New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 3

Table of Contents
GRADE 5 • MODULE 3
Addition and Subtraction of Fractions
Module Overview ........................................................................................................... i

Topic A: Equivalent Fractions .................................................................................. 3.A.1

Topic B: Making Like Units Pictorially ..................................................................... 3.B.1

Topic C: Making Like Units Numerically .................................................................. 3.C.1

Topic D: Further Applications ................................................................................. 3.D.1

Module Assessments............................................................................................... 3.S.1

Module 3: Addition and Subtraction of Fractions

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 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
5

Grade 5 • Module 3
Addition and Subtraction of Fractions
OVERVIEW
In Module 3, students’ understanding of addition and subtraction of fractions extends from earlier work with
fraction equivalence and decimals. This module marks a significant shift away from the elementary grades’
centrality of base ten units to the study and use of the full set of fractional units from Grade 5 forward,
especially as applied to algebra.
In Topic A, students revisit the foundational Grade 4 standards addressing equivalence. When equivalent,
fractions represent the same amount of area of a rectangle, the same point on the number line. These
equivalencies can also be represented symbolically.

2 2 × 4 8
= =
3 3 × 4 12

Furthermore, equivalence is evidenced when adding fractions with the same denominator. The sum may be
decomposed into parts (or re-composed into an equal sum). For example:

2 1 1
= +
3 3 3

7 3 3 1
= + +
8 8 8 8

6 2 2 2
= + + =1+1+1=3
2 2 2 2

8 5 3 3
= + =1
5 5 5 5

7 6 1 3 1 1 1
= + = 2 × + = 2+ =2
3 3 3 3 3 3 3

This is also carrying forward work with decimal place value from Modules 1 and 2, confirming that like units
can be composed and decomposed.

5 tenths + 7 tenths = 12 tenths = 1 and 2 tenths

5 eighths + 7 eighths = 12 eighths = 1 and 4 eighths

Module 3: Addition and Subtraction of Fractions

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5

In Topic B, students move forward to see that fraction addition and subtraction is analogous to whole number
addition and subtraction. Students add and subtract fractions with unlike denominators (5.NF.1) by replacing
different fractional units with an equivalent fraction or like unit.

1 fourth + 2 thirds = 3 twelfths + 8 twelfths = 11 twelfths

1 2 3 8 11
+ = + =
4 3 12 12 12

This is not a new concept but certainly a new level of complexity. Students have added equivalent or like
units since kindergarten, adding frogs to frogs, ones to ones, tens to tens, etc.

1 boy + 2 girls = 1 child + 2 children = 3 children

1 liter – 375 mL = 1,000 mL – 375 mL = 625 mL

Throughout the module, a concrete to pictorial to abstract approach is used to convey this simple concept.
Topic A uses paper strips and number line diagrams to clearly show equivalence. After a brief concrete
introduction with folding paper, Topic B primarily uses the rectangular fractional model because it is useful
for creating smaller like units via partitioning (e.g., thirds and fourths are changed to twelfths to create
equivent fractions as in the diagram below.) In Topic C, students move away from the pictorial altogether as
they are empowered to write equations clarified by the model.

1 2 1×3 2×4 3 8 11
+ =� �+� �= + =
4 3 4×3 3×4 12 12 12

Topic C also uses the number line when adding and subtracting fractions greater than or equal to 1 so that
students begin to see and manipulate fractions in relation to larger whole numbers and to each other. The
number line takes fractions into the larger set of whole numbers. For example, “Between what two whole
numbers will the sum of 1 3/4 and 5 3/5 lie?”

3 3
___ < 1 + 5 < ___
4 5

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5

This leads to understanding of and skill with solving more interesting problems, often embedded within multi-
step word problems:

Cristina and Matt’s goal is to collect a total of 3 ½ gallons of sap from the maple trees. Cristina collected 1 ¾
gallons. Matt collected 5 3/5 gallons. By how much did they beat their goal?

3 3 1 3×5 3×4 1 × 10
1 gal + 5 gal − 3 gal = 3 + � �+� �−� �
4 5 2 4×5 5×4 2 × 10

15 12 10 17
=3+ + − = 3 gal
20 20 20 20

Cristina and Matt beat their goal by 3 17/20 gallons.

Word problems are part of every lesson. Students are encouraged to draw bar diagrams, which allow analysis
of the same part–whole relationships they have worked with since Grade 1.
In Topic D, students strategize to solve multi-term problems and more intensely assess the reasonableness
both of their solutions to word problems and their answers to fraction equations (5.NF.2).
“I know my answer makes sense because the total amount of sap they collected is going to be about 7
and a half gallons. Then, when we subtract 3 gallons, that is about 4 and a half. Then, 1 half less than
that is about 4. 3 17/ 20 is just a little less than 4.”

The Mid-Module Assessment follows Topic B. The End-of-Module Assessment follows Topic D.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
5

Focus Grade Level Standards

Use equivalent fractions as a strategy to add and subtract fractions. 1
5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing
given fractions with equivalent fractions in such a way as to produce an equivalent sum or
difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12.
(In general, a/b + c/d = (ad + bc)/bd.)
5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same
whole, including cases of unlike denominators, e.g., by using visual fraction models or
equations to represent the problem. Use benchmark fractions and number sense of fractions
to estimate mentally and assess the reasonableness of answers. For example, recognize an
incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Foundational Standards
4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction
models, with attention to how the number and size of the parts differ even though the two
fractions themselves are the same size. Use this principle to recognize and generate
equivalent fractions.
4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring
to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more than
one way, recording each decomposition by an equation. Justify decompositions, e.g., by
using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1
+ 1 + 1/8 = 8/8 + 8/8 + 1/8.
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed
number with an equivalent fraction, and/or by using properties of operations and the
relationship between addition and subtraction.
d. Solve word problems involving addition and subtraction of fractions referring to the same
whole and having like denominators, e.g., by using visual fraction models and equations
to represent the problem.

Focus Standards for Mathematical Practice

MP.2 Reason abstractly and quantitatively. Mathematically proficient students make sense of
quantities and their relationships in problem situations. They bring two complementary
abilities to bear on problems involving quantitative relationships: the ability to
decontextualize—to abstract a given situation and represent it symbolically and manipulate

1
Examples in this module also include tenths and hundredths in fraction and decimal form.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
5

the representing symbols as if they have a life of their own, without necessarily attending to
their referents—and the ability to contextualize, to pause as needed during the manipulation
process in order to probe into the referents for the symbols involved. Quantitative reasoning
entails habits of creating a coherent representation of the problem at hand; considering the
units involved; attending to the meaning of quantities, not just how to compute them; and
knowing and flexibly using different properties of operations and objects.
MP.3 Construct viable arguments and critique the reasoning of others. Mathematically proficient
students understand and use stated assumptions, definitions, and previously established
results in constructing arguments. They make conjectures and build a logical progression of
statements to explore the truth of their conjectures. They are able to analyze situations by
breaking them into cases, and can recognize and use counterexamples. They justify their
conclusions, communicate them to others, and respond to the arguments of others. They
reason inductively about data, making plausible arguments that take into account the context
from which the data arose. Mathematically proficient students are also able to compare the
effectiveness of two plausible arguments, distinguish correct logic or reasoning from that
which is flawed, and—if there is a flaw in argument—explain what it is. Elementary students
can construct arguments using concrete referents such as objects, drawings, diagrams, and
actions. Such arguments can make sense and be correct, even though they are not
generalized or made formal until later grades. Later, students learn to determine domains to
which an argument applies. Students at all grade levels can listen or read the arguments of
others, decide whether they make sense, and ask useful questions to clarify or improve the
arguments.
MP.4 Model with mathematics. Mathematically proficient students can apply the mathematics
they know to solve problems arising in everyday life, society, and the workplace. In early
grades, this might be as simple as writing an addition equation to describe a situation. In
middle grades, a student might apply proportional reasoning to plan a school event or analyze
a problem in the community. By high school, a student might use geometry to solve a design
problem or use a function to describe how one quantity of interest depends on another.
Mathematically proficient students who can apply what they know are comfortable making
assumptions and approximations to simplify a complicated situation, realizing that these may
need revision later. They are able to identify important quantities in a practical situation and
map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts, and
formulas. They can analyze those relationships mathematically to draw conclusions. They
routinely interpret their mathematical results in the context of the situation and reflect on
whether the results make sense, possibly improving the model if it has not served its purpose.
MP.5 Use appropriate tools strategically. Mathematically proficient students consider the available
tools when solving a mathematical problem. These tools might include pencil and paper,
concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra
system, a statistical package, or dynamic geometry software. Proficient students are
sufficiently familiar with tools appropriate for their grade or course to make sound decisions
about when each of these tools might be helpful, recognizing both the insight to be gained
and their limitations. For example, mathematically proficient high school students analyze
graphs of functions and solutions generated using a graphing calculator. They detect possible
errors by strategically using estimation and other mathematical knowledge. When making

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mathematical models, they know that technology can enable them to visualize the results of
varying assumptions, explore consequences, and compare predictions with data.
Mathematically proficient students at various grade levels are able to identify relevant
external mathematical resources, such as digital content located on a website, and use them
to pose or solve problems. They are able to use technological tools to explore and deepen
their understanding of concepts.
MP.6 Attend to precision. Mathematically proficient students try to communicate precisely to
others. They try to use clear definitions in discussion with others and in their own reasoning.
They state the meaning of the symbols they choose, including using the equal sign
consistently and appropriately. They are careful about specifying units of measure, and
labeling axes to clarify the correspondence with quantities in a problem. They calculate
accurately and efficiently, express numerical answers with a degree of precision appropriate
for the problem context. In the elementary grades, students give carefully formulated
explanations to each other. By the time they reach high school they have learned to examine
claims and make explicit use of definitions.
MP.7 Look for and make use of structure. Mathematically proficient students look closely to
discern a pattern or structure. Young students, for example, might notice that three and
seven more is the same amount as seven and three more, or they may sort a collection of
shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the
well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In
the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They
recognize the significance of an existing line in a geometric figure and can use the strategy of
drawing an auxiliary line for solving problems. They also can step back for an overview and
shift perspective. They can see complicated things, such as some algebraic expressions, as
single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)2
as 5 minus a positive number times a square and use that to realize that its value cannot be
more than 5 for any real numbers x and y.

Overview of Module Topics and Lesson Objectives

Standards Topics and Objectives Days
4.NF.1 A Equivalent Fractions 2
4.NF.3c Lesson 1: Make equivalent fractions with the number line, the area
4.NF.3d model, and numbers.
Lesson 2: Make equivalent fractions with sums of fractions with like
denominators.

5.NF.1 B Making Like Units Pictorially 5

5.NF.2 Lesson 3: Add fractions with unlike units using the strategy of creating
equivalent fractions.
Lesson 4: Add fractions with sums between 1 and 2.

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Standards Topics and Objectives Days

Lesson 5: Subtract fractions with unlike units using the strategy of
creating equivalent fractions.
Lesson 6: Subtract fractions from numbers between 1 and 2.
Lesson 7: Solve two-step word problems.

Mid-Module Assessment: Topics A–B (assessment ½ day, return ½ day, 3

remediation or further applications 2 day)

5.NF.1 C Making Like Units Numerically 5

5.NF.2 Lesson 8: Add fractions to and subtract fractions from whole numbers
using equivalence and the number line as strategies.
Lesson 9: Add fractions making like units numerically.
Lesson 10: Add fractions with sums greater than 2.
Lesson 11: Subtract fractions making like units numerically.
Lesson 12: Subtract fractions greater than or equal to one.

5.NF.1 D Further Applications 4

5.NF. Lesson 13: Use fraction benchmark numbers to assess reasonableness of
addition and subtraction equations.
Lesson 14: Strategize to solve multi-term problems.
Lesson 15: Solve multi-step word problems; assess reasonableness of
solutions using benchmark numbers.
Lesson 16: Explore part to whole relationships.
End-of-Module Assessment: Topics C–D (assessment ½ day, return ½ day, 3
remediation or further applications 2 day)
Total Number of Instructional Days 22

Terminology
New or Recently Introduced Terms
 Benchmark fraction (e.g., 1/2 is a benchmark fraction when comparing 1/3 and 3/5)
 Unlike denominators (e.g., 1/8 and 1/7)
 Like denominators (e.g., 1/8 and 5/8)

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5

Familiar Terms and Symbols 2

 <,>,=
 Denominator (denotes the fractional unit: fifths in 3 fifths, which is abbreviated to the 5 in 3/5)
 Numerator (denotes the count of fractional units: 3 in 3 fifths or 3 in 3/5)
 Whole unit (e.g., any unit that is partitioned into smaller, equally sized fractional units)
 Fractional unit (e.g., the fifth unit in 3 fifths denoted by the denominator 5 in 3/5)
 Number sentence (e.g., “Three plus seven equals ten.” Usually written as “3 + 7 = 10.”)
 Meter, kilometer, centimeter, liter, kiloliter, gram, kilogram, feet, mile, yard, inch, gallon, quart, pint,
cup, pound, ounce, hour, minute, second
 More than halfway and less than halfway
 One tenth of (e.g., 1/10 × 250)
 Fraction (e.g., 3 fifths or 3/5)
 Between (e.g., 1/2 is between 1/3 and 3/5)
 Fraction written in the largest possible unit (e.g., 3/6 = 1 x 3 / 2 x 3 = 1/2 or 1 three out of 2 threes =
½)
 Equivalent fraction (e.g., 3/5 = 6/10)
 Tenth (1/10 or 0.1)
 Hundredth (1/100 or 0.01)
 Fraction greater than or equal to 1 (e.g., 7/3, 3 1/2, an abbreviation for 3 + 1/2)

Suggested Tools and Representations

 Paper strips (for modeling equivalence)
 Number line (a variety of templates)
 Rectangular fraction model
 Fraction strips
 Bar diagrams

2
These are terms and symbols students have seen previously.

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5

Scaffolds3
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are applicable to more than one population. The
charts included in Module 1 provide a general overview of the lesson-aligned scaffolds, organized by
Universal Design for Learning (UDL) principles. To read more about the approach to differentiated instruction
in A Story of Units, please refer to “How to Implement A Story of Units.”

