
36. 4_ + 1_ 5 11
412 3 714 2 Have students discuss or
_
3
37. 2 + 6_7
9_3 1 5 _
38. 5 + 2 8 1
_ _ write about how adding mixed
mixe numbers is similar to
5 10 10 4 6 12
subtracting mixed numbers.
39. The table shows the amount of time it took Robert to mow
his lawn the past two days. About how long did it take
him to mow in all? (Lesson 3C) about 4 hours

Round each fraction to 0, _1 , or 1. (Lesson 3A)

7 1
40. _ _ 2
41. _ 0
1
42. _ 1
19
Review and assess mastery of skills and concepts from the
16 2 20 21
previous lessons in the chapter.
Lesson 4C Add and Subtract Mixed Numbers 397

Additional Answers
28. Sample answer: A baker had 5_ cups of flour. He
394_0397_C08L04_103031.indd 397 3/25/10 2:57 PM 3
4
used 4_ cups for two different recipes. How many
1
4
cups of flour does he have left? 1_ c
1
2
32. Sample answer: Joe has 3_ cups of sugar. He used
5
8
1_ cups. How much sugar does he have left? 2_ c
1 3
4 8

Lesson 4C Add and Subtract Mixed Numbers 397

 Add and Subtract
4
Multi-Part
Lesson
Mixed Numbers Multi-Part
Lesson 4 Add and Subtract Mixed Numbers
PART A B C D E PART A B C D E

PART Subtract with Main Idea

Subtract with Renaming
D I will subtract mixed
Renaming numbers.
Sometimes the fraction in the first mixed number is less than the
fraction in the second mixed number. In this case, the first mixed
Objective Get ConnectED number needs to be renamed.

Subtract mixed numbers.

GLE 0506.2.4
Develop fluency with addition

Resources and subtraction of proper and

improper fractions and mixed ANIMALS The black-tailed
numbers; explain and model
Manipulatives: fraction circles, fraction tiles the algorithm. SPI 0506.2.5 jackrabbit and the swamp
Solve addition and subtraction rabbit are two mammals
Hands-On Activity Tools and Resources (pp. 116119) problems involving both
common to the southern
fractions and decimals.
Leveled Worksheets SPI 0506.2.6 Add and subtract United States. A black-tailed
proper and improper fractions
jackrabbit weighs about
Get ConnectED as well as mixed numbers.
2_1 pounds. A swamp rabbit
weighs about 1_ pounds.
3
2
Checks for Understanding
3
0506.2.6 Add and subtract
How much more does the black-tailed
GLE 0506.2.4 Develop fluency with addition and mixed numbers.
jackrabbit weigh than the swamp rabbit?
subtraction of proper and improper fractions and mixed
You need to find 2_ - 1_.
numbers; explain and model the algorithm. SPI 0506.2.5 1 2
3 3
Solve addition and subtraction problems involving both
You cannot subtract _ from _. Rename 2_ to show
2 1 1
fractions and decimals. SPI 0506.2.6 Add and subtract 3 3 3
proper and improper fractions as well as mixed numbers. more thirds.

1 INTRODUCE 1 1
Activity Choice 1: Hands-On 1 1
3
1
3
1
3

1 1
Review renaming mixed numbers as improper fractions 3 3
1 3 1 4
and relate this concept to money. 2
3
= 1 +
3
+ 3 or 1
3
Write $1.25 on the board and give students one play
2_ 1_
1 4
Rename 2_ as 1_.
1 4
dollar and one play quarter. If one dollar is a whole, 3 3 3 3
- 1_ - 1_
2 2
how can we write $1.25 as a mixed number? 1_
1
_____
3 _____
3
4
How many quarters equal $1? four Have students _
2
Subtract.
3
trade one dollar bill for four quarters.
A black-tailed jackrabbit weighs about _ pound more than a
2
3
How much money do you have now? $1.25 swamp rabbit.
How can you write this amount as an improper
fraction? _ Write 1_ = _.
5 1 5
4 4 4 398 Add and Subtract Fractions

ELL

Homophones: Board, Bored Students may need 0398_0401_C08L04_103031.indd 398 3/25/10 3:10

clarification that the verb to be bored and the noun,

the board, sound alike but are spelled differently
and have different meanings. Use both in context to
help students recognize each meaning.

Activity Choice 2: Fraction Circles

Give each pair of students one whole fraction circle and
several equivalent fraction pieces.
Building Math Vocabulary
Have students write the mixed number represented by
Have students discuss the real-world meaning of the word
the manipulatives.
improper and identify real-world examples of improper things,
Have students rewrite the mixed number as an such as the use of improper grammar. Then ask students to
improper fraction. explain why an improper fraction is considered improper.
Write an equivalent improper fraction for your tiles.
You may use other fraction tiles to help you.
398 Add and Subtract Fractions
 Rename Mixed
Numbers to Subtract
2 TEACH
MEASUREMENT Sally is making a flag. She has 2 yards of
_1 Scaffolding Questions
fabric. The sewing pattern calls for 1 yards. How much
4
fabric will be left? Give students two dollars and one quarter. Tell them they
have $2.25 and will spend $1.75.
How can you write $2.25 as a mixed number? 2_
Rename 2 as a mixed number before subtracting. 1
4
How can you write $1.75? 1_ Write 2_ - 1_ on
3 1 3
1 1 the board.
4 4 4

1 1
4
1
4
1
4
1
4 Can you take away 3 quarters from 1 quarter? no
4 4
2 = 1 +
4
or 1
4 Guide students to understand that they must trade one
of their dollars for four quarters in order to be able
1_
4
Rename 2 as 1_.
4 to subtract.
2
4 4

- 1_ _
1 1 How many dollar bills do you have now? 1
-1
4 4
How many quarters? 5 Write 1_ - 1_.
_____ _____ 5 3
_
3 Subtract the fractions and then 4 4
4 the whole numbers. Take away $1.75. How many quarters do you have
left? 2 How many dollars? 0 How much money is
Sally will have _ yard of fabric left.
3
4 that? $0.50 How can you write this as a fraction in
simplest form? _ Write _ = _ to complete the
1 2 1
2 4 2
subtraction on the board.
Rename Mixed Numbers to Subtract
Find 4 _1 - 2_5 .
4 8

Write equivalent fractions.

4_
1 2
4_
_1
A bag of potatoes weighs 3 pounds. A bag of
_
4
5
8
_
5
The LCD is 8.
4 _ 5
onions weighs 2 pounds. How much more do
-2 -2 5
the potatoes weigh than the onions? _ pounds
8
_____ 8
_____ 2
5
You cannot subtract _ from _. So, rename 4_ to show
5 2 2
8 8 8 Bradley has 4 yards of fencing. He is making
You can always check
more eighths. 3_
a fence that is 3 yards long. How much fencing
4
4_ 3_ material will be left? _ yard
2 10
Rename 4_ as 3_. 1
2 10
by using fraction tiles
8 8 8 8
4
or drawing a picture.

Find 6_ - 3_. 2_
- 2_ - 2_
5 5
8
_____ 8
_____ 1 2 5
_
5 Subtract the fractions and then the whole 2 3 6
1
8 numbers.
IWB INTERACTIVE WHITEBOARD READY
4_ - 2 _ = 1 _
1 5 5
4 8 8

Lesson 4D Add and Subtract Mixed Numbers 399 Tips for New Teachers
Have students model the problems with fraction tiles. Have
them trade one whole tile for equivalent fraction tiles to show
398_0401_C08L04_103031.indd 399 3/25/10 3:10 PM
the renaming, then remove the tiles to subtract. Remind
Focus on Math Background
students to first subtract the fractions, then the whole numbers.
In the previous lesson, students learned to subtract mixed numbers by first subtracting
the fractions, and then subtracting the whole numbers. However, in cases when the
minuend (first number) is a whole number or the fraction in the minuend is less than
the fraction in the subtrahend (second number), it is necessary to rename the minuend ! COMMON ERROR!
as an improper fraction before subtracting. Below are two examples of subtracting Students may forget to change the whole number
with renaming: when renaming. Have students cross out the original
whole number and write the new whole number
minuend is a minuend is a above it before they write the improper fraction.
whole number mixed number Point out that this is similar to how they regroup
whole numbers when subtracting.
4 3_88 3
5__ 10
__ 3
__ 13
__
10 = 4 10 + 10 = 4 10
-1 _5 -1_5 -2 _
5
-2 _
5
_ 8 _ 8 _ 10 _ 10
_3
2__
8 _ 4
10 = 2 5
2
8

Lesson 4D Add and Subtract Mixed Numbers 399

  indicates multi-step problem

As a class, have students complete the Check What You Subtract Write each difference in simplest form.
Subtract. form Check your results
for reasonableness. See Examples 13
Know Exercises as you observe their work.
1. 5_ - 3_ 1 3
2 4 _ 2. 6_ - 2_ 3 1
2 8 _ 3. 3_ - 1_ 1 5
1 1 _
5 5 5 9 9 3 6 3 6
E TALK MATH Use the Talk Math Exercise to assess 4. Measurement Arlo had 5 gallons of 5. E TALK MATH Describe the steps you
student comprehension before assigning the practice paint. He used 2_ gallons. How much
10
would use to solve 3_ - 1_. Then
2 4
exercises.
16
paint does he have left? 2 3 gal _ solve. See margin.
7 7
8

AL Alternate Teaching Strategy EXTRA PR

0 !# TI
2 AC #E
4) C %
Begins on page EP2.
If students have difficulty using paper and S bt t Write
Subtract. W it eachh difference
diff in
i simplest
i l t form.
f Check
Ch k your
pencil to subtract mixed numbers with results for reasonableness. See Examples 13
renaming . . . 6. 4_ - 1_ 2 3
3 5 _ 1 3
7. 5_ - 4_
1 _ _4 5
8. 7_ - 6_
2
8 8 4 4 2 4 7 7 7

Then assign one of these reteach options: 9. 9_ - 5_ 3 3

3 7 _ 10. 10_ - 3_ 6 2
1 6 _ 11. 13 - 4_ 8_
1 2
10 10 5 3 9 3 3 3

1 AL Reteach Worksheet 12. 12 - 5_ 6 5

1 _ 13. 18 - 9_ 8 3
2 _ 14. 17 - 7_ 9_
3 3
6 6 8 4 12 4
2 IWB Personal Tutor Have students use 15. Find ten and one fourth minus three 16. Find nine minus four and six tenths.
Personal Tutor to reteach the concept. and two fourths. Write in words. Write in words. four and two fifths
six and three fourths
17. Shermans backpack weighs 6_ pounds. 18. Veronica jogged 10_ miles in
1 3
3 Use Models Have students either draw pictures 4 16
Bries backpack weighs 5_ pounds.
3
or use fraction circles to show the first mixed one week. The next week she jogged
4
8_ miles. How many more miles did
7
number in a subtraction problem. Guide them How much heavier is Shermans
1
backpack than Bries backpack? lb _ 16
she jog the first week? 1 mi _3
to trade wholes for fraction pieces to show 2 4
renaming, then take away (or cross out)
fractions and wholes to show the subtraction.

Science The table shows the average Length

lengths of some insects in the United States. Insect
(in.)
Monarch
3_
4

3 PRACTICE
19. Find the difference in length between
a walking stick and a bumble bee. 3 3 in. _ Butterfly 8

8 Walking Stick 4
1_
6
Differentiate practice using these leveled assignments for 20. Is the difference in length between a Grasshopper 8
Monarch butterfly and a bumble bee _
5
the exercises in Practice and Problem Solving. Bumble Bee
8
greater or less than the difference in

Level Assignment
length between a walking stick and
grasshopper? Explain your reasoning. greater than; 2 7 > 2 1 _ _ Checks for Understanding
8 4 0506.1.6 Communicate answers
AL Approaching Level 69, 1519 odd, 2131 in correct verbal and numerical form;
including use of mixed numbers or
OL On Level 1014, 16, 18, 2031 400 Add and Subtract Fractions fractions and use of units.

BL Beyond Level 719 odd, 2131

0398_0401_C08L04_103031.indd 400 3/25/10 3:10

Additional Answer
5. Sample answer: Rename 3_ to 2_ then subtract 1_ from 2_, 1_.
2 9 4 9 5
Have students discuss and 7 7 7 7 7
complete the Higher Order Thinking problems. To find the
error, suggest that students solve the subtraction problem
themselves first. Have them use their work to help them
decide which student is correct and identify the other
students error.