Assessment Summary
Assessment Type Administered Format Standards Addressed
Mid-Module 5.NF.1
After Topic B Constructed response with rubric
Assessment Task 5.NF.2
End-of-Module 5.NF.1
After Topic D Constructed response with rubric
Assessment Task 5.NF.2

3
Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website,
www.p12.nysed.gov/specialed/aim, for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.

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 New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 3

Topic A
Equivalent Fractions
4.NF.1, 4.NF.3c, 4.NF.3d

Focus Standard: 4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual
fraction models, with attention to how the number and size of the parts differ even
though the two fractions themselves are the same size. Use this principle to recognize
and generate equivalent fractions.
Instructional Days: 2
Coherence -Links from: G4–M5 Fraction Equivalence, Ordering, and Operations
-Links to: G5–M4 Multiplication and Division of Fractions and Decimal Fractions
G6–M3 Rational Numbers

In Topic A, students revisit the foundational Grade 4 standards addressing equivalence. When equivalent,
fractions can be represented by the same amount of area of a rectangle and by the same point on a number
line. Areas are subdivided. Lengths on the number line are divided into smaller equal lengths. On the
number line below there are 4 x 3 parts of equal length. From both the area model and the number line it
can be seen that 2 thirds is equivalent to 8 twelfths.

This equivalence can also be represented symbolically.

2 2 × 4 8
= =
3 3 × 4 12

Topic A: Equivalent Fractions

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 NYS COMMON CORE MATHEMATICS CURRICULUM Topic A 5

Furthermore, equivalence is evidenced when adding fractions with the same denominator. The sum may be
decomposed into parts (or re-composed into an equal sum). For example:

2 1 1
= +
3 3 3

7 3 3 1
= + +
8 8 8 8

6 2 2 2
= + + =1+1+1=3
2 2 2 2

8 5 3 3
= + =1
5 5 5 5

7 6 1 3 1 1 1
= + =2 × + =2+ =2
3 3 3 3 3 3 3

In Lesson 1, students analyze what is happening to the units when an equivalent fraction is being made by
changing larger units for smaller ones, honing their ability to look for and make use of structure (MP.7). They
study the area model to make generalizations, transferring that back onto the number line as they see the
same process occurring there within the lengths.

A Teaching Sequence Towards Mastery of Equivalent Fractions

Objective 1: Make equivalent fractions with the number line, the area model, and numbers.
(Lesson 1)

Objective 2: Make equivalent fractions with sums of fractions with like denominators.
(Lesson 2)

Topic A: Equivalent Fractions

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5

Lesson 1
Objective: Make equivalent fractions with the number line, the area
model, and numbers.

Suggested Lesson Structure

 Fluency Practice (11 minutes)

 Application Problem (9 minutes)
 Concept Development (30 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (11 minutes)

 Sprint 4.OA.4 (9 minutes)

 Skip Counting by 1/4 Hour 5.MD.1 (2 minutes)

Sprint (9 minutes)
Materials: (S) Write the Missing Factor Sprint

Skip-Counting by 1/4 Hour (2 minutes) NOTES ON

MULTIPLE MEANS OF
T: Let’s count by 1/4 hours. (Rhythmically point up until a
change is desired. Show a closed hand and then point REPRESENTATION:
down. Continue, mixing it up.) Because students are counting units of
time, a clock is a natural visual to
S: 1/4 hour, 2/4 hour, 3/4 hour, 1 hour (stop) 1 1/4 hour,
incorporate. Gesture to points on the
1 2/4 hour, 1 3/4 hour, 2 hours (stop). clock as students chant, and possibly
use it to help signal the direction of the
count.
Application Problem (9 minutes)

15 kilograms of rice are separated equally into 4 containers. How many kilograms of rice are in each container?
Express your answer as a decimal and as a fraction.
T: Let’s read the problem together.
S: (Students read chorally.)

Lesson 1: Make equivalent fractions with the number line, the area model, and
numbers. 3.A.3
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5

T: Share with your partner: What do you see when you

hear the story? What can you draw?
S: (Students share with partners.)
T: I’ll give you one minute to draw.
T: Explain to your partner what your drawing shows.
T: (After a brief exchange.) What’s the total weight of the
rice?
S: 15 kilograms.
T: 15 kilograms are being split equally into how many
containers?
S: 4 containers.
T: So the whole is being split into how many units?
S: 4 units.
T: To find 1 container or 1 unit, we have to?
S: Divide.
T: Tell me the division sentence.
S: 15 ÷ 4.
T: Solve the problem on your personal white board. Write
your answer both in decimal form and as a whole
number and a decimal fraction. (Pause.) Show your board.
T: Turn and explain to your partner how you got the answer. 15 ÷ 4 = 3.75
T: (After students share.) Show the division equation with both answers.
75
S: 15 ÷ 4 = 3.75 = 3 .
100
T: Another fraction equivalent to 75 hundredths is?
S: 3 fourths.
T: Also write your answer as a whole number and a fraction.
75 3
S: 15 ÷ 4 = 3.75 = 3 = 3. .
100 4
T: So 3 and 3 fourths equals 3 and 75 hundredths.
T: Tell me your statement containing the answer.
S: Each container holds 3.75 kg or 3 3/4 kg of rice.

Concept Development (30 minutes)

Materials: (S) 4 Paper strips sized 4 1/4 x 1 per student (vertically cut an 8 ½” x 11” paper down the middle)

Problem 1
T: Take your paper strip. Hold it horizontally. Fold it vertically down the middle. How many equal
parts do you have in the whole?

Lesson 1: Make equivalent fractions with the number line, the area model, and
numbers. 3.A.4
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5

S: 2.
T: What fraction of the whole is 1 part?
S: 1 half.
T: Draw a line to show where you folded your paper and
label each half 1/2, one out of 2 units.
T: As you did in fourth grade, take about 2 minutes to
make paper strips to also show thirds, fourths, and
fifths.
T: (After about 3 minutes to make the paper strips.)
Draw a number line that is a little longer than your
paper strip. Use your strip as a ruler to
0 1 2
mark zero and 1 above the line, , ,
2 2 2
below the line.
T: (After doing so.) Make about an inch by
inch square beneath your line. This is
representing the same 1 whole as the
number line. For today, show half by
vertically dividing the square. Shade 1
half on the left.
T: (After discussion.) Draw another square
to the right of that one. Shade it in the
same way to represent 1/2.
T: Partition it horizontally across the
middle.
T: What fraction is shaded now?
1 2
S: or .
2 4
T: (Record numerically referring to the picture) 1 group of
2 out of two groups of 2. NOTES ON
MULTIPLE MEANS OF
𝟏 𝟏 𝐠𝐫𝐨𝐮𝐩 𝐨𝐟 𝐭𝐰𝐨 𝟏 × 𝟐 𝟐 ACTION AND
= 𝐨𝐫 = EXPRESSION:
𝟐 𝟐 𝐠𝐫𝐨𝐮𝐩 𝐨𝐟 𝐭𝐰𝐨 𝟐 × 𝟐 𝟒
Sentence frames help students
remember the linguistic and numerical
patterns. As they gain confidence, flip
it over so they do not become overly
T: Explain how we have represented the equivalent
dependent.
fractions to your part.
2 ___ group of ___ ___ × ___
T: Show me on the number line. (Students show.) Yes, = or = .
4 ___ group of ___ ___ × ___
it is the exact same number as 1 half, the exact same
point on the number line.
T: Work with your partner to draw another congruent

Lesson 1: Make equivalent fractions with the number line, the area model, and
numbers. 3.A.5
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5

square with 1 half shaded. This time partition it

horizontally into 3 equal units (2 lines) and record the NOTES ON
equivalent fraction as we did on the first example. If MULTIPLE MEANS OF
you finish early, continue the pattern. ENGAGEMENT:
Because this lesson is so pictorial, it is
Problem 2 perfect for ELLs. Support them making
1 the connection of the words to the
Make fractions equal to . numbers, the numbers to the pictures,
3
through the use of your gestures and
This problem allows students to repeat the procedure with hands. “One unit of two” (pause and
thirds, another benchmark fraction. As needed for your point to the image and then to the
students, you might repeat the process thoroughly as outlined numbers).
in Problem 1. Work with a small group as others work
independently, or let them try it with a partner. It is not
necessary for all students to complete the same amount of
work. Move on to Problem 3 after about 4 minutes on Problem
2.
Note in the drawing to the right that 6 ninths is shown to be
equal to 4 sixths. Go back and make sure this point is clear with
2 sixths, 3 ninths, and 4 twelfths.

Problem 3
2
Make fractions equal to .
3

The next complexity is working with a non-unit fraction.

Problem 4
5
Make fractions equal to .
4

The final complexity prior to working independently is to model

a fraction greater than 1. The same exact process is used.
Rectangles are used in the example just to break rigidity. This is
not unique to squares!

Lesson 1: Make equivalent fractions with the number line, the area model, and
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. Some
problems do not specify a method for solving. This is an
intentional reduction of scaffolding that invokes MP.5, Use
Appropriate Tools Strategically. Students should solve
these problems using the RDW approach used for
Application Problems.
For some classes, it may be appropriate to modify the
assignment by specifying which problems students should
work on first. With this option, let the careful sequencing
of the Problem Set guide your selections so that problems
continue to be scaffolded. Balance word problems with
other problem types to ensure a range of practice. Assign
incomplete problems for homework or at another time
during the day.

Student Debrief (10 minutes)

Lesson Objective: Make equivalent fractions with the

number line, the area model, and numbers.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
T: Looking at your Problem Set, which fractions are
equal to 1/3?
2 3 4 5
S: , , ,
6 9 12 15

T: Continue the pattern beyond those on the

Problem Set with your partner.
T: (After a moment.) Continue the pattern chorally.
6 7 8 9 10
S: , , , ,
18 21 24 27 30
100
T: Is equal to 1/3?
300

S: Yes.

Lesson 1: Make equivalent fractions with the number line, the area model, and
numbers. 3.A.7
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5

T: How can we know if a fraction is equal to 1 third without drawing?

S: When you multiply the numerator by 3, you get the denominator.  When you divide the
denominator by 3 you get the numerator.  The total number of equal pieces is 3 times the
number of selected equal pieces.
T: In the next minute, write as many other fractions as you can that are equal to 1 third on your
personal white board.
T: What do we know about all these fractions when we look at the number line?
S: They are the exact same point.
T: So there are an infinite number of fractions equivalent to 1/3?
S: Yes!
T: The fraction 1/3 is one number, just like the number two or three. It is not two numbers, just this
one point on the number line.
More quickly repeat the process of generating equivalent fractions to 3 fourths and 5 sixths.
T: Discuss with your partner what is happening to the
pieces, the units, when the numerator and
NOTES ON
denominator are getting larger.
MULTIPLE MEANS OF
S: The parts are getting smaller.  The equal pieces are REPRESENTATION:
being replaced by smaller equal pieces, but the area of
These number lines and “squares” are
the fraction is staying the same.  The units are being
informal sketches, not precise. Avoid
partitioned into smaller equal units. The value of the
rulers and graph paper so that students
fraction is exactly the same. get accustomed to realizing that these
T: What would that look like, were we to see it on the images are not intended to be perfect
number line? but symbolic. The lines represent
S: The length would be divided into smaller and smaller parts. straight lines. The thirds perfectly equal
parts. The Problem Set has squares
T: Discuss with your partner what the new smaller unit drawn in to expedite the movement to
will be when I divide each of the lengths of 1 fourth the abstract number. It is highly
into 3 smaller parts of equal length (use the fourths preferable to start with hand drawn
number line from earlier in the lesson). Compare it to squares so that students do not get the
the corresponding picture on your Problem Set. mistaken impression that drawings
MP.7 have to be perfect to empower them.
A mental schema is developing, not an
attachment to the drawing.

T: On your Problem Set, divide the lengths of 1 third into 5 equal smaller units. Think about what is
happening to the units, to the length and to the name of the fraction. Close your lesson by
discussing connections between the number line, the area model, and the equivalent fractions with
your partner.

Lesson 1: Make equivalent fractions with the number line, the area model, and
numbers. 3.A.8
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5

MP.7

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 1: Make equivalent fractions with the number line, the area model, and
numbers. 3.A.9
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Sprint 5

A # Correct________
Write the missing factor.