E WRITE MATH Have students complete the Write

Math Exercise in their Math Journals. You may choose
to use this as an optional formative assessment.
Homework Practice Worksheet
Problem-Solving Practice Worksheet

400 Add and Subtract Fractions

 2123. See margin.
4 ASSESS
21. OPEN ENDED Write a subtraction problem in which you have to
rename a fraction and whose solution is between 3 and 4. Formative Assessment
Write 9 _ - 5_ on the board.
3 9
22. FIND THE ERROR Emma is finding 3_ - 2_.
1 3

e..
Find and correct her mistake.
5 5 10 10 3 _
Do you need to rename 9 to subtract? Why or
10
why not? yes, because you cannot subtract _
9
10
from _
3
3_
1 - 2_
3
= 1_
2 10
5 5 5
Explain how to rename and subtract. What is the
difference in simplest form? Rename 9 _ as 8 _.
3 13
10 10
Subtract the fractions: _ - _ = _. Subtract the
13 9 4
10 10 10
whole numbers: 8 - 5 = 3. The difference is 3 _,
4
E WRITE MATH Write a real-world problem involving subtraction 10
which can be simplified to 3_
23. 2
in which you have to rename a fraction. .
5

Test Practice
Are students continuing to struggle
25. Careta swam 7_ miles. Joey swam
5
24. Ross has 6 yards of material. He
8 with subtracting mixed numbers with
bought 2_ more yards. Then he used 5_ miles. How many more miles
1 1
3 8 renaming?
6_ yards. How many yards of
5
did Careta swim than Joey? H
6
material does he have left? A During Small Group Instruction
F. 13_ mi
3
A. 1_ yd
1 4
2
G. 2_ mi If Yes Daily Transparencies
6 AL
B. 3_ yd
1 8
6
H. 2_ mi
1 If No OL Differentiated Instruction Option 2
_
2
C. 3 yd 2
(p. 388c)
3 OL Skills Practice Worksheet
D. 8_ yd I. 2_ mi
1 1
3 4 BL Enrich Worksheet

Subtract. Write each difference in simplest form. (Lesson 4C) _

31 W 11_
Write 2
- 4_ on the board. Have
5

26. 5_ - 2_ 3 1
3 2 _ 27. 6_ - 5_ 1 7
9 2 _ 28. 14_ - 12_ 2 2
7 1 _ 29. 15_ - 12_
6 1
2 8 8
students find the difference in simplest
10 10 10 11 11 11 9 9 3 8 4
form and write it on a slip of paper to give to you
as they leave class for the day. 6 _
30. Find three and two fifths plus two and one third. Write your 5
answer in words. (Lesson 4B) five and eleven fifteenths 8
31. Kira and Justin are sharing a pizza. Kira eats _ of the pizza, and
2
6
Justin eats _ of the pizza. What part of the pizza did they eat in
1
6
all? Support your answer with a model. (Lesson 1B) See margin.

Lesson 4D Add and Subtract Mixed Numbers 401 Review and assess mastery of skills and concepts from the
previous lessons in the chapter.
398_0401_C08L04_103031.indd 401 3/25/10 3:10 PM

Additional Answers
21. Sample answer: 6_ - 2_
2 _ 1 5
;3
6 6 6
22. Emma subtracted 1 from 3 when she should have renamed the first fraction 2_
6
5
before subtracting. _
3
5
23. Sample answer: A bottle of glue contains 3_ ounces. A student uses 1_ ounces
1 3
4 4
on an art project. How much glue is left?; 1_ ounces left
1
2
31. _ pizza; See students work for models.
1
2

Lesson 4D Add and Subtract Mixed Numbers 401

 Add and Subtract
4
Multi-Part
Lesson
Mixed Numbers Multi-Part
Lesson 4 Add and Subtract Mixed Numbers
PART A B C D E PART A B C D E

PART Problem-Solving Problem-Solving Investigation

E
Investigation Main Idea I will choose the best strategy to solve a problem.

Objective
Choose the best strategy to solve a problem. JACOBO: I have a bolt of material that
has 6_
1 yards of material on it. I have
4
Resources used 1_
3 yards to make a large pillow.
8
Leveled Worksheets Do I have enough material to make four
more pillows just like the first one?
Get ConnectED
YOUR MISSION: Find out whether Jacobo
has enough material for four more pillows.
GLE 0506.1.2 Apply and adapt a variety of
appropriate strategies to problem solving, including
estimation, and reasonableness of the solution.
Understand
You know the bolt has 6_ yards on it and 1_ yards were used.
1 3
4 8
You need to see if he can make four more pillows.
1 INTRODUCE Plan Use the act it out strategy to measure the material.

Activity Choice 1: Review Solve Start by marking the floor to show a length of 6_ yards. Then mark
4
1

off the amount used to make the first pillow. Then continue to
Present students with the following problem: mark 4 more pillows.
Marta has 4 _ gallons of apple juice and 3 _ gallons
3 1
1
4 8 6
4
yd
of grape juice. Is it reasonable to say that she has
1st pillow
8 gallons of juice total?
What problem-solving strategy could you use? find 1
3
yd 1
3
yd 1
3
yd 1
3
yd 1
3
yd
8 8 8 8 8
a reasonable answer
There is not enough material to make 4 more pillows.
Solve. Yes, it is reasonable to say she has about
8 gallons of juice. Round 4_ to 5 and 3_ to 3.
3 1 Check Look back. You can estimate. Round 1_ to 1_.
3 1
8 2
4 8 1_ + 1_ + 1_ + 1_ + 1_ = 7_
1 1 1 1 1 1
5+3=8 2 2 2 2 2 2
Since 7_ > 6_, the answer is correct.
1 1
2 4

2 TEACH GLE 0506.1.2 Apply and adapt a variety of appropriate strategies to problem solving,
including estimation, and reasonableness of the solution.

Have students read the problem on the student page.

Guide them through the problem-solving steps. 402 Add and Subtract Fractions

Understand Using the questions, review what

students know and need to find. 0402_0403_C08PSI_103031.indd 402

ELL
3/25/10 3:13

Plan Have them discuss their strategy. Extend Vocabulary: Phrasal Verbs Students may need clarification on
the common phrasal directions work together, work alone, act (it) out, and
Solve Guide students to use act it out to solve the guess, check, and revise when assigned a task that can be solved in
problem.
different ways. Allow peers to tutor the language of these directions.
Use a yardstick and tape to measure and mark
1 _ 1
6 yards on the floor. How did you find yard? _
4 1 4
Possible answer: 1 yard = 36 inches, and _ of
4
36 inches is 9 inches.
What will you measure and mark next? Start at
the first tape mark and measure and mark 1_ yards.
3
8
How do you know there is not enough material
to make 5 pillows? The fifth measurement of
1_ yards goes past the 6 _ yards mark.
3 1
8 4