1 10 = 5 x ___ 23 28 = 7 x___

2 10 = 2 x ___ 24 28 = 2 x 2 x ___

3 8 = 4 x ___ 25 28 = 2 x ___ x 2

4 9 = 3 x ___ 26 28 = ___ x 2 x 2

5 6 = 2 x ___ 27 36 = 3 x 3 x ___

6 6 = 3 x ___ 28 9 x 4 = 3 x 3 x ___

7 12 = 6 x ___ 29 9 x 4 = 6 x ___

8 12 = 3 x ___ 30 9 x 4 = 3 x 2 x ___

9 12 = 4 x ___ 31 8 x 6 = 4 x ___ x 2

10 12 = 2 x 2 x ___ 32 9 x 9 = 3 x ___ x 3

11 12 = 3 x 2 x ___ 33 8 x 8 = ___ x 8

12 20 = 5 x 2 x ___ 34 7 x 7 = ___ x 7

13 20 = 5 x 2 x ___ 35 8 x 3 = ___ x 6

14 16 = 8 x ___ 36 16 x 2 = ___ x 4

15 16 = 4 x 2 x ___ 37 2 x 18 = ___ x 9

16 24 = 8 x ___ 38 28 x 2 = ___ x 8

17 24 = 4 x 2 x ___ 39 24 x 3 = ___ x 9

18 24 = 4 x ___ x 2 40 6 x 8 = ___ x 12

19 24 = 3 x 2 x ___ 41 27 x 3 = ___ x 9

20 24 = 3 x ___ x 2 42 12 x 6 = ___ x 8

21 6 x 4 = 8 x ___ 43 54 x 2 = ___ x 12

22 6 x 4 = 4 x 2 x ___ 44 9 x 13 = ___ x 39

Lesson 1: Make equivalent fractions with the number line, the area model, and
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Sprint 5

B Improvement______# Correct_______
Write the missing factor.

1 6 = 2 x ___ 23 28 = 4 x ___

2 6 = 3 x ___ 24 28 = 2 x 2 x ___

3 9 = 3 x ___ 25 28 = 2 x ___ x 2

4 8 = 4 x ___ 26 28 = ___ x 2 x 2

5 10 = 5 x ___ 27 36 = 2 x 2 x ___

6 10 = 2 x ___ 28 9 x 4 = 2 x 2 x ___

7 20 = 10 x ___ 29 9 x 4 = 6 x ___

8 20 = 5 x 2 x ___ 30 9 x 4 = 2 x 3 x + ___

9 12 = 6 x ___ 31 8 x 6 = 4 x ___ x 2

10 12 = 3 x ___ 32 8 x 8 = 4 x ___ x 2

11 12 = 4 x ___ 33 9 x 9 = ___ x 9

12 12 = 2 x 2 x ___ 34 6 x 6 = ___ x 6

13 12 = 3 x 2 x ___ 35 6 x 4 = ___x 8

14 24 = 8 x ___ 36 16 x 2 = ___ x 8

15 24 = 4 x 2 x ___ 37 2 x 18 = ___ x 4

16 24 = 4 x ___ x 2 38 28 x 2 = ___ x 7

17 24 = 3 x 2 x ___ 39 24 x 3 = ___ x 8

18 24 = 3 x ___ x 2 40 8 x 6 = ___ x 4

19 16 = 8 x ___ 41 12 x 6 = ___ x 9

20 16 = 4 x 2 x ___ 42 27 x 3 = ___ x 9

21 8 x 2 = 4 x ___ 43 54 x 2 = ___ x 9

22 8 x 2 = 2 x 2 x ___ 44 8 x 13 = ___ x 26

Lesson 1: Make equivalent fractions with the number line, the area model, and
numbers. 3.A.11
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 5•3

Name Date

Equivalent Fractions
0 1 2
1. Use your folded paper strip to mark the points 0 and 1 above the number line , , below.
2 2 2

Draw one vertical line down the middle of each rectangle, creating two parts. Shade the left half of each. Partition with
2 3 4 5
horizontal lines to show the equivalent fractions , , , . Use multiplication to show the change in the units.
4 6 8 10

1 1×2 2
= =
2 2×2 4

0 1 2 3
2. Use your folded paper strip to mark the points 0 and 1 above the number line , , , below.
3 3 3 3
Follow the same pattern as Problem 1, but with thirds.

Lesson 1: Make equivalent fractions with the number line, the area model, and
numbers. 3.A.12
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 5•3

3. Continue the pattern with 3 fourths.

4. Continue the process with 6 fifths. Do just 2 examples.

Lesson 1: Make equivalent fractions with the number line, the area model, and
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Exit Ticket 5•3

Name Date

0 1 2 3 4 5 6
1. Estimate to mark the points 0 and 1 above the number line , , , , , , below. Use the squares
6 6 6 6 6 6 6
below to represent fractions equivalent to 1 sixth using both arrays and equations.

1 1×2 3
= =
6 6×2 9

Lesson 1: Make equivalent fractions with the number line, the area model, and
numbers. 3.A.14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 5

Name Date

0 1 2 3
1. Use your folded paper strip to mark the points 0 and 1 above the number line , , , below.
3 3 3 3

Draw two vertical lines to break each rectangle into thirds. Shade the left third of each. Partition with
horizontal lines to show equivalent fractions. Use multiplication to show the change in the units.

1 1×2 2
= =
3 3×2 6

0 1 2 3 4
2. Use your folded paper strip to mark the points 0 and 1 above the number line , , , , below. Follow
4 4 4 4 4
the same pattern as Problem 1 but with fourths.

Lesson 1: Make equivalent fractions with the number line, the area model, and
numbers. 3.A.15
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 5

3. Continue the pattern with 4 fifths.

4. Continue the process with 9 eighths. Estimate to make the points on the number line. Do just 2
examples

Lesson 1: Make equivalent fractions with the number line, the area model, and
numbers. 3.A.16
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5

Lesson 2
Objective: Make equivalent fractions with sums of fractions with like
denominators.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (8 minutes)
 Concept Lesson (30 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

NOTES ON
 Equivalent Fractions 5.NF.1 (3 minutes) MULTIPLE MEANS OF
ENGAGEMENT:
 Sprint 4.NF.1 (9 minutes)
Equivalent Fractions is intentionally
placed before the Sprint because it
Equivalent Fractions (3 minutes) reviews the Sprint skill. Meet the
needs of your students by adjusting the
T: (Write.) amount of time you spend on it. If you
find that students struggle to complete
T: Say the fraction. Sprint A, you may want to do another
minute or two of Equivalent Fractions
S: One half. before moving them on to Sprint B.

T: (Write.)

T: One half is how many fourths?

S: Two fourths. NOTES ON
Continue with possible sequence: MULTIPLE MEANS OF
REPRESENTATION :
Adjusting number words and correctly
pronouncing them as fractions (fifths,
sixths, etc.) may be challenging. If you
have many ELLs, before starting you
T: (Write.)
might quickly count together to
practice enunciating word endings:
T: Say the fraction. halves, thirds, fourths, fifths, sixths,
S: One half. etc.

Lesson 2: Make equivalent fractions with sums of fractions with like

denominators. 3.A.17
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5 3

T: (Write.)

T: One half or one part of two is the same as two parts of what NOTES ON
unit? MULTIPLE MEANS OF
S: Fourths. REPRESENTATION:
Continue with possible sequence: Students have been using the RDW
process since Grade 1: Read, Draw,
Write.
1. Read the problem.
2. Draw to represent the problem.
Sprint (9 minutes) 3. Write an equation(s) that either
helps you to solve the problem or
Materials: (S) Find the Missing Numerator or Denominator Sprint shows how you solved it.
4. Write a statement of the answer to
the question.
Application Problem (8 minutes) Embedded within D are important
reflective questions:
Mr. Hopkins has a 1 meter wire he is using to make clocks. Each  What do I see?
fourth meter is marked off with 5 smaller equal lengths. If Mr.  Can I draw something?
Hopkins bends the wire at ¾ meter, what fraction of the marks is  What conclusions can I make from
that? my drawing?

T: (After the students have solved the problem, possibly

using the RDW process independently or in partners.)
Let’s look at two of your solutions and compare them.

Lesson 2: Make equivalent fractions with sums of fractions with like

denominators. 3.A.18
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5 3

T: When you look at these two solutions side by side what do you see? (You might use the following
set of questions to help students compare the solutions as a whole class, or to encourage inter-
partner communication as you circulate while they compare.)
 What did each of these students draw?
 What conclusions can you make from their drawings?
 How did they record their solutions numerically?
 How does the tape diagram relate to the number line?
 What does the tape diagram/number line clarify?
 What does the equation clarify?
 How could the statement with the number line be rephrased to answer the question?

Concept Development (30 minutes)

Materials: (S) Blank paper

Problem 1
𝟏 𝟏
+
𝟑 𝟑

1 third + 1 third = 2 thirds

T: On a number line, mark the end points as zero and 1.

Between zero and 1 estimate to make three parts of
equal length and label them with their fractional value.
T: (After students work.) On your number line, show 1 third
plus 1 third with arrows designating lengths.
(Demonstrate and then pause as students work).
T: The answer is?
S: 2 thirds.
T: Talk to your partner. Express this as a multiplication
equation and as an addition sentence.
𝟏 𝟏 𝟏 𝟐
S: + =𝟐× =
𝟑 𝟑 𝟑 𝟑
T: Following the same pattern of adding unit fractions by
joining lengths, show 3 fourths on a number line.

Lesson 2: Make equivalent fractions with sums of fractions with like

denominators. 3.A.19
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5 3

Problem 2
𝟑 𝟑 𝟏
+ +
𝟖 𝟖 𝟖

3 eighths + 3 eighths + 1 eighth

T: On a number line, again mark the end points as zero and

one. Between zero and one, estimate to make 8 parts of
equal length. This time only label what is necessary to
show 3 eighths.
T: (After students work.) Represent 3 eighths + 3 eighths + 1
eighth on your number line.
T: The answer is?
S: 7 eighths.
T: Talk to your partner. Express this as a multiplication
equation and as an addition equation.
𝟑 𝟑 𝟏 𝟑 𝟏 𝟕
S: + + = �𝟐 × � + =
𝟖 𝟖 𝟖 𝟖 𝟖 𝟖

Problem 3
𝟔 𝟐 𝟐 𝟐
= + + =𝟏+𝟏+𝟏=𝟑
𝟐 𝟐 𝟐 𝟐

6 halves = 3 x 2 halves = 3 ones = 3

T: On a number line, mark the end points as 0 halves and

6 halves below the number line. Estimate to make 6
parts of equal length. This time only label 2 halves.
T: (After students work.) Record the whole number
equivalents above the line.
T: Represent 3 x 2 halves on your number line.
T: (After students have worked) The answer is?
S: 6 halves or 3.
T: 3. What is the unit?
S: 3 ones.
T: Talk to your partner. Express this as an addition equation
and as an multiplication equation.
𝟔 𝟐 𝟐 𝟐 𝟐
S: = + + =𝟑 × =𝟑
𝟐 𝟐 𝟐 𝟐 𝟐

Lesson 2: Make equivalent fractions with sums of fractions with like

denominators. 3.A.20
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5 3

Problem 4
𝟖 𝟓 𝟑 𝟑
= + =𝟏
𝟓 𝟓 𝟓 𝟓

8 fifths = 5 fifths + 3 fifths = 1 and 3 fifths

T: Use a number line. Mark the end points as 0 fifths and 10 fifths below it. Estimate and give a value
to the halfway point.
T: What will be the value of the halfway point?
S: 5 fifths.
T: Make 10 parts of equal length from 0 fifths to 10 fifths.
T: (After students work.) Record the whole number equivalents above the line.
T: (After students work.) Label 8 fifths on your number
line.
T: Show 8 fifths as the sum of 5 fifths and 3 fifths on
your number line.
S: (After students work.)
T: Talk to your partner. Express this as an addition
equation in two ways: as the sum of fifths and as the
sum of a whole number and fifths.
T: (After students work.) Another way of expressing 1
plus 3 fifths is?
S: 1 and 3 fifths.
𝟔 𝟐 𝟐 𝟐 𝟐
S: = + + =𝟑 × =𝟑
𝟐 𝟐 𝟐 𝟐 𝟐
T: 8 fifths is between what 2 whole numbers?
S: 1 and 2.

Problem 5
𝟕 𝟔 𝟏 𝟑 𝟏 𝟏 𝟏
= + =𝟐 × + =𝟐+ =𝟐
𝟑 𝟑 𝟑 𝟑 𝟑 𝟑 𝟑

7 thirds = 6 thirds + 1 third = 2 and 1 third.

T: Use a number line. Mark the end points as 0 thirds and 9 thirds below the number line. Divide the
whole length into three equal smaller lengths and mark their values using thirds. Work with a
partner.
T: (After students work). What are the values of those points?

Lesson 2: Make equivalent fractions with sums of fractions with like

denominators. 3.A.21
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5 3

S: 3 thirds and 6 thirds.

T: Mark the whole number equivalents above the
line.
T: (After students work.) Divide each of those
whole number lengths into three smaller
lengths. Mark the number 7 thirds.
T: (After students work.) Show 7 thirds as two
units of 3 thirds and one more third on your
number line and in an equation. Work together
if you get stuck.
T: (After working and dialogue) 7 thirds is
between what two whole numbers?
S: 2 and 3.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Making equivalent fractions with sums

of fractions with like denominators.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
T: Come to the Debrief and bring your Problem Set.
Compare your work to your neighbor’s. On
which problems do you have different answers?
Discuss your differences. Both may be correct.
T: (After about 3 minutes.)
T: What is a way to express 3/7 as a sum?
S: 1 sevenths + 1 seventh + 1 seventh.