402 Add and Subtract Fractions

  indicates multi-step problem
EXTRA 0R
P #E
4) C
!# TI
2 AC % Check Have students look back at the problem to make
Begins on page EP2.
Solve a simpler problem.
sure that the answer fits the facts given.
Work backward. 5. Shant has eight coins in her pocket
Look for a pattern. that total $1.32. What are the eight AL Alternate Teaching Strategy
Estimate or exact. coins that she has in her pocket?
See Answer Appendix. If students have trouble choosing the best
Choose an operation.
 6. Gift boxes come in five different sizes. strategy to solve a problem . . .
The length of the gift boxes decrease
Use any strategy to solve each problem. by 2_ inches. For each 2_ -inch
1 1
2 2
Then assign one of these reteach options:
1. Alyssa needs 7_ inches of ribbon for
5
8 decrease, the price decreases by $0.75.
one project and 4_ inches of ribbon
7
8
The length of the largest box is 22 inches 1 AL Reteach Worksheet
for another project. If she has 12 inches and costs $3.75. Find the length and
cost of the smallest box. 12 in.; $0.75
2 Compare Strategies Present students with four
of ribbon, will she have enough to
complete both projects? Explain.
problems that can be solved using different
See Answer Appendix. 7. What is the next figure in the pattern? strategies, such as act it out, look for a pattern,
estimate or exact, or work backward. In pairs or
 2. Sebastin bought a ticket for the play, a small groups, have students match each strategy
popcorn, a candy bar, and 2 T-shirts. He to a problem. Have students present their
spent a total of $24. What is the total See Answer Appendix. answers and explain their choices of strategies.
cost of one T-shirt? $7
8. Measurement Josiah has a piece
of wood that measures 9_ feet. He
3
8
wants to make 5 shelves. If each shelf
is 1_ feet long, does he have enough
3
4
to make 5 shelves? yes 3 PRACTICE
 9. Franklin leaves home at 10:00 A.M. He Use the Exercises
rides his bike an average of 14 miles Exercise 4 You may have groups of four students work
each hour. By 2:00 P.M., how many
miles will Franklin have biked?
together to act out and solve this problem.
56 mi
3. Measurement A high jumper starts
10. Ms. Kennedy wants to buy a new Exercise 5 You may choose to provide students with play
the bar at 48 inches and raises the
interactive whiteboard for her classroom money and have them act out the problem to solve.
bar _ inch after each jump. How high
1
2 that costs $989. So far, Ms. Kennedy
_
will the bar be after the seventh jump?
51 1 in.
has collected $485 in donations, and
$106 in fundraising. About how much
Exercises 4 and 5 Students may use the guess, check,
2 and revise strategy if they prefer to work alone to solve
more money does she need to buy the
4. Max, Aleta, Digna, and Tom won the interactive whiteboard? about $400 these problems.
first four prizes in the spelling bee. Max
placed second. Aleta did not place 11. E WRITE MATH Refer to Exercise 4.
third. Tom placed fourth. What did Which strategy did you use to solve this
Digna place? third problem? Why? See Answer Appendix. 4 ASSESS
To assess partial mastery of SPI 0506.2.6, see your Tennessee Assessment Book. 403 Formative Assessment
When might you use the act it out strategy to solve
a word problem? Sample answer: when the problem
402_0403_C08PSI_103031.indd 403 3/25/10 3:14 PM
involves measurements or money
When is the look for a pattern strategy useful?
when there is a predictable increase or decrease
in values
Multi-Part Lesson 4 How is adding and subtracting mixed numbers different
from adding and subtracting fractions? Sample answer: If the first fraction is
less than the second fraction, you have to borrow one from the whole number, Are students continuing to struggle
write it as a fraction of one, and then add it to the first fraction. with choosing a strategy to solve
a problem?
During Small Group Instruction

If Yes AL Daily Transparencies

If No BL Differentiated Instruction Option 2 (p. 388d)

OL Skills Practice Worksheet
BL Enrich Worksheet

Lesson 4E Add and Subtract Mixed Numbers 403

Objective
Interpret information and data from science to solve
problems.

GLE 0506.2.4 Develop fluency with addition and Mixtures are all around you.
you Rocks,
Rocks You can make some fun mixtures
subtraction of proper and improper fractions and mixed air, and ocean water are all by using specific amounts of
numbers; explain and model the algorithm. GLE 0506.1.7 mixtures. So are paints, clay, and substances. For example, to make
Recognize the historical development of mathematics, chalk. The substances in mixtures one type of invisible ink, you use
mathematics in context, and the connections between are combined physically, not _1 as much baking soda as water. If
you use _ of a cup of water, you
mathematics and the real world. 0506.1.9 Use age- 2
chemically. Although some 1
appropriate books, stories, and videos to convey ideas of 2
use _ of a cup of baking soda.
substances seem to dissolve in 1
mathematics.
others, each substance in a 4
mixture keeps its own physical You can use other recipes to make
Activate Prior Knowledge properties. This means that the mixtures such as sculpting clay and
Before you turn students attention to the pages, ask them substances in mixtures can be bubble-blowing liquid.
to discuss mixtures. physically separated.
What mixtures do you know of? clay, paint
What do all mixtures have in common? They are a
combination of different substances.
Use the information on the next page to solve each problem.

Use the Student Page 1. _

How much water do you need to 5. If you make three batches of clay,
make a batch of clay? 1 1 c how much food coloring will you
Ask students to read the information and answer 4
need? 2 tsp
these questions. 2. How much more salt than
6. If you make two batches of bubble-
How many cups of salt and cold water do you need 2_
cornstarch do you need to make a
for one batch of clay? 3_ cups
1
12
batch of clay? c
3 _
blowing liquid, how much water will
you need? 8 1 c
2
How much more water than glycerin do you need to 3. What amount of solid ingredients
7. If you make two batches of bubble-
do you need to make a batch
make bubble-blowing liquid? 4 cups
of clay? 4 c _
blowing liquid, how much soap will
you need? 3 1 oz
2
4. How much liquid do you need to 8. How many teaspoons of oil and

_
make bubble-blowing liquid? (Hint:
Glycerin is a liquid.) 4 1 c _
food coloring do you need to make
one batch of clay? 2 1 tsp
2 3

404 Add and Subtract Fractions

0404_0405_C08CC_103031.indd 404 3/25/10 3:15

Fun Facts
Ocean water is a mixture that is about 3.5% salt. This means there
are about 3_ gallons of salt in every 100 gallons of ocean water.
1
2
Air is a mixture of nitrogen, oxygen, and other gases essential for
life on Earth.
A tossed salad is an example of a mixture.
A solution is a mixture. A teaspoon of sugar dissolved in hot tea is
one example of a solution.

404 Add and Subtract Fractions

 Assign the exercises. Encourage students to choose a
problem-solving strategy before beginning each exercise.
Hundreds of
different colors of
Exercise 1 Point out to students that water appears twice
paint can be made by
mixing different amounts in the list of ingredients for clay.
of just three colors:
yellow, magenta, Exercise 3 Tell students that the salt and cornstarch in the
and cyan. recipe are actually many tiny solid particles measured
together. The other two states of matter are liquid and gas.

Sculpting
Clay
2 _1 cups of salt
3
E WRITE MATH Have students create a word
_3 cup of cold water problem that uses the information found in the text and
4 in the chart.
1_ cups cornstarch
2
3
_1 cup boiling water
2
1_ teaspoons of oil
2
Extend the Activity BL
3
Have students figure out how much of each ingredient
_2 teaspoon food coloring
3 they will need if they make one batch of clay and bubble-
blowing liquid for each student in the class.

Bubble-
Blowing
Liquid
4 _1 cups of water
4
_1 cup glycerin
4

1_ ounces grated soap

3
4

Problem Solving in Science 405

E Follow-up
404_0405_C08CC_103031.indd 405 3/25/10 3:15 PM

What are some different ways that fractions are used in the real world? Sample
answers: money (half a dollar); time (a quarter of an hour); amount 2_ cup ;
3
( 4 )
measurement 3_ yards of fabric ; distance 5_ miles ; statistics _
3 1 2
( 4 ) ( 2 ) (3
of those surveyed ; )
sports (first quarter); music (eighth note)
Give an example of a situation in which you would need to add or subtract
fractions in the real world. Sample answer: A recipe calls for 1_ cups of flour. To
1
2
double the recipe, add 1_ + 1_ for a total of 3 cups.
1 1
2 2

Problem Solving in Science 405

Chapter Study
Guide and Review Chapter Study
Guide and Review
The
BIG Idea Be sure the following Vocabulary
As a class, revisit this chapters Big Idea. Key Concepts are written in
like fractions
F
your Foldable.
unlike fractions
Why is it necessary to find a common
denominator when adding and subtracting Like
fractions? Fracti ons Unl e
Fractiikon
Vocabulary Check
s
Choose the correct word or number
Sample answer: Finding a common denominator allows
that completes each sentence.
you to add and subtract unlike fractions.
1. A number formed by a whole
number and a fraction is a
Key Concepts with (mixed number, like fraction).
Use these lesson suggestions to incorporate the Foldable
Key Concepts
during the chapter. Students can then use their Foldables 2. When the greatest common factor
Add and Subtract Like Fractions (Lesson 1) (GCF) of the numerator and
to review for the test.
Add or subtract the numerators. Use the denominator is 1, a fraction is
Multi-Part Lesson 3 Students use the left column of the same denominator. written in (improper form,
simplest form).
Pocket Chart Foldable to list steps and define terms related

4
1
to estimating sums and differences of mixed numbers with + =
3. Fractions with the same
like denominators. Examples of student work on quarter

1
1

1
4

4
4

4
(numerators, denominators) are
sheets of paper or index cards should be stored in the left- 1
+ 2
= 3 called like fractions.
4 4 4
side pocket.
Add and Subtract Unlike Fractions (Lesson 2) 4. Fractions with different
Multi-Part Lesson 4 Students use the right column of the Rename the fraction using the LCD. Then (numerators, denominators) are
Pocket Chart Foldable to list steps and define terms related add or subtract as with like fractions . called unlike fractions.
to adding and subtracting mixed numbers with unlike
denominators. Examples of student work on quarter sheets Estimation (Lesson 3)
5. When you add fractions with like
of paper or index cards should be stored in the right-side Estimate sums and differences of mixed
denominators, you add the
numbers by rounding to the nearest
pocket. (numerators, denominators).
whole number.

Key Vocabulary Add and Subtract Mixed Numbers (Lesson 4) 6. An improper fraction is a fraction
Add or subtract the fractions. Then add or that has a numerator that is
Review chapter vocabulary using one of the following subtract the whole numbers. (greater than, less than) or equal
options. to its denominator.

Visual Vocabulary Cards (29 and 68)

406 Add and Subtract Fractions
eGlossary
Vocabulary Test 0406_0411_C08SGR_103031.indd 406 3/25/10 3:17

Chapter Project
Vocabulary Check
Flight School In pairs, small groups, or as a class have students discuss the results of
The page references after each word denote where that
their completed chapter project. Assess their work using the Project Rubric found in
term was first introduced. If students have difficulty
the Chapter Resource Masters.
answering the Exercises, remind them they can use the
Key Vocabulary terms listed on the student page. You may
also direct them to the lesson in which each term is taught.

406 Add and Subtract Fractions

 Multi-Part Lesson Review
Lesson 1
Add and Subtract Like Fractions
Multi-Part Lesson Review
Have students complete the Multi-Part Lesson Review.
Add Like Fractions (Lesson 1B) 7, 8. See students work for models.
Then you can use ExamView Assessment Suite to
Add. Write each sum in simplest form. EXAMPLE 1 customize another review worksheet that practices all the
Check your answer by using models. _ _
4 4
. Estimate _ 1
+_=1
1 objectives of this chapter or only the objectives on which
7. _ + _ 1
3 6
8. _ + _
1 4 _5 Find
10
+
10 2 2
your students need more help.
9 9 6 6 6 _4
+ _4
= _
4+4
Add the numerators.
10 10 10
=_
9. What fraction of Flower Number 8 Intervention If the given examples are not sufficient to
Simplify.
flowers in the Mums 3 10
_ 82 review the topics covered by the questions, remind
table are either = Divide by the GCF, 2.
pansies or tulips?
5 _ Pansies
Tulips
7
8 _
10 2
4
students to:
6 = Simplify.
5 Use the multi-part lesson titles above each set of
exercises to review that topic in the Student Edition.
Subtract Like Fractions (Lesson 1D) 10, 11. See students work for models. Get ConnectED Review Personal Tutors
Subtract. Write each difference in EXAMPLE 2
Reflecting on the Chapter
simplest form. Check your answer by
Find _ _
11
-
5
. Estimate 1 - _ 1
=_
1
using models. 12 12 2 2

10. _ - _
2 1 1 _ 11. _ - _
11 4 1 _ _
11
12
- _ = _ Subtract the numerators.
5
12
11 - 5
12
9 9 9 14 14 2
=_
6
Simplify.
12. Of the class, _ prefer red, _ prefer
7 4 12
24 24 _66 Provide this study tip to your students.
=
green, and _ prefer blue. What
13 Divide by the GCF, 6.
12 6
24
fraction prefers blue over red? _6 or _1 =_
1
Simplify.
24 4 2 Factors and Multiples
Remember that factors are the numbers
Lesson 2
Add and Subtract Unlike Fractions that are multiplied together to get a
Add Unlike Fractions (Lesson 2B) product. The greatest common factor
Add. Write each sum in simplest form. EXAMPLE 3
(GCF) of the numerator and the
13. _ + _
1 3 5 _ 14. _ + _
1 2 11 _ 2_ _
Find + .
1 denominator is used to rewrite the
4 8 8 2 7 14 3 2
_ fraction in simplest form.
= _
22 4 Rename the fractions
15. On Monday, Matt ran _ mile. On
4 32 6 using the LCD.
9 Remember that to find the multiples of a
+ _ =+_
13
Tuesday, he ran _ mile. How far did
1 3 Add as with like
number, you must multiply the number by
he run in all? _ mi
3 23 6 fractions.
7
9 _
7
= 1_
1
Simplify. sequential factors. The least common
6 6
multiple (LCM) of two denominators is the
least common denominator (LCD) of the
Chapter Study Guide and Review 407
two fractions.