Lesson 2: Make equivalent fractions with sums of fractions with like

denominators. 3.A.22
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5 3

T: Another way?
S: 2 sevenths + 1 seventh.
T: These are equivalent forms of 3 sevenths.
T: On your Problem Set find and talk to your partner
about different equivalent forms of your
numbers.
S: 6 sevenths could be expressed as 3 sevenths + 3
sevenths or as 3 times 2 sevenths.  9 sevenths
can be expressed as 1 + 2 sevenths.  7 fourths
can be expressed as 2 times 3 fourths + 1 fourth.
 1 and 3 fourths can be expressed as 7 fourths.
 32 sevenths can be expressed as 28 sevenths +
4 sevenths or 4 and 4 sevenths.
T: I’m hearing you express these numbers in many
equivalent forms. Why do you think I chose to
use the tool of the number line in this lesson?
Talk this over with your partner. If you were the
teacher of this lesson, why might you use the
number line?
T: (After students discuss.) When we were studying decimal place value, we saw that 9 tenths + 3
tenths is equal to 12 tenths or 1 + 2 tenths or 1 and 2 tenths.
T: Once more, please review the solution and number line you made for question 4 about Marisela’s
ribbon. Discuss the equivalence of 20 eighths and 2 and 4 eighths as it relates to the number line.
T: (After students talk.) Discuss the relationship of the equivalence of these sums.
𝟏
9 tenths + 3 tenths = 12 tenths = 1 + 2 tenths =1 .
𝟏𝟎
𝟏
9 elevenths + 3 elevenths = 12 elevenths = 1 + 1 eleventh = 1 .
𝟏𝟏
T: (After students talk.) Yes, our place value system is another example of equivalence.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 2: Make equivalent fractions with sums of fractions with like

denominators. 3.A.23
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Sprint 5

Lesson 2: Make equivalent fractions with sums of fractions with like

denominators. 3.A.24
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Sprint 5

Lesson 2: Make equivalent fractions with sums of fractions with like

denominators. 3.A.25
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set 5

Name Date

1) Show each expression on a number line. Solve.

2 1 b)
1 1
+ +
1
a) + 3 3 3
5 5

3 3 3 3 1
c) + + d) 2 x +
10 10 10 4 4

2) Express each fraction as the sum of two or three equal fractional parts. Rewrite each as a multiplication
equation. Show letter a) on a number line.

6 9
a) b)
7 2

12 27
c) d)
10 5

Lesson 2: Make equivalent fractions with sums of fractions with like

denominators. 3.A.26
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set 5

3) Express each of the following as the sum of a whole number and a fraction. Show c) and d) on number
lines.

9 9
a) b)
7 2

32 24
c) d)
7 9

4) Marisela cut four equivalent lengths of ribbon. Each was 5 eighths of a yard long. How many yards of
fabric did she cut? Express your answer as the sum of a whole number and the remaining fractional units.
Draw a number line to represent the problem.

Lesson 2: Make equivalent fractions with sums of fractions with like

denominators. 3.A.27
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Exit Ticket 5

Name Date

1) Show each expression on a number line. Solve.

5 2 6 2
a) + b) +
5 5 3 3

2) Express each fraction as the sum of two or three equal fractional parts. Rewrite each as a multiplication
equation. Show letter b) on a number line.

6 15
a) b)
9 4

Lesson 2: Make equivalent fractions with sums of fractions with like

denominators. 3.A.28
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework 5

Name Date

1) Show each expression on a number line. Solve.

4 1 1 1 1 1
a) + b) + + +
9 9 4 4 4 4

2 2 2 3 1
c) + + d) 2 x +
7 7 7 5 5

2) Express each fraction as the sum of two or three equal fractional parts. Rewrite each as a multiplication
equation. Show letter a on a number line.

6 9
a) b)
11 4

12 27
c) d)
8 10

Lesson 2: Make equivalent fractions with sums of fractions with like

denominators. 3.A.29
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework 5

3) Express each of the following as the sum of a whole number and a fraction. Show c) and d) on number
lines.

9 7
a) b)
5 2

25 21
c) d)
7 9

4) Natalie sawed five boards of equal length to make a stool. Each was 9 tenths of a meter long. How many
meters of board did she saw? Express your answer as the sum of a whole number and the remaining
fractional units. Draw a number line to represent the problem.

Lesson 2: Make equivalent fractions with sums of fractions with like

denominators. 3.A.30
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 New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 3

Topic B
Making Like Units Pictorially
5.NF.1, 5.NF.2

Focus Standard: 5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an
equivalent sum or difference of fractions with like denominators. For example, 2/3 +
5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.).

5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators, e.g., by using visual fraction
models or equations to represent the problem. Use benchmark fractions and number
sense of fractions to estimate mentally and assess the reasonableness of answers. For
example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2
Instructional Days: 5
Coherence -Links from: G4–M5 Fraction Equivalence, Ordering, and Operations
-Links to: G5–M4 Multiplication and Division of Fractions and Decimal Fractions
G6–M3 Rational Numbers

In Module 3, students use the familiar rectangular fraction model to add and subtract fractions with unlike
denominators.
Students make like units with all addends or both minuend and subtrahend. First, they draw a wide rectangle
and partition it with vertical lines as they would a bar diagram (also known as tape diagram), representing the
first fraction with a bracket and shading. They then partition a second congruent rectangle with horizontal
lines to show the second fraction. Next, they partition both rectangles with matching lines to create like
units.

Topic B: Making Like Units Pictorially

Date: 8/7/13 3.B.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Topic B 5

This method requires that they see 3 units as equal to 1 half and 2 units as equal to one third. They practice
making these models extensively until they internalize the process of making like units. Students use the
same systematic drawing for addition and subtraction. In this manner, students are prepared to generalize
with understanding to multiply the numerator and denominator by the same number. The topic closes with a
lesson devoted to solving two-step word problems.

A Teaching Sequence Towards Mastery of Making Like Units Pictorially

Objective 1: Add fractions with unlike units using the strategy of creating equivalent fractions.
(Lesson 3)

Objective 2: Add fractions with sums between 1 and 2.

(Lesson 4)

Objective 3: Subtract fractions with unlike units using the strategy of creating equivalent fractions.
(Lesson 5)

Objective 4: Subtract fractions from numbers between 1 and 2.

(Lesson 6)

Objective 5: Solve two-step word problems.

(Lesson 7)

Topic B: Making Like Units Pictorially

Date: 8/7/13 3.B.2
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5

Lesson 3
Objective: Add fractions with unlike units using the strategy of creating
equivalent fractions.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (5 minutes)
 Concept Development (33 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Equivalent Fractions Sprint 5.NF.1 (10 minutes)

 Adding Like Fractions 5.NF.1 (1 minute)
 Fractions as Division 5.NF.3 (1 minute)

Sprint (10 minutes)

Materials: (S) Equivalent Fractions Sprint

Adding Like Fractions (1 minute)

NOTES ON
T: Let’s add fractions mentally. Say answers as whole
numbers when possible. MULTIPLE MEANS OF
REPRESENTATION:
T: One third plus one third equals?
Rather than name the fraction, draw it
S: Two thirds. and ask students to write the
T: One fourth plus one fourth equals? corresponding equation on personal
S: Two fourths. boards. Use brackets to indicate the
addends.
T: 1/5 + 2/5 =
S: 3/5.
T: 3/7 + 4/7 =
S: 1.
T: 1/4 + 1/3 + 3/4 + 2/3 =
S: 2.
Continue and adjust to meet student needs. Use a variety of fraction combinations.

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
fractions. 3.B.3
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5

Fractions as Division (1 minute)

Materials: (S) Personal white boards

T: When I show a fraction, you write it as a division statement.

T: (Write 3/4.)
S: (Write 3 ÷ 4 = 3/4.)
T: (Write 5/2.)
S: (Write 5 ÷ 2 = 5/2.)
Continue with fractions that are less than and greater than one. Possible sequence: 1/3, 7/4, 5/8, 9/5, 3/10, 13/6.

Application Problem (5 minutes)

Alex squeezed 2 liters of juice for breakfast. If he pours the

juice equally into 5 glasses, how many liters of juice will be in
each glass? (Bonus: How many milliliters are in each glass?)
T: Let’s read the problem together.
S: (Students read chorally.)
T: What is our whole?
S: 2 liters.
T: How many parts are we breaking 2 liters into?
S: 5.
T: Say your division sentence.
S: 2 liters divided by 5 equals 2/5 liter.
T: Is that less or more than one whole liter? How do you know?
Tell your partner.
S: Less than a whole because 5 ÷ 5 is 1. 2 is less than 5 so
you are definitely going to get less than 1.  I agree
because if you share 2 things with 5 people, each one is
going to get a part. There isn’t enough for each person
to get one whole.  Less than a whole because the NOTES ON
numerator is less than the denominator. MULTIPLE MEANS OF
T: Was anyone able to do the bonus question? How ACTION AND
many milliliters are in 2 liters? EXPRESSION:
S: 2,000. Students performing above grade level
enjoy the challenge of a bonus
T: What is 2,000 divided by 5?
problem. If time permits have one of
S: 400. the students draw the bonus problem
T: Say a sentence for how many milliliters are in each glass. model on the board and share his/her
solution with the class.
S: 400 mL of juice will be in each glass.

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
fractions. 3.B.4
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5

Concept Development (33 minutes)

Materials: (S) Personal white boards, enough 4 1/2” x 4 1/2” paper for each student to have at least 2
(depending on how you decide to do the folding prior to drawing the rectangular array model)
(T) White board

T: Let’s think back on what we learned about adding in third grade. What is 1 adult plus 3 adults?
T: (Write) 1 adult + 3 adults.
S: 4 adults.
T: 1 fifth plus 3 fifths?
S: 4 fifths.
T: We can add 1 fifth plus 3 fifths because the units are the same.
1 fifth + 3 fifths = 4 fifths
1 3 4
+ =
5 5 5

T: What is 1 child plus 3 adults? (Write 1 child + 3 adults.)

S: We can’t add children and adults.
T: Why is that? Talk to your partner about that.
S: (Students share.)
T: I heard Michael tell his partner that children and adults are not the same unit. We
would need to have like units before we added. What do children and adults have
in common?
S: They are people.
T: Let’s add people, not children and adults. Say the addition sentence with people.
S: 1 person + 3 people = 4 people.
T: 1 child + 3 adults = 1 person + 3 people = 4 people
T: We could also add 1 one plus 4 ones, which equals?
S: 4 ones.

Problem 1
T: Can I add 1 half plus 1 fourth? Discuss with your partner.

T: (Circulate and listen for clear reasoning.)

T: Pedro, could you share your thoughts?
S: I cannot add 1 half plus 1 fourth until the units are the same. We need to find like
units.

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
fractions. 3.B.5
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5

T: Let’s first do that by folding paper. (Lead students through the process of folding illustrated below.)

1 1 4 2
+ = +
2 4 8 8

T: Now let’s do a similar process by drawing.

T: (Draw a rectangle model for students.) When I make 1 whole
into smaller units of 1/2 each, how many units will I have?
S: 2 units.
T: (Partition the rectangle vertically into 2 units.) One half tells
me to select how many of the 2 units?
S: One.
T: Let’s label our unit with 1/2 and shade in one part.
Now let’s draw another rectangle. How many parts do
I need to make it show fourths?
S: Four. NOTES ON
T: (Partition the rectangle horizontally into 4 units.) One- MULTIPLE MEANS OF
fourth tells me to show how many units? ENGAGEMENT:
S: One. Folding paper is a concrete strategy
T: Let’s label our unit with 1/4 and shade in one part. that helps build conceptual
Now let’s make them show the same size units. (Draw understanding. This helps ease the
hardest part of using a rectangular
horizontal lines on the 1/2 model and 1 vertical line on
fraction model: recognizing the
the 1/4 model.) How many units does each model
original fractions once the horizontal
have now? lines are drawn. Help students see ¼ =
S: Eight. 2/8 and 1/2 = 4/8 by pointing and
T: How many shaded units are in 1/2? showing:

S: Four. 1/4 = 1/8 + 1/8.

1/2 = 1/8 + 1/8 + 1/8 + 1/8.
T: That’s right, we have 4 shaded units out of 8 total
units. (Change the label from 1/2 to 4/8.) How many
units are on the 1/4 model?
S: Two.
T: Yes, 2 shaded parts out of 8 total parts. (Change the label from 1/4 to 2/8.) Are our models now
showing like units?
S: Yes!

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
fractions. 3.B.6
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5

T: Say the addition sentence now using eighths as our common denominator.
S: 4 eighths + 2 eighths = 6 eighths.
T: We can make larger units within 6/8. Tell your partner how you might do that.
S: Two can be divided into 6 and 8. 6 ÷ 2 = 3 and 8 ÷ 2 = 4. 3/4.  We can make larger units of 2 each. 3
twos out of 4 twos. That’s 3 out of 4 or 3 fourths.  6/8 is partitioned into 6 out of 8 smaller units. It
can be made into 3 out of 4 larger, equal pieces by grouping in 2’s.