406_0411_C08SGR_103031.indd 407 3/25/10 3:17 PM

Chapter Study Guide and Review 407

 Chapter Study Guide and Review

Lesson 2
Add and Subtract Unlike Fractions (continued)

Subtract Unlike Fractions (Lesson 2D)

Subtract. Write each difference in EXAMPLE 4

simplest form. 4 _ _
1
16. _ - _
4 1 _1 17. _ - _
11 2 _1 Find - .
5 4
6 2 6 12 3 4 _
44
= _
16 Rename the fractions
54 20 using the LCD.
18. Jada cleaned _ of her room. Trent
7
9 - _
15
=- _
5
Subtract as with like fractions.
cleaned _ of his room. How much
1 45 20
2
more of her room did Jada clean? _5 _
11
20
18

Lesson 3
Estimate Sums and Differences
Round Fractions (Lesson 3A)

Round each fraction to 0, _1 , or 1. EXAMPLE 5

2
19. _
6 _1 20. _ 1
16
Round
6 _ 1 _
to 0, , or 1.
11 2 17 13 2
Since 6 is about half of 13, _ is
6
21. A seedling is _ inch tall. Round
10
13
rounded to _.
12 1
_
10
to 0 inch, _ inch, or 1 inch. 1 in.
1 2
12 2

Problem-Solving Strategy: Determine Reasonable Answers (Lesson 3B)

Solve. Explain your answer. EXAMPLE 6

22. Which is a more reasonable estimate

5 _
Susan is 5 feet tall and her brother
for how many more times Ted Martin 1
6
_
Nick is 4 feet tall. Which is a more
kicked the footbag than Constance 6
reasonable estimate for how much
Constable: 38,000 or 45,000? 38,000
taller Susan is than her brother:
Record Holder
Number of Times 1 _1 feet, 2 feet, or 3 feet?
Kicking Footbag 2
Constance Constable 24,713 Estimate 5_
5
6
- 4_
1
6
Step 1 Round 5_ to 6 and 4_ to 4.
Ted Martin 63,326 5 1
6 4
Step 2 Subtract. 6 - 4 = 2
Susan is about 2 feet taller than
her brother.

408 Add and Subtract Fractions

0406_0411_C08SGR_103031.indd 408 3/25/10 3:17

408 Add and Subtract Fractions

 Lesson 3
Estimate Sums and Differences (continued)

Estimate Sums and Differences (Lesson 3C)

Estimate by rounding each mixed EXAMPLE 7

number to the nearest whole number.
Estimate 8 _7 - 5_1 .
23. 4_ + 3_ 8 24. 8_ - 3_ 5
1 5 2 7 9 9
8_ - 5_
3 6 3 9 7 1
9 9
25. Darnell is 13_ years old. His younger
3
4
sister is 9_ years old. About how many
1
4 Estimate 9 - 5 = 4
years older is Darnell? 5 yrs
So, 8_ - 5_ is about 4.
7 1
9 9

Lesson 4
Add and Subtract Mixed Numbers
Add Mixed Numbers (Lesson 4B)

Add. Write each sum in simplest form. EXAMPLE 8

26. 1_ + 2_ 3 4
1 3 3_
27. 2_ + 6_ 8 2
1 _ 3 _
Find 5 + 2 .
2 _
5 5 5 9 3 3 6 6
28. 3 _
3
+7_7
11 29. 8 _
7
+ 7_ 16 1
2 _ Step 1 Add the
fractions.
Step 2 Add the whole
numbers.
10 10 12 3 4
30. Vera and Marisol went canoeing. They 5
3 _ 5_
3
6 6
traveled 5_ miles in the morning and
3
8 +2
2 _ + 2_
2
4_ miles in the afternoon. How many
1 6 6
_____ _____
8
miles did they canoe altogether? 9 1 mi _ 5 _ 7_5
2 6 6

Subtract Mixed Numbers (Lesson 4C)

Subtract. Write each difference in EXAMPLE 9

simplest form. 5 _
2
Find 4 - 3 . _
31. 3_ - 1_ 2_ 32. 5_ - 3_ 2_
4 3 1 8 5 1 6 6
5 5 5 9 9 3 Step 1 Subtract the Step 2 Subtract the
7 _1
33. 14_ - 8_ 6 34. 19_ - 12_ 7 11
11 14 1 _ fractions. whole
12 12 3 15 5 15 numbers.
35. In one week, the fifth grade class _5
4 4_
5
6 6
recycled 9_ pounds of glass _
2
3 -3
2
-3 _
2
and 12_ pounds of newspaper. How
3 _____6 6
_____
4
many more pounds of newspaper than _3 1_ = 1_
3 1
glass did the class recycle? 3 1 _ 6 6 2
12

Chapter Study Guide and Review 409

406_0411_C08SGR_103031.indd 409 3/25/10 3:17 PM

Chapter Study Guide and Review 409

 Chapter Study Guide and Review

Lesson 4
Add and Subtract Mixed Numbers (continued)

Subtraction with Renaming (Lesson 4D) 3639. See students work for models.

Subtract. Write each difference in EXAMPLE 10

simplest form. Check your answer by 1 _4 _
Find 7 - 2 . Estimate 7 - 3 = 4
using models. 5 5
1 6 _
36. 5_ - 2_ 2 3 37. 8_ - 3_ 4 4
3 6 _ Since is less than _, rename 7_.
_
1
5
4
5
1
5
8 8 8 7 7 7

38. 9_ - 8_ _ 39. 15_ - 8_ 6 4 _ THINK 7_ = 6 + _ + _ = 6_

4 7 2 6 4 1 5 1 6
9 9 3 10 5 5 5 5 5 5

7_ 6_
1 6
Rename 7_ as 6_.
1 6
40. Jin lives 10 miles from the beach. Her
5 5 5 5
friend lives 6_ miles from the beach.
1
3 -2 _
4
-2 _
4
Subtract.
5
______ 5
_____
How much farther does Jin live from
2
the beach than her friend? 3 mi _ 4_
2
3 5

So, 7_ - 2_ = 4_.
1 4 2
5 5 5

Problem-Solving Investigation: Choose a Strategy (Lesson 4E)

Solve. EXAMPLE 11

41. Measurement Luke is building After one month, Migina had saved
steps for a porch. He has 12_ feet
5 $25. After 2 months, she had saved $40.
6
After 3 months, she had saved $55.
of wood. He needs to build 4 steps.
Suppose she continues saving at this
If each step uses 3_ feet of wood,
1
3 rate. How long will it take Migina to save
does he have enough to make enough money to buy a satellite radio
4 steps? Explain. that costs $90?
_ _ _
No; 3 1 + 3 1 + 3 1 + 3 1 = 13 1 _ _
3 3 3 3 3 To solve the problem, you can use the look
42. Mrs. Rivera is making candles for for a pattern strategy.
the school craft show. The supplies
needed to make a dozen candles $25 $40 $55 $70 $85 $100
cost $5.25. How much profit will
Mrs. Rivera make if she sells all +15 +15 +15 +15 +15
the candles for $4.25 each? $45.75
She will have saved enough money in
6 months.

410 Add and Subtract Fractions

0406_0411_C08SGR_103031.indd 410 3/25/10 3:17

410 Add and Subtract Fractions

 Practice
Practice Chapter Test
Chapter Test
Add or subtract. Write each sum or Estimate by rounding the mixed number
Summative Assessment
difference in simplest form. to a whole number. Use these alternate leveled chapter tests to differentiate
1. _ + _
9 1 10 _ 2. _ - _ 2
9 7 _ 8. 6_ - 4_
1 3
9. 9_ + 1_
4 3 assessment for the specific needs of your students.
11 11 11 13 13 13 5 5 5 10
6-5=1 10 + 1 = 11
Chapter Tests
10. 8_ + 3_ 11. 12_ - 7_
3 6 8 1
3. _ - _
4 1 _5 4. _ + _
4 3 _
13 11 11
8 + 4 = 12
15 3
13 - 7 = 6 Level Type Form
7 3 21 15 5 15
AL Multiple Choice 1A
Add or subtract. Write each sum or
5. MULTIPLE CHOICE Zacharias has _ cup
2 difference in simplest form. AL Multiple Choice 1B
3
3
of pasta. He uses _ cup for a salad.
1
12. 9_ - 5_ 4 1
4 1 _ 13. 3_ + 7_ 10 7
1 6 _ Multiple Choice/Free
6 2 6 9 9 9 OL 2A
Response
14. 14_ - 8_ 6 1
9 1 _ 15. 9_ + 11_ 20 3
5 7 _ Multiple Choice/Free
12 4 2 16 16 4 OL 2B
Response
16. MULTIPLE CHOICE On Saturday, BL Free Response 3A
Phoebe biked 5_ miles. Then she
2
How much pasta does he have left? C 10
biked 6_ miles on Sunday. How many
6 BL Free Response 3B
C. _ c
1 10
A. 1 c
3 miles did she bike altogether? G Additional Chapter Resource Masters
B. _ c
1
D. 0 c
F. 12_ mi H. 11_ mi
2 8 8 OL Vocabulary Test
10 20
G. 11_ mi 1_ mi
4 2 OL Extended Response Test
I.
6. Measurement On a recent trip 5 5
around Kentucky, Mr. Chavez drove OL Oral Assessment
83 miles from Newport to Lexington and 17. Algebra What is the next figure in
then 77 miles from Lexington to the pattern? See Answer Appendix.
AL = approaching grade level
Louisville. Which is a reasonable
estimate for the total number of miles
OL = on grade level
he drove: 100 miles, 160 miles, or BL = beyond grade level
180 miles? 160 mi
Subtract. Write each difference in
simplest form.
7. A sea otter remained underwater for
_
7
minute. Then it came back to the 18. 16_ - 7_ 8 4
1 3 _ 19. 20_ - 5_ 14 1
1 5 _ Customize and create multiple
10 10 10 5 3 6 2
surface for air. It dove a second time versions of your Chapter Test and the test answer keys.
and stayed underwater for _ minute.
3
4
20. E WRITE MATH Explain how you
would find 4 - 3_. Justify your steps
5
About how long was the sea otter 6
underwater altogether? by using a model. See Answer Appendix.
Sample answer: about 2 minutes
Practice Chapter Test 411

406_0411_C08SGR_103031.indd 411 3/25/10 3:17 PM

Data-Driven Decision Making

Based on the results of the Chapter Test, use the following resources to review concepts that continue to present students with problems.

Tennessee
Exercises Whats the Math? Error Analysis Resources for Review
Standards

15 GLE 0506.2.4 Add and subtract like and unlike Added or subtracted denominators. Chapter Resource Masters
fractions. Did not find a common denominator.
Get ConnectED
611 GLE 0506.2.4 Estimate fraction sums and differences. Did not understand techniques for rounding.
Lesson Animations Personal Tutor
Self-Check Quiz
1216, GLE 0506.2.4 Add and subtract like and unlike Did not know how to add or subtract mixed
1820 mixed numbers. numbers. Did not understand how to
regroup a mixed number.
17 GLE 0506.1.2 Find a pattern. Did not know how to identify the next
element in a pattern.

Practice Chapter Test 411

Test Practice
Test Practice
1 INTRODUCE
Students can use models such as counters to help them
solve the example problem on this page and other Samuel has completed _2 of a group project and
Evelina has also completed _ of the project.
12
5
problems like it. 12
Have students gather two sets of twelve blue counters. What portion of the project has been completed
by Samuel and Evelina?
Then instruct students to replace 2 counters from one
A. _ C. _
5 7
set and 5 counters from the other set with red counters. 6 12

Explain that the red counters represent the numerators B. _

3
D. _
11
4 12
and have students use their models to solve the Read the Test Item
problem. You need to find the sum of _ and _.
2 5
12 12

Solve the Test Item

Use models to add the fractions.

2 TEACH +

_
2 _
5
Before beginning the practice test, give students an 12 12
opportunity to solve the Additional Example. _2
+_=_=_
5 2+5 7
12 12 12 12
The answer is C.

Read each question. Then fill in the correct answer on the answer
Fiona has written _3of the articles for the school sheet provided by your teacher or on a separate sheet of paper.
15
newspaper, and Niles has written
5_ of the 1. Mr. Wayne buys fresh fruit for his 2. Felixs family bought a bag of apples
15
at a farmers market. If they ate _
store. How many boxes can he buy 7
articles. What portion of the articles has been 12
with $375? B
written by Fiona and Niles? D of the bag, what fraction of the bag
remained? G
A. _
2
C. _
4 $35
F. _
1
15 8 3
G. _
5
B. _ D. _
3 8
090
A 12
5 15
H. _
1
A. 9 C. 11 2
I. _
2
IWB INTERACTIVE WHITEBOARD READY B. 10 D. 12 3

412 Add and Subtract Fractions

0412_0413_C08STP_103031.indd 412 3/25/10 3:23

3 ASSESS
Formative Assessment
Use these pages as practice and cumulative review. The
questions are written in the same style as those found
on standardized tests.
You can use these pages to benchmark student
progress, or as an alternate homework assignment.