1 1 4 2 6 3
+ = + = =
2 4 8 8 8 4

1 half + 1 fourth = 4 eighths + 2 eighths = 6 eighths = 3 fourths

Problem 2
1 1
+
3 2

In Problem 2 you can have students fold a paper again to transition into drawing, or start directly with drawing.
This is a simple problem involving two unit fractions, like Problem 1. The primary purpose is to reinforce
understanding of what is happening to the units within a very simple context. Problem 3 moves on to address a
unit fraction plus a non-unit fraction.
T: Do our units get bigger or smaller when we create like units? Talk to your partner.
S: There are more units.  The units get smaller because it is the same amount of space but more parts.
 The units are definitely getting smaller. There are more, yes. But, they are smaller.  We have to
cut them up to make them the same size.  1 unit will become 2 units.  Or we can also think of it as
1 unit will become 6 units. That’s what is happening to the half.
T: Let’s draw a diagram to help solve the problem and see if you are right.
T: Did the half become 3 smaller units and each third become 2 smaller units?
S: Yes!
T: Tell me the addition sentence.
S: 2 sixths + 3 sixths = 5 sixths.
1 1 2 3 5
+ = + =
3 2 6 6 6

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
fractions. 3.B.7
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5

Problem 3

NOTES ON
T: When we partition a MULTIPLE MEANS OF
rectangle into thirds, REPRESENTATION:
how many units will we
For students who are confused about
have in all? (Draw and adding the parts together, have them
partition as you would a bar diagram.) cut out the parts of the second model
S: 3. and place them inside the first. For
T: (Partition thirds vertically.) How many of those units example, with the drawings below,
have them cut out the three one-
are we selecting?
twelfths and add them to the model
S: 2. with 8/12, like working with a puzzle.
T: (Bracket and shade 2 thirds.) To show 1 fourth, how Have them speak the sentence, “8
many units will we draw? twelfths plus 3 twelfths equals 11
twelfths.” Repeat until the student can
S: 4.
visualize this process without the extra
T: (Make a new rectangle of the same size and partition step.
fourths horizontally.)
T: How many total units does this new rectangle have?
S: 4.
T: (Bracket and shade the new rectangle.)
T: Let’s make these units the same size. (Partition the
rectangles so the units are equal.)
T: What is the fractional value of 1 unit?
S: 1 twelfth.
T: How many twelfths are equal to 2 thirds?
S: 8 twelfths.
T: (Mark 8/12 on the 2/3 diagram.) How many twelfths are
equal to 1/4?
S: 3 twelfths.
T: (Mark 3/12 on the 1/4 diagram.) Say the addition sentence
now using twelfths as our like unit or denominator.
S: 8 twelfths plus 3 twelfths equals 11 twelfths.

T: Read with me. (2 thirds + 1 fourth = 8 twelfths + 3 twelfths = 11 twelfths.)

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
fractions. 3.B.8
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5

T: With your partner, review the process we used to solve 2/3 +1/4 step by step. Partner A goes first,
then partner B. Use your drawing to help you.

Problem 4
2 2
+
5 3

This problem adds the complexity of finding the sum of two non-unit fractions, both with the numerator of 2.
Working with fractions with common numerators invites healthy reflection on the size of fifths as compared to
thirds. Students can reason that while there are the same number of units (2), thirds are larger than fifths
because the whole is broken into 3 parts instead of 5 parts. Therefore, there are more in each part. In
addition, it can be reasoned that 2 thirds is larger than 2 fifths because when fifteenths are used for both, the
number of units in 2 thirds (10) is more than the number used in 2 fifths (6). This problem also presents an
opportunity to remind students about the importance of attending to precision (MP.6). When comparing
fractions, care is taken to talk about the same whole amount as demonstrated by the rectangle. Such attention
to precision also leads students to understand that 2 thirds of a cup is not larger than 2/5 gallon.

Problem 5

2 sevenths + 2 thirds = 6 twenty-oneths + 14 twenty-oneths = 20 twenty-oneths

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
fractions. 3.B.9
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Add fractions with unlike units using

the strategy of creating equivalent fractions.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the lesson.
T: Go over the answers to your problems for 1
minute with a partner. Don’t change your work.
S: (Students work together.)
T: Now let’s correct together. I will say the addition
problem, you say the answer. Problem a) 1 half
plus 1 third is?
S: 5 sixths.
Continue. Then give students about 2 minutes to correct
their errors as shown below.
T: Analyze the following problems. How are they
related?
(a) and (b)
(a) and (c)
(b) and (d)
MP.7 (d) and (f)
S: (Allow for student conversation.)
T: Steven noticed something about Problems (a) and
(b). Please share.

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5

S: The answer to (b) is smaller than a) since you are adding only 1/5 to 1/2. Both answers are less than
1 but (a) is much closer to 1. Problem (b) is really close to 1/2 because 8/16 would be 1/2.
T: Kara, can you share what you noticed about letters d) and f)?
S: I noticed that both problems used thirds and sevenths. But the numerators in (d) were 1 and the
numerators in (f) were 2. Since the numerators doubled, the answer doubled from 10 twenty-
MP.7 oneths to 20 twenty-oneths.
T: I am glad to hear you are able to point out relationships between different problems.
T: Share with your partner about what you learned how to do today.
S: (Students share.)
T: (Help students name the objective: We learned how to add fractions that have unlike units using a
rectangular fraction model to create like units.)

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Sprint 5

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
fractions. 3.B.12
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Sprint 5

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
fractions. 3.B.13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set 5

Name Date

1. For the following problems, draw a picture using the rectangular fraction model and write the answer.
Simplify your answer.

1 1 1 1
a) + = b) + =
2 3 3 5

1 1 1 1
c) + = d) + =
4 3 3 7

3 1 2 2
e) + = f) + =
4 5 3 7

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
fractions. 3.B.14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set 5

Solve the following problems. Draw a picture and/or write the number sentence that proves the answer.
Simplify your answer.

2. Jamal used 1/3 yard of ribbon to tie a package and 1/6 yard of ribbon to tie a bow. How many yards of
ribbon did Jamal use?

3. Over the weekend, Nolan drank 1/6 quart of orange juice, and Andrea drank 3/4 quart of orange juice.
How many quarts did they drink together?

4. Nadia spent 1/4 of her money on a shirt and 2/5 of her money on new shoes. What fraction of Nadia’s
money has been spent? What fraction of her money is left?

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
fractions. 3.B.15
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Exit Ticket 5

Name Date

Solve by drawing the rectangular fraction model.

1 1
1. + =
2 5

2. In one hour, Ed used 2/5 of the time to complete his homework and 1/4 of the time to check his email.
How much time did he spend completing homework and checking email? Write your answer as a
fraction. (Bonus: write the answer in minutes.)

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
fractions. 3.B.16
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 5

Name Date

1. For the following problems, draw a picture using the rectangular fraction model and write the answer.
Simplify your answer.

1 1 1 1
a) + = b) + =
4 3 4 5

1 1 1 1
c) + = d) + =
4 6 5 9

1 2 3 3
e) + = f) + =
4 5 5 7

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
fractions. 3.B.17
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 5

Solve the following problems. Draw a picture and/or write the number sentence that proves the answer.

2. Rajesh jogged 3/4 mile, and then walked 1/6 mile to cool down. How far did he travel?

3. Cynthia completed 2/3 of the items on her to-do list in the morning, and finished 1/8 of the items during
her lunch break. How much of her to-do list is finished by the end of her lunch break? (Bonus: How
much of her to-do list does she still have to do after lunch?)

4. Sam read 2/5 of her book over the weekend, and 1/6 of it on Monday. What fraction of the book has she
read? What fraction of the book is left?

Lesson 3: Add fractions with unlike units using the strategy of creating equivalent
fractions. 3.B.18
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5

Lesson 4
Objective: Add fractions with sums between 1 and 2.

Suggested Lesson Structure

 Fluency Practice (8 minutes)

 Application Problems (7 minutes)
 Concept Development (35 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (8 minutes)

 Adding Fractions to Make One Whole 4.NF.3a (4 minutes)

 Division as Fractions 5.NF.3 (4 minutes)

Adding Fractions to Make One Whole (4 minutes)

T:
I will name a fraction. You say a fraction with the
same denominator so that together our fractions
NOTES ON
add up to 1 whole. For example, if I say 1 third, you
MULTIPLE MEANS OF
say 2 thirds.
ENGAGEMENT:
1/3 + 2/3 = 3/3 or 1 whole. Say your answer at the
Depending on your group, consider
signal. supporting students visually. You may
T: 1 fourth? (Signal) want to make “fraction cards” that
show circles divided into fourths, fifths,
S: 3 fourths.
tenths, etc. As you name each fraction,
T: 1 fifth? (Signal) flash the corresponding card. ELLs will
S: 4 fifths. have a visual support to accompany
language, and students performing
T: 2 tenths? (Signal)
below grade level can see how many
S: 8 tenths. more to make one whole.
Continue with possible sequence: 1/3, 3/5, 1/2, 5/10, 6/7,
3/8.

Division as Fractions (4 minutes)

Materials: (S) Personal white boards

T: I will say a division sentence. You write it as a fraction. At my signal, show your board and say your
fraction. (Write 3 ÷ 2.)

Lesson 4: Add fractions with sums between 1 and 2.

Date: 8/7/13 3.B.19

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5

S: (Students show 3/2.) 3 halves.

T: (Write 2 ÷ 3.)
S: (Students show 2/3.) 2 thirds.
NOTES ON
T: 3 ÷ 4. MULTIPLE MEANS OF
S: 3 fourths. ENGAGEMENT:
T: 6 ÷ 4. Ask students to simplify fractions,
S: 6 fourths. making ones with fraction units when
applicable.
Continue with possible sequence: 4 ÷ 5, 7 ÷ 2, 10 ÷ 3, 6 ÷ 8.

Application Problem (7 minutes)

Leslie has 1 liter of milk in her fridge to drink today. She drank 1/2 liter of milk for breakfast and 2/5 liter of
milk for dinner. How many liters did Leslie drink during breakfast and dinner?
(Bonus: How much milk does Leslie have left over to go with her dessert, a brownie? Give your answer as a
fraction of liters and as a decimal.)
T: Let’s read the problem together.
S: (Students read chorally.)
T: What is our whole?
S: 1 liter.
T: Tell your partner how you might
solve this problem.
S: (Allow for student conversations. Listen
closely to select a student to diagram this problem.)
T: I see that Joe has a great model to help us solve this
problem. Joe, please come draw your picture for us on the NOTES ON
board. (Joe draws. Meanwhile ask students to support his MULTIPLE MEANS OF
drawing. For example, ask, “Why did Joe separate his ACTION AND
rectangle into 5 parts?” Allow for student responses while EXPRESSION:
Joe draws.) It can be helpful to ELLs to have others
T: Thank you Joe. Let’s say an addition sentence that provide oral language to describe the
represents this word problem. models they draw. If appropriate,
select an ELL to make the drawing for
S: 2 fifths plus 1 half. the class to maximize this benefit.
T: Why can’t we add these two fractions?
S: They are different.  They have different denominators.  The units are different. We must find
a like unit between fifths and halves.  We can use equal fractions to add them—the fractions will
look different, but they will still be the same amount.
T: Joe found like units from his drawing. How many units are inside his rectangle?
S: 10.
T: That means we will use 10 as our denominator, or our named unit, to solve this problem. Say your

Lesson 4: Add fractions with sums between 1 and 2.

Date: 8/7/13 3.B.20

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5

addition sentence now using tenths.

S: 4 tenths plus 5 tenths equals 9 tenths.
T: Good. Please say a sentence about how much milk Leslie drank for breakfast and dinner to your
partner.
S: Leslie drank 9/10 liter of milk today for breakfast and dinner.
T: With your words, how would you write 9 tenths as a
decimal?
S: Zero point nine.
T: Great. Now we need to solve the last bonus question:
How much milk will Leslie have available for dessert?
Tell your partner how you solved this.
S: (Possible student response) I know Leslie drank 9/10 L
of milk so far. I know she has 1 whole liter, which is
also 10 tenths. 9 tenths plus 1 tenth equals 10 tenths,
so Leslie has 1 tenth liter of milk for her brownie.

Concept Development (35 minutes)

Problem 1
T: (Write or project.)

T: When you see this problem, can you estimate the answer? Will it be
more or less than 1? Talk with your partner about it.
S: The answer is less than one because 1/3 and 1/4 are both less than
1/2. So if two fractions that are each less than 1/2 are added
together, they will add up to a fraction less than one whole.
T: Now look at this problem. Estimate the answer.
T: (Project)

S: (Students discuss)
T: I overheard Camden say the answer will be more than one whole. Can you explain why?
S 3/4 is more than half and it’s added to 1 half, we will have an answer more than 1 whole.
T: What stops us from simply adding?
S: The units do not match.
T: (Draw two rectangular models for students.)
T: How many parts do I need to draw for 1 half?

Lesson 4: Add fractions with sums between 1 and 2.

Date: 8/7/13 3.B.21

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5

S: 2.
T: (Partition one rectangle into 2 units.) How many parts should I label to show one-half?
S: 1.
T: Just like yesterday, we label our picture with 1/2. Now we will partition this other rectangle
horizontally into how many rows to show fourths?
S: 4.
T: How many rows do we use to represent 3 fourths?
S: 3.
T: We bracket 3 fourths of this rectangle. Now let’s make the rectangles match each other. How many
parts do we need in each rectangle to make the units the same size?
S: 8.
T: (Partition the models.) What is the fractional value of one unit now?
S: 1 eighth.
T: Eighths will be our like unit. We can convert 1/2 into eighths. How many eighths are in 1 half?
(Point to the 4 boxes bracketed by 1/2.)
S: 4 eighths.
T: How many eighths are in 3/4? (Point out the 6 boxes bracketed by 3/4.)
S: 6 eighths.
T: Say the addition sentence now using eighths as our common denominator.
S: 4 eighths plus 6 eighths equals 10 eighths.

1 half + 3 fourths = 4 eighths + 6 eighths = 10 eighths

T: Good. What is unusual about our answer 10 eighths? Tell your partner.
S: The answer has the numerator larger than the denominator. We can write it as a mixed number
instead.
T: How many eighths make 1 whole?
S: 8 eighths.
T: 8 eighths plus what equals 10 eighths?
S: 2 eighths.
T: Did anyone use another unit to express your answer?
S: I used fourths. I know that eighths are half as large as fourths. So, 2 eighths is the same amount as 1
fourth.
T: Can you share your answer with us?
S: 1 and 1 fourth.