412 Add and Subtract Fractions

 _ _ _
7. Sample answer: No; 1 + 4 = 6 or 1; all of the papers have been delivered.
3 6 6
3. SHORT RESPONSE Enrique and 6. Last school week, it rained 2 out of Answer Sheet Practice
Sydney are making oatmeal raisin 5 days. Which fraction is greater
Have students simulate taking a standardized test by
than _? H
2
cookies using different recipes.
5 recording their answers on a practice recording sheets.
Enriques recipe calls for _ cup of
1
F. _ H. _
1 1
2 4 2
raisins, and Sydneys recipe calls for Student Recording Sheet
G. _ I. _
_
5 1 3 076_100_C07_101839.indd Page 99 12/1/09 7:19:01 PM u-s014 /Volumes/121/GO00398/GO00398_Math_Connects_CRM_NA_G5%0/XXXXXXXXXXXXX_SE/Appli...

cup of raisins. How many cups of

8
raisins do they need in all? 1 1 c _ 3 16
Name _____________________________ Date ________________

8 Student Recording Sheet

7. SHORT RESPONSE Malcom Use this recording sheet with the Test Practice pages located at the end
4. GRIDDED RESPONSE The table delivered _ of the newspapers.
1 of the chapter in the Student Edition.

shows 3 players average points 3 Read each question. Then fill in the correct answer.

Angela delivered _ of the newspapers.

4 1. A B C D 8.

per game. 6 2. F G H I











Are there any newspapers that still 















3.     

Player Points need to be delivered? Explain. 















4.     

Greg 13.46  
.
  
    

8. GRIDDED RESPONSE The table

    

Paulo 17.51 








 9. A B C D
    

Jon 6.90 shows the weights of four cell phones.

    
    

Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

    
    

Estimate the total weight to the nearest

How many more points per game does whole number in ounces. 16 5. A B C D

Paulo average than Jon? 10.61 6. F G H I

Cell Phone A B C D
7.

5. Myron gives his cat _ cup of dry food in

2
Weight (oz) 3.8 4.1 4.3 3.6
5
the morning and _ cup of dry food in
1
5
9. Hakeem ate _ of a pie. His two
1
the afternoon, as shown below. How
4
brothers each ate _ of the pie. How
99
1
Grade 5 Add and Subtract Fractions

much dry food does he give his cat

8
each day? B
much of the pie did Hakeem and his
brothers eat altogether? C
Additional Practice
A. _
1
3
Standardized Test Practice
B. _
2
Morning Afternoon 8
Get ConnectED Find additional test practice.
C. _
1
A. _ cup C. _ cup
2 4
5 5 2
_
Create practice worksheets or
D. _
3 5
B. cup D. 1 cup
5 8 tests that align to your states
standards.
NEED EXTRA HELP?
If You Missed Question . . . 1 2 3 4 5 6 7 8 9
Go to Chapter-Lesson . . . 4-1C 8-1D 8-2B 5-3C 8-1B 7-3D 8-2B 5-1B 8-2B
For help with . . . SPI 2.4 SPI 2.5 SPI 2.5 SPI 2.5 SPI 2.5 SPI 2.9 SPI 2.5 SPI 1.2 SPI 2.5

Test Practice 413

412_0413_C08STP_103031.indd 413 3/25/10 3:23 PM

Test Practice 413

Chapter Answer Appendix
Multi-Part Lesson 1 PART C PAGES 385

1. Sample answer: 2 + 4 = 6
PART B PAGES 356357
2. Sample answer: 4 + 1 = 5
8. Add five twelfths and 4 twelfths which equal nine twelfths. Then
divide the numerator and the denominator by three, the GCF, to 3. Sample answer: 5 - 4 = 1
simplify the answer. 4. Sample answer: 8 - 4 = 4
19. 1_ mi;
4
5 5. Sample answer: 2 + 2 = 4; 4 h
4
5

1 1
5
1
5
1
5
1
5 Multi-Part Lesson 4
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10
PART B PAGE 391
9 9 18
+ = 10
8. Sample answer: Change _ to a mixed number by dividing the
10 10 6
4
28. Sample answer: _ and _; _ + _ = _ or _
8 4 8 4 12 3
16 16 16 16 16 4 numerator, 6, by the denominator, 4. Write the remainder of 2 as a
fraction with the divisor as the denominator. Then add the mixed
29. Sample answer: Geoff planted tomato plants in _ of his garden.
3
10 number 1_ 2
to 3 to find 4_
2
. Then simplify _
2
by dividing the
He planted roses in _
2
of the garden. What fraction of his 4 4 4
numerator and denominator by the GCF, 2. So, 3_ simplified
10 6
garden has he planted?; _
1 4
is 4_.
1
2 2

Multi-Part Lesson 2 PART C PAGE 395

8. Sample answer: First, subtract the fractions. Then subtract the

PART B PAGE 367
whole numbers. Simplify if needed.
14. Sample answer: Rename _ as _ so that the fractions have
5 10
6 12
like denominators. Then add the numerators and simplify the PART E PAGE 403
answer; _ or 1_.
5 1
1. No; Sample answer: 7_ + 4_ = 12_; since 12_ > 12, she does
4 4 5 7 1 1
8 8 2 2
not have enough ribbon.
Mid-Chapter Check
PAGE 376 5. 5 quarters, 1 nickel, 2 pennies
20. Sample answer: three sixths plus two sixths equal five sixths; _
5
7.
6

Multi-Part Lesson 3
PART B PAGE 383
11. Sample answer: Act it out because by acting out the order of the
1. Sample answer: The question asked about how much Leandra people, you can easily see what place each person finished.
feeds her rabbit in a week. So, an exact answer is not needed.
2. Sample answer: mental math; The numbers can be computed Practice Chapter Test
in my head. PAGE 411

4. Sample answer: paper and pencil; An exact answer was needed 17.
and the calculations were simple.
8. Sample answer: Round 9 _ down to 9 and round 253 _ up to
1 1
10 2
254. So, 254 lb - 9 lb is 245 lb.
9. Sample answer: Round 5_ up to 6 and round 3_ down to 3.
3 1
4 4 20. Sample answer:
6 lb + 3 lb is 9 lb of non-red apples. So, 12 lb - 9 lb is 3 lb of
Step 1: Rename 4 as 3_
6
red apples.
6
10. Sample answer: A television stand is 46 _ inches tall. A television Step 2: Then find 3_ - 3_.
3 6 5
8 6 6
is 35_ inches tall. What is the combined height of the television
1
Step 3: 3_ - 3_ = _. See student work for models.
6 5 1
8
and stand?; paper and pencil; 81_ in.
1 6 6 6
2

413a Add and Subtract Fractions

 Chapter Answer Appendix
NOTES

Chapter Answer Appendix 413b

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