Lesson 4: Add fractions with sums between 1 and 2.

Date: 8/7/13 3.B.22

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5

8 2 2 2 1
+ = 1 + = 1 or1
8 8 8 8 4
T: Let’s try another.

Problem 2
T: (Project)

T: (Give students time to draw a model. Proceed with questioning as

before to arrive at the following.)

T: Share with your partner how to change 13 tenths into a mixed number.
S: 10 tenths plus 3 tenths equals 13 tenths. 10 tenths makes a whole and 3 tenths is left over.
The answer is 1 and 3/10.

Problem 3
T: Let’s try another. This time, both numerators are greater than one,
so make sure your brackets are clear. Draw your model only. Put
your pencil down when you are finished drawing the model. (Allow
1-2 minutes to draw. When all pencils are down, continue.)

T: Discuss with your partner what you bracketed and why. I will be
circulating to check for your understanding.
Allow 1 minute for students to discuss. Walk around and observe drawings and conversations. Then proceed
with questioning as before to arrive at the following.

2 3 10 9 19 15 4 4 4
+ = + = = + = 1+ =1
3 5 15 15 15 15 15 15 15
T: What can we do to make our answer easier to understand?
S: Write it as a mixed number.
T: Do that now individually. (Allow 1 minute to work.) Compare your work with your partner.
What is our final answer of 2 thirds plus 3 fifths?
S: 1 and 4 fifteenths.

Lesson 4: Add fractions with sums between 1 and 2.

Date: 8/7/13 3.B.23

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5

Problem 4

T: For our last problem today I want you to solve it on your own first.
Draw a model and use a number sentence. Once everyone is
finished we will check your work.

T: (Allow time for students to work, about 3 minutes.) When finding

like units of eighths and thirds, what unit did you find?
S: 24.
T: Say your addition sentence using twenty-fourths.
S: 9 twenty-fourths plus 16 twenty-fourths equals 25 twenty-fourths.

T: Change 25/24 to a mixed number. Jerry can you share how to do that?
S: 25 twenty-fourths = 24 twenty-fourths + 1 twenty-fourth.

25 24 1
= +
24 24 24

T: What does 24 twenty-fourths make, everyone?

S: 1 whole.
T: Say the final answer to 3 eighths plus 2 thirds.
S: 1 and 1 twenty-fourth.

25 24 1 1
= + =1
24 24 24 24

Lesson 4: Add fractions with sums between 1 and 2.

Date: 8/7/13 3.B.24

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Add fractions with sums between 1 and

2.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
T: Have your Problem Set ready to correct. I will say
the addition sentence. You say the answer as a
mixed number. Problem a) 2 thirds plus 1 half?
S: 1 and 1 sixth.
Continue giving answers to the entire Problem Set.
T: I am going to give you 2 minutes to talk to your
partner about any relationships you noticed on
today’s Problem Set. Be specific. I will be
circulating to hear your conversations.
Allow for students to discuss. Then proceed with a similar
conversation to the one below.
T: Ryan, I heard you talking about Problems (a) and
(c). Can you share what you found with the
class?
S: I saw that both problems used 1 half. So I
compared the second fraction, and saw that they
used 2/3 in Problem (a) and 3/5 in Problem (b). I
remember from comparing fractions last year

Lesson 4: Add fractions with sums between 1 and 2.

Date: 8/7/13 3.B.25

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5

that 2/3 is greater than 3/5. It is really close. 2/3 is 10/15 and 3/5 is 9/15 and so the answers for
(a) and (c) also show that (a) is greater than (c) because (a) adds 2/3.
T: Thank you Ryan. Can someone else share please?
S: I noticed that every single fraction on this Problem Set is greater than or equal to one half. That
means when I add two fractions that are greater than one half together, my answer will be greater
than 1. That also means that I will have to change my answer to a mixed number.
T: Thank you. Now I will give you 1 minute to look at Jacqueline’s work. What tool did she use to
convert her fractions greater than 1 to mixed numbers?
S: Number bonds!
T: Turn and talk to your neighbor briefly about what you observe about her use of number bonds and
how that compared with your conversion method.
T: What tool did you use to convert your fractions into like units?
S: The rectangle model.
T: (After students share.) How does this work today relate to our work yesterday?
S: Again, we took larger units and broke them into smaller equal units to find like denominators. 
Yesterday all our answers were less than 1 whole. Today we realized we could use the model when
the sum is greater than 1.  Our model doesn’t show the sum of the units, it just shows us the
number of units that we need to use to add.  Yeah, that meant we didn’t have to draw a whole
other rectangle.  I get it better today than yesterday. Now I really see what is happening.
T: Show me your learning on your exit ticket!

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 4: Add fractions with sums between 1 and 2.

Date: 8/7/13 3.B.26

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 5

Name Date

1. For the following problems, draw a picture using the rectangular fraction model and write the answer.
When possible, write your answer as a mixed number.

2 1 3 2
a) + = b) + =
3 2 4 3

1 3 5 1
c) + = d) + =
2 5 7 2

3 5 2 3
e) + = f) + =
4 6 3 7

Lesson 4: Add fractions with sums between 1 and 2.

Date: 8/7/13 3.B.27

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 5

Solve the following problems. Draw a picture and/or write the number sentence that proves the answer.
Simplify your answer.
2. Penny used 2/5 lb of flour to bake a vanilla cake. She used another 3/4 lb of flour to bake
a chocolate cake. How much flour did she use altogether?

3. Carlos wants to practice piano 2 hours each day. He practices piano for 3/4 hour before school and 7/10
hour when he gets home. How many hours has Carlos practiced piano? How much longer does he need
to practice before going to bed in order to meet his goal?

Lesson 4: Add fractions with sums between 1 and 2.

Date: 8/7/13 3.B.28

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Exit Ticket 5

Name Date

Draw a model to help solve the following problems. Write your answer as a mixed number.

1.

2. Patrick drank 3/4 liter of water Monday before going jogging. He drank 4/5 liter of water
after his jog. How much water did Patrick drink altogether? Write your answer as a
mixed number.

Lesson 4: Add fractions with sums between 1 and 2.

Date: 8/7/13 3.B.29

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework 5

Name Date

1. Directions: For the following problems, draw a picture using the rectangular fraction model and write the
answer. When possible, write your answer as a mixed number.

3 1 3 2
a) + = b) + =
4 3 4 3

1 3 5 1
c) + = d) + =
3 5 6 2

2 5 4 4
e) + = f) + =
3 6 3 7

Lesson 4: Add fractions with sums between 1 and 2.

Date: 8/7/13 3.B.30

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework 5

Solve the following problems. Draw a picture and/or write the number sentence that proves the answer.
Simplify your answer.
2. Sam made 2/3 liter of punch and 3/4 liter of tea to take to a party. How many liters of beverages did Sam
bring to the party?

3) Mr. Sinofsky used 5/8 of a tank of gas on a trip to visit relatives for the weekend and another half of a
tank commuting to work the next week. He then took another weekend trip and used 1/4 tank of gas.
How many tanks of gas did Mr. Sinofsky use altogether?

Lesson 4: Add fractions with sums between 1 and 2.

Date: 8/7/13 3.B.31

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5

Lesson 5
Objective: Subtract fractions with unlike units using the strategy of
creating equivalent fractions.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (10 minutes)
 Concept Development (28 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

NOTES ON
 Sprint 4.NF.3a (12 minutes) MULTIPLE MEANS OF
ENGAGEMENT:
Between correcting Sprint A and giving
Sprint (12 minutes) Sprint B, have students share their
strategies for quickly solving the
Materials: (S) Subtracting Fractions From a Whole Sprint problems. This very brief discussion
may help some students catch on to a
more efficient approach for Sprint B.

Application Problem (10 minutes)

A farmer uses 3/4 of his field to plant corn, 1/6 of his field to
plant beans , and the rest to plant wheat. What fraction of his
field is used for wheat?
You might at times simply remind the students of their RDW
process in order to solve a problem independently. What is
desired is that students will internalize the simple set of
questions as well as the systematic approach of read, draw,
write an equation and write a statement:
 What do I see?
 What can I draw?
 What conclusions can I make from my drawing?

Lesson 5: Subtract fractions with unlike units using the strategy of creating
equivalent fractions. 3.B.32
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5

Concept Development (28 minutes)

Materials: (S) Personal white boards

NOTES ON
(Write 3 boys – 1 girl = ___.) MULTIPLE MEANS OF
ENGAGEMENT:
T: Talk to your partner about the answer. (Pause.) Share your
thoughts, please. If this problem is acted out, it can
clarify confusion about units. Students
S: 3 boys – 1 girl, you can’t do it. You don’t have any girls.  2 will see that we can rename the group
students if you rename them as students. students to encompass everyone and
T: (Write the following.) 3 students – 1 student = 2 students. 1 have like units.
half – 1 third = Repeat the process with Problem 1
T: How is this problem the same as the one before? Turn and using pattern blocks. Pattern blocks
talk to your partner. are perfect since the traditionally
yellow trapezoid is 1/2, the blue
S: The units are not the same.  We have to change the units rhombus 1/3 and the green triangles
to be able to say an answer. 1/6.

Problem 1
T: We’ll need to change both units. (Write the following.)

T: I draw one rectangle and partition it into 2 equal units. Then I’ll
write 1 half below one part and shade it in to make it easier to
see what 1 half is after I change the units.
T: On the second rectangle, I make thirds with horizontal lines and
write 1 third next to it after shading it in. (Make the new units
by drawing thirds horizontally.) But since we are subtracting, we
are just using this second model to show how many units. We
will subtract from the model showing 1 half.
T: Now let’s make equivalent units. (Draw the new partitions.)
How many new units do we have?
S: 6 units.
T: 1 half is how many sixths?
S: 1 half is 3 sixths.
T: 1 third is how many sixths?
S: 1 third is 2 sixths.

T: (Cross out the 2 sixths on the model with 3 sixths.) Say the subtraction sentence and answer with
like units.

Lesson 5: Subtract fractions with unlike units using the strategy of creating
equivalent fractions. 3.B.33
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5

S: 3 sixths - 2 sixths = 1 sixth.

T: With unlike units?
S: 1 half - 1 third = 1 sixth.

Problem 2
This next problem presents only the additional complexity of more
units.

T: Subtract 1/4 from 1/3 and then talk to your partner about
your process.
S: To create like units we can do exactly as we did when added
or when subtracting 1/2 - 1/3, make smaller units.  First we
draw parts vertically just like when we did the bar diagram. Then
we partition horizontally.  The only thing we have to remember is
that we are subtracting the units, not adding.
T: (After students share.) What is our new smaller unit?
S: Twelfths. NOTES ON
T: 1 third is? MULTIPLE MEANS OF
S: 4 twelfths. ENGAGEMENT:
T: 1 fourth is?
Additional problems like #3 allow you to
S: 3 twelfths. work with those who need more
support. If your students have a wide
ability range, prepare additional
problems that challenge but stay within
T: Say the subtraction sentence and answer with like units. the topic of instruction.

S: 4 twelfths - 3 twelfths = 1 twelfth. For example, make a list of problems

T: With unlike units? subtracting consecutive denominators.
S: 1 third - 1 fourth = 1 twelfth. 1/5 – 1/6

Problem 3 1/6 – 1/7

This is simple subtraction of unit fractions, just like Problem 2. 1/7 – 1/8
Have those who finish Problem 2 quickly solve this one
independently and then compare and explain their solution to a Students performing above grade level
partner. can look for patterns. What is
happening to the answers?

T: What do you notice about all three of our first problems?

S: All the fractions have a numerator of 1.  The denominator of the whole amount is smaller than of

Lesson 5: Subtract fractions with unlike units using the strategy of creating
equivalent fractions. 3.B.34
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5

the part we are subtracting.  It’s like that because when the denominator is smaller, the fraction is
bigger.  Yeah and we aren’t doing negative numbers until sixth grade.  The first two problems had
a numerator of 1 in the difference, too.
T: I chose those problems for exactly that reason. Fractions with a numerator of 1 are called unit fractions
and are generally easier to manipulate. Let’s try this next problem subtracting from a non-unit fraction.

Problem 4

T: Explain to your partner the difference in solving a

problem when there is a non-unit fraction such as
2/3 rather than 1/3.

Problem 5

1 2
− =
2 7
T: What is different about this next problem?
S: It has a non-unit fraction being subtracted.
T: Very observant. Be careful when subtracting so that
you take away the correct amount of units.

Problem 6
Here students encounter both a whole and subtracted part, which are non-unit fractions.

T: Turn to your partner and review the difference in labeling when you have a 2 non-unit fraction such
as 2/3 rather than 1/3.

Lesson 5: Subtract fractions with unlike units using the strategy of creating
equivalent fractions. 3.B.35
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5

S: We have to label two rows if we want to show

2/3.  Yeah, nothing really changes, we just
bracket more parts.

Problem Set (10 minutes)

Materials: (S) Problem Set, pencil, and paper

Students should do their personal best to complete the

Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Subtract fractions with unlike units

using the strategy of creating equivalent fractions.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
T: Bring your problem set to the Debrief. Take 1
minute to check your answers on Problems 1 and
2 with your partner. Do not change your
answers, however. If you have a different
answer, try to figure out why.
S: (Students work together for 1 minute.)
T: (Circulate. Look for common errors to guide your
questioning during the next phase of the
Debrief.)
T: I’ll read the answers to Problems 1 and 2 now.
T: Review and correct your mistakes for two
minutes. If you had no errors, please raise your
hand. I will assign you to support a peer.

Lesson 5: Subtract fractions with unlike units using the strategy of creating
equivalent fractions. 3.B.36
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5

T: Compare with your partner. How do these problems relate to each other?
(a) and (b)
(b) and (d)
(e) and (f)
Suggestions for facilitating the Debrief:
 Circulate and ask the following questions.
 Post the questions and have student leaders lead small group discussions.
 Have students write about one relationship in their math journal.
 Have students do a pair-share.
 Meet with a small group of ELLs or students below grade level while others do one of the above.
 Debrief the whole class after partner sharing.

T: What do you notice about Parts (a) and (b)?

S: 2/3 is double 1/3.  1/2 is double 1/4 and 1/6 is NOTES ON
double 1/12. MULTIPLE MEANS OF
T: What do you notice about Parts (b) and (d)? ENGAGEMENT:
S: Both problems start with 2/3.  2/3 is the whole in
both, but in one problem you are taking away 1/2 Meet with a small group while other
changed for 3 units.  When you are subtracting 3/21 students do the Debrief activities
you are taking away 3 much smaller units.  That independently.
means the answer to (b) is bigger.  1/6 is less than
11/21.  Yeah, 11/21 is a little more than a half. Half
of 21 is 10.5. Eleven is greater than that.  1/6 is
closer to zero.
T: What do you notice about (e) and (f)?
S: Both problems start with 3/4. But in one you are taking away 3/8 and the other you are taking away
2/7.  3/8 is half of 3/4.  Yeah, double 3/8 is 3/4.  13/28 is 1/14 away from a half but 3/8 is
1/8 less than a half. So 13/28 is a bigger answer so 2/7 is less than 3/8.
T: Share your strategies on the word problems.
T: (After students share briefly.) If you were going to design a problem set for this lesson, what would
you have done differently? Would you have included as many unit fractions? More word problems?
S: (Students share.)

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 5: Subtract fractions with unlike units using the strategy of creating
equivalent fractions. 3.B.37
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Sprint 5

Lesson 5: Subtract fractions with unlike units using the strategy of creating
equivalent fractions. 3.B.38
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Sprint 5

Lesson 5: Subtract fractions with unlike units using the strategy of creating
equivalent fractions. 3.B.39
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Problem Set 5

Name Date

1) For the following problems, draw a picture using the rectangular fraction model and write the answer.
Simplify your answer.

1 1 2 1
a) − = b) − =
3 4 3 2

5 1 2 1
c) − = d) − =
6 4 3 7

3 3 3 2
e) − = f) − =
4 8 4 7

Lesson 5: Subtract fractions with unlike units using the strategy of creating
equivalent fractions. 3.B.40
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Problem Set 5

2) Mr. Penman had 2/3 liter of salt water. He used 1/5 of a liter for an experiment. How much salt waterdoes
Mr. Penman have left?

4 1 3
3) Sandra says that - = because all you have to do is subtract the numerators and subtract the
7 3 4
denominators. Convince Sandra that she is wrong. You may draw a rectangular fraction model to help.

Lesson 5: Subtract fractions with unlike units using the strategy of creating
equivalent fractions. 3.B.41
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Exit Ticket 5

Name Date

Directions: Draw a model, write a subtraction sentence with like units, and circle your answer for each
subtraction problem.

1 1 3 1
1. − = 2. − =
2 7 5 2

Lesson 5: Subtract fractions with unlike units using the strategy of creating
equivalent fractions. 3.B.42
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Homework 5

Name Date

1) The picture shows 3/4 of the square shaded. Use the picture to show how to create a fraction equivalent
to 3/4 with units that would allow you to subtract 1/3, and then find the difference.
3 1
− =
4 3

2) Find the difference. Use a rectangular fraction model to show how to convert to fractions with common
denominators.

5 1 2 1
a. − = b. − =
6 3 3 2

5 1 4 1
c. − = d. − =
6 4 5 2

2 2 5 2
3) − = f. − =
3 5 7 3

Lesson 5: Subtract fractions with unlike units using the strategy of creating
equivalent fractions. 3.B.43
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Homework 5

Robin used 1/4 pound of butter to make a cake. Afterward she had 5/8 of a pound left. How much
butter did she have at first?

4) Katrina needs 3/5 kilogram of flour for a recipe. Her mother has 3/7 kilogram in her pantry. Is this
enough flour to make the recipe If not, how much more will she need?

Lesson 5: Subtract fractions with unlike units using the strategy of creating
equivalent fractions. 3.B.44
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5

Lesson 6
Objective: Subtract fractions from numbers between 1 and 2.

Suggested Lesson Structure

 Fluency Practice (10 minutes)

 Application Problem (8 minutes)
 Concept Development (32 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Name the Fraction to Complete the Whole 4.NF.3b (4 minutes)

 Taking from the Whole 5.NF.7 (3 minutes)
 Fraction Units to Ones and Fractions 5.NF.7 (3 minutes)

Name the Fraction to Complete the Whole (4 minutes)

T: I’ll say a fraction, you say the missing part to make one
whole. Ready?
T: 1/2. NOTES ON
MULTIPLE MEANS OF
S: 1/2.
ACTION AND
T: 4/5.
EXPRESSION:
S: 1/5. When students begin to quiz each
T: 1/7. other, group them in level-alike pairs.
S: 6/7. Below Grade Level Performers:
T: 4/9. Provide a bar diagram template in
personal boards so that students can
S: 5/9. quickly draw each fraction and see the
T: 18/20. missing part.
S: 2/20. Above Grade Level Performers: Give
them 1/2 as a target number. Their
T: 147/150.
partner can give them any fraction less
S: 3/150. than one. They tell how much to add
T: Share your strategy for making one whole with a or subtract to get to one half, e.g. 3/7
partner.  add 1/14, 9/10  subtract 4/10.
T: With your partner, take turns giving each other
problems to solve. You have one minute.

Lesson 6: Subtract fractions from numbers between 1 and 2.

Date: 8/7/13 3.B.45

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5

Taking from the Whole (3 minutes)

Materials: (S) Personal white boards
NOTES ON
T: I’ll say a subtraction equation. You say the answer. MULTIPLE MEANS OF
1 – 1 half. ACTION AND
S: 1 half. EXPRESSION:
T: 1 – 1 third. If students struggle to answer chorally,
S: 2 thirds. write the subtraction equations on the
board and have them answer on
T: 1 – 2 thirds. personal white boards.
S: 1 third.
T: 1 – 2 fifths.
S: 3 fifths.
T: 1 – 4 fifths.
S: 1 fifth.
Continue with possible sequence:
1 3 3 5 5
1− , 1− , 1− , 1− , 1−
3 4 7 9 10

Fraction Units to Ones and Fractions (3 minutes)

Materials: (S) Personal white board and markers

T: I’ll say a fraction, you say it as ones and fraction units. Three halves.
S: One and one half.
T: Five halves.
S: Two and one half.
T: Seven halves.
S: Three and one half.
T: Eleven halves.
S: Five and one half.

Continue with possible sequence:

and .

Lesson 6: Subtract fractions from numbers between 1 and 2.

Date: 8/7/13 3.B.46

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5

Application Problem (8 minutes)

The Napoli family combined two bags of dry cat food in a plastic container. One bag had 5/6 kg. The other bag
had 3/4 kg. What was the total weight of the container after the bags were combined?
T: Use the RDW process to solve the problem independently.
Use your questions to support you in your work. What do
NOTES ON
you see? Can you draw something? What conclusions can
you make from your drawing? MULTIPLE MEANS OF
ACTION AND
T: We will analyze two solution strategies in four minutes.
EXPRESSION:
After four minutes, lead students through a brief comparison of a At this point, some students may
more concrete strategy like the one below on the left and the more realize they can combine their
abstract strategy below on the right. Be sure students realize that drawings onto one model, rather than
both answers, 1 7/12 and 1 14/24, are correct. drawing them separately as in previous
lessons.

Lesson 6: Subtract fractions from numbers between 1 and 2.

Date: 8/7/13 3.B.47

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5

Concept Development (32 minutes)

Pictorial (20 minutes)

Materials: (S) Personal white boards, template (if you choose to use it)

Problem 1

1 1
1 − =
3 2

T: Read the
subtraction expression.
S: 1 and 1 third – 1 half.
T: How many thirds is 1 and 1 third?
S: 4 thirds.
NOTES ON
T: (Draw) What should we do now? Turn and talk to
MULTIPLE MEANS OF
your partner.
ENGAGEMENT:
S: Make like units.
Have students draw each step along
T: How many new smaller units are in each whole? with you on personal white boards, so
S: 6 units. that they match your language with the
model and the steps of the process. At
T: 4 thirds is how many sixths?
key moments have them orally label
S: 8 sixths. the parts of the model to practice using
T: 1 half is how many sixths? language.
S: 3 sixths.
T: Looking at my drawing, how would you subtract 3 sixths or a half? Discuss this with your partner.
S: You can take the half from the whole and then add back the third.  Then you are adding to
subtract?  Yes, you are adding the part you had left after you take away.  It makes it easier
because we know really well how to subtract any fraction from a one whole.  Yeah but it’s just
MP.5 easier for me to take the 3 sixths from the 8 sixths.  For me, it’s easier to take it from the whole
and add back the rest.
T: It’s like subtracting 80 from 130. It’s easier for me to take 80 from 100 and add 20 and 30.
S: Can we do it whatever way?
T: Of course. Choose the way that is easiest for you.
T: Let’s call the different solution strategies Method 1 and Method 2. If you use method 1, it’s good to
record it with a number bond.
S: 8 sixths – 3 sixths = 5 sixths. 1 and 1 third – 1 half = 5 sixths.

Lesson 6: Subtract fractions from numbers between 1 and 2.

Date: 8/7/13 3.B.48

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5

Problem 2

T: I draw one rectangle to

show 1 and a second
rectangle to show 1 fifth.
T: Do I have thirds to take
away from the 6 fifths?
S: No.
T: Explain to your partner how to solve this problem. Use both methods.

Problem 3

1 2
1 − =
2 3

The only complexity added on here is that of the subtraction of a non-unit fraction.

Problem 4

In this problem, the new complexity is the choice of two

non-unit fractions.

Problem 5

Lesson 6: Subtract fractions from numbers between 1 and 2.

Date: 8/7/13 3.B.49

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5

T: I really don’t want to have to draw all those ninths, so I’m going to do a shortcut for now just to
remind myself of what to do.

Problem Set (12 minutes) NOTES ON

Students should do their personal best to complete the Problem Set MULTIPLE MEANS OF
within the allotted 12 minutes. For some classes, it may be ACTION AND
appropriate to modify the assignment by specifying which problems EXPRESSION:
they work on first. Some problems do not specify a method for As students share out various
solving. Students solve these problems using the RDW approach used strategies, use a modified text
for Application Problems. representation activity. Have the rest
of the class demonstrate the ideas their
peers orally express on personal white
Student Debrief (10 minutes) boards.

Lesson Objective: Subtract fractions from numbers between 1 and 2.

The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
T: Take one minute to compare your work with a
partner’s. (Circulate and look for common errors
or student work to use instructionally.)
T: I’ll read the answers to numbers 1 and 2 now.
T: (Students correct their work for about 2
minutes.) If you had no errors, I will assign you to
support a peer.
T: Compare these problems with a partner:
(a) and (b)
(c) and (d)
(e) and (f)
S: I remember that 1/3 – 1/4 is 1/12 so then
1 1/4 – 1/3 is 1/12 less than 1.  It’s the same
with 1 1/3 – 1/5. It’s 2/15 and so the answer is
2/15 less than 1.  You could use the same
strategy on all of them.
T: Jacqueline, can you explain your solution to
Problem 2?
S: I realized that the problem was really easy, just
subtraction. I could take 5/6 from 1 and add it to
1/4. 1/6 and 1/4 is easy because it’s just unit fractions
4/24 and 6/24. So the answer is 10 twenty fourths.

Lesson 6: Subtract fractions from numbers between 1 and 2.

Date: 8/7/13 3.B.50

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5

T: Did anyone solve it differently?

S: Yes. I just converted the fractions to like units
and subtracted so it was 24 twenty-fourths and 6
twenty-fourths. 30 twenty-fourths – 20 twenty-
fourths = 10 twenty-fourths.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 6: Subtract fractions from numbers between 1 and 2.

Date: 8/7/13 3.B.51

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Sprint 5

Lesson 6: Subtract fractions from numbers between 1 and 2.

Date: 8/7/13 3.B.52

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Sprint 5

Lesson 6: Subtract fractions from numbers between 1 and 2.

Date: 8/7/13 3.B.53

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Problem Set 5

Name Date

1. For the following problems, draw a picture using the rectangular fraction model and write the answer.
Simplify your answer.

1 1 1 1
a) 1 − = b) 1 − =
4 3 5 3

3 1 2 1
c) 1 − = d) 1 − =
8 2 5 2

2 1 2 3
e) 1 − = f) 1 − =
7 3 3 5

Lesson 6: Subtract fractions from numbers between 1 and 2.

Date: 8/7/13 3.B.54

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Problem Set 5

2. Jean-Luc jogged around the lake in 1 1/4 hour. William jogged the same distance in 5/6 hour. How much
longer did Jean-Luc take than William in hours? How many more minutes?

2 3 1 2
3. Is it true that 1 − = + ? Prove your answer.
5 4 4 5

Lesson 6: Subtract fractions from numbers between 1 and 2.

Date: 8/7/13 3.B.55

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Exit Ticket 5

Name Date

For the following problems, draw a picture using the rectangular fraction model and write the answer.
Simplify your answer.

1. 2.

Lesson 6: Subtract fractions from numbers between 1 and 2.

Date: 8/7/13 3.B.56

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Homework 5

Name Date

1. Find the difference. Use a rectangular fraction model to show how to convert to fractions with common
denominators.

5 3 5
a) 1− = b) − =
6 2 6

4 5 1 3
c) − = d) 1 − =
3 7 8 5

2 3 5 7
e) 1 − = f) 1 − =
5 4 6 8

2 3 3 2
g) 1 − = h) 1 − =
7 4 12 3

Lesson 6: Subtract fractions from numbers between 1 and 2.

Date: 8/7/13 3.B.57

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Homework 5

2. Sam had 1 1/2 m of rope. He cut off 5/8 m and used it for a project. How much rope does Sam have left?

3. Jackson had 1 3/8 kg of fertilizer. He used some to fertilize a flower bed andhe only had 2/3 kg left. How
much fertilizer was used in the flower bed

Lesson 6: Subtract fractions from numbers between 1 and 2.

Date: 8/7/13 3.B.58

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5

Lesson 7
Objective: Solve two-step word problems.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Concept Development (33 minutes)
 Student Debrief (15 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint 4.NF.2 (12 minutes)

Sprint (12 minutes)

Materials: (S) Circle the Equivalent Fraction Sprint

Concept Development (33 minutes) NOTES ON

MULTIPLE MEANS OF
Materials: (S) Problem Set, personal white boards ENGAGEMENT:
Problem 1 You might strategically pair ELLs and
students performing below grade level.
George weeded 1/5 of the garden, and Summer weeded some, For example, a student performing
too. When they were finished, 2/3 of the garden still needed to below grade level who is accustomed
be weeded. What fraction of the garden did Summer weed? to translating for a parent may blossom
when asked to translate for a
T: Let’s read the problem together. newcomer. The relationship may
S: (Students read chorally.) become mutually beneficial if the
T: Share with your partner: What do you see when you newcomer shows strong ability and can
help his or her partner with math
hear the story? What can you draw?
concepts.
S: (Students share with partners.)
Also, help engagement by putting
T: I’ll give you one minute to draw. student names in them, acting them
T: (After a brief exchange.) What fraction of the garden out and making small pictures to
did Summer weed? Is it a part or the whole? support comprehension.

S: Part.
T: Do we know the whole?
S: Yes.

Lesson 7: Solve two-step word problems.

Date: 8/7/13 3.B.59

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5

T: What is it?
S: 1.
T: From the whole, we separate 1/5 for George, an unknown amount for Summer, and have a leftover
part of 2/3. How do you solve for Summer’s part? Turn and share.
S: (Students share.)
T: Solve the problem on your personal white board. (Pause.) Show your board.
T: Turn and explain to your partner how you got the answer.
T: (After students share.) Jason, please share?
S: After I drew the bar diagram, I just subtracted the part George weeded and the part that was left from
the whole.
T: Barbara, please share?
S: My way to solve this problem is to add up the 2 parts to create a bigger part, then subtract from the
whole.
S: Summer weeded 2/15 of the garden.
T: Barbara and Jason have presented their solving methods which came right from their drawings. With
your partner, analyze their drawings. How are they the same and how are they different?
S: (Students share.)
T: Are they both correct?
S: Yes?
T: How do you know?
S: They both make sense.  They both got the right answer.  They both showed the same
relationships but in different ways.

Lesson 7: Solve two-step word problems.

Date: 8/7/13 3.B.60

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5

Problem 2
Jing spent 1/3 of her money on a pack of pens, 1/2 of her money on a pack of markers, and 1/8 of her money
on a pack of pencils.
What fraction of her money is left?

NOTES ON
MULTIPLE MEANS OF
ACTION AND
EXPRESSION:
If students finish quickly, have them re-
work problems using a different
strategy. Then during the problem
debrief, take a moment to have them
share which strategy they prefer and
why.
Some students may realize they can
find the number of like units on one
rectangles as the student has done to
the left. This is more efficient and
many students might benefit from this
short cut. In the debrief of the
problem compare the methods and
support the validity of this strategy.

Lesson 7: Solve two-step word problems.

Date: 8/7/13 3.B.61

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5

Problem 3
Shelby bought a 2 ounce tube of blue paint. She used 2/3 ounce to paint the water, 3/5 ounce to paint the
sky, and some to paint a flag. After that she has 2/15 ounce left. How much paint did Shelby use to paint her
flag?

Problem 4
Jim sold 3/4 gallon of lemonade. Dwight sold some lemonade too. Together, they sold 1 5/12 gallons. Who
sold more lemonade, Jim or Dwight? How much more? (See the lesson debrief for student work samples.)

Problem 5
Leonard spent 1/4 of his money on a sandwich. He spent 2 times as much on a gift for his brother as on some
comic books. He had 3/8 of his money left. What fraction of his money did he spend on the comic books?

Lesson 7: Solve two-step word problems.

Date: 8/7/13 3.B.62

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5

Student Debrief (15 minutes)

Lesson Objective: Solve two-step word problems.

The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
T: Bring your Problem Set to the Debrief. Share, check, and/or explain your answers to your partner.
S: (Students work together for 2 minutes.)
T: (Circulate and listens to students’ explanations while they work, then review answers.)
T: Let’s take a look at two different strategies for solving Problem 4.

T: What do you notice about the 2 different drawings?

S: The first one draws the containers of lemonade, the second one draws the bar diagram.  Both
drawings are different but they both have the part, part, whole relationship.

Lesson 7: Solve two-step word problems.

Date: 8/7/13 3.B.63

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5

T: Let’s look at them closely. How is Jim’s container of 3/4 gallon of lemonade represented in the bar
diagram? Turn and share.
S: Instead of drawing a container of 3/4 gallon, Jim’s lemonade is now a part of a whole in the bar
diagram.
T: How is Dwight’s container of lemonade represented in the bar diagram? Turn and share.
S: Since we don’t know Dwight’s lemonade, we put a question mark in the container. But in the bar
diagram, it’s a missing part of a whole.
T: Look at both drawings. How is the whole represented? Turn and share.
S: The drawing on the left shows 1 5/12 gallons of lemonade in the containers. The drawing on the
right shows the whole in a bar diagram created by Jim and Dwight.
T: What if I change the numbers in this problem and
make them into bigger units? For example, Jim has
126 3/4 gallons, and the total is 348 5/12 gallons.
Which drawing do you think it’s easier to draw and
represent the new problem? Turn and share. NOTES ON
S: That’s too many containers to draw.  It’s easier to MULTIPLE MEANS OF
draw the new problem using the bar diagram.  It’s REPRESENTATION:
faster to label the part, part, whole in the bar diagram Make sure ELLs are sitting close to the
than drawing all the containers. displayed work during the Debrief, so
T: The bar diagram is much easier to use, even with larger that even when they lose the
numbers. conversation’s thread, they can be
analyzing and learning from the
T: What do you notice about their methods of solving this
MP.3 student work.
problem?
ELLs may prefer the more concrete
S: The second one started with the addition sentence 3/4 drawing of the gallon of lemonade.
+ ? = 1 5/12, but the first one started with subtraction The explicit connection between the
sentence 1 5/12 – 3/4 = ? two representations is a strong bridge
T: Turn and share with your partner and follow each to understanding the bar diagram.
solution strategy through step by step. Share what is
the same and different about them.
S: (Students share.)
T: If you have to solve a similar problem again, what kind
of drawing and solution strategy would you use? Turn
and share.
S: (Students share.)

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 7: Solve two-step word problems.

Date: 8/7/13 3.B.64

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Sprint 5

Lesson 7: Solve two-step word problems.

Date: 8/7/13 3.B.65

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Sprint 5

Lesson 7: Solve two-step word problems.

Date: 8/7/13 3.B.66

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set 5

Name Date

Solve the word problems using the RDW strategy. Show all your work.

1. George weeded 1/5 of the garden, and Summer weeded some too. When they were finished, 2/3 of the
garden still needed to be weeded. What fraction of the garden did Summer weed?

2. Jing spent 1/3 of her money on a pack of pens, 1/2 of her money on a pack of markers, and 1/8 of her
money on a pack of pencils. What fraction of her money is left?

3. Shelby bought a 2 ounce tube of blue paint. She used 2/3 ounce to paint the water, 3/5 ounce to paint
the sky, and some to paint a flag. After that she has 2/15 ounce left. How much paint did Shelby use to
paint her flag?

Lesson 7: Solve two-step word problems.

Date: 8/7/13 3.B.67

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set 5

4. Jim sold 3/4 gallon of lemonade. Dwight sold some lemonade too. Together, they sold 1 5/12 gallons.
Who sold more lemonade, Jim or Dwight? How much more?

5. Leonard spent 1/4 of his money on a sandwich. He spent 2 times as much on a gift for his brother as on
some comic books. He had 3/8 of his money left. What fraction of his money did he spend on the comic
books?

Lesson 7: Solve two-step word problems.

Date: 8/7/13 3.B.68

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Exit Ticket 5

Name Date

Solve the word problem using the RDW strategy. Show all your work.

1. Mr. Pham mowed 2/7 of a lawn. His son mowed 1/4 of it. Who mowed the most? How much of the
lawn still needs to be mowed?

Lesson 7: Solve two-step word problems.

Date: 8/7/13 3.B.69

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework 5

Name Date

Solve the word problem using the RDW strategy. Show all your work.

1. Christine baked a pumpkin pie. She ate 1/6 of the pie. Her brother ate 1/3 of it, and gave the left overs
to his friends. What fraction of the pie did he give to his friends?

2. Liang went to the bookstore. He spent 1/3 of his money on a pen and 4/7 of it on books. What fraction
of his money did he have left?

3. Tiffany bought 2/5 kg of cherries. Linda bought 1/10 kg of cherries less than Tiffany. How many kg of
cherries did they buy altogether?

Lesson 7: Solve two-step word problems.

Date: 8/7/13 3.B.70

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework 5

4. Mr. Rivas bought a can of paint. He used 3/8 of it to paint a book shelf. He used 1/4 of it to paint a
wagon. He used some of it to paint a bird house, and have 1/8 of paint left. How much paint did he use
for the bird house?

5. Ribbon A is 1/3 m long. It is 2/5 m shorter than ribbon B. What’s the total length of two ribbons?

Lesson 7: Solve two-step word problems.

Date: 8/7/13 3.B.71

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 New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 3

Topic C
Making Like Units Numerically
5.NF.1, 5.NF.2

Focus Standard: 5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an
equivalent sum or difference of fractions with like denominators. For example, 2/3 +
5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.).

5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators, e.g., by using visual fraction
models or equations to represent the problem. Use benchmark fractions and number
sense of fractions to estimate mentally and assess the reasonableness of answers. For
example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2
Instructional Days: 5
Coherence -Links from: G4–M5 Fraction Equivalence, Ordering, and Operations
-Links to: G5–M1 Place Value and Decimal Fractions
G5–M4 Multiplication and Division of Fractions and Decimal Fractions

Topic C uses the number line when adding and subtracting fractions greater than or equal to 1. The number
line helps students see that fractions are analogous to whole numbers. The number line makes it clear that
numbers on the left are smaller than numbers on the right (which helps lead to integers in Grade 6). Using
this tool, students recognize and manipulate fractions in relation to larger whole numbers and to each other
For example, “Between what two whole numbers does the sum of 1 2/ 3 and 5 3/ 4 lie?”

3 3
___< 1 + 5 < ___
4 5

Topic C: Making Like Units Numerically

Date: 8/7/13 3.C.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Topic C 5

This leads to understanding of and skill with solving more interesting problems, often embedded within multi-
step word problems:
Cristina and Matt’s goal is to collect a total of 3 ½ gallons of sap from the maple trees. Cristina collected 1 ¾
gallons. Matt collected 5 3/5 gallons. By how much did they beat their goal?

3 3 1 3×5 3×4 1 × 10
1 gal + 5 gal − 3 gal = 3 + � �+� �−� �
4 5 2 4×5 5×4 2 × 10

15 12 10 17
=3+ + − = 3 gal
20 20 20 20

Cristina and Matt beat their goal by 3 17/20 gallons.

Word problems are part of every lesson. Students are encouraged to utilize bar diagrams, which facilitate
analysis of the same part–whole relationships they have worked with since Grade 1.

A Teaching Sequence Towards Mastery of Making Like Units Numerically

Objective 1: Add fractions to and subtract fractions from whole numbers using equivalence and the
number line as strategies.
(Lesson 8)

Objective 2: Add fractions making like units numerically.

(Lesson 9)

Objective 3: Add fractions with sums greater than 2.

(Lesson 10)

Objective 4: Subtract fractions making like units numerically.

(Lesson 11)

Objective 5: Subtract fractions greater than or equal to 1.

(Lesson 12)

Topic C: Making Like Units Numerically

Date: 8/7/13 3.C.2
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•3

Lesson 8
Objective: Add fractions to and subtract fractions from whole numbers
using equivalence and the number line as strategies.

Suggested Lesson Structure

 Fluency Practice (6 minutes)

 Application Problem (7 minutes)
 Concept Development (35 minutes)
 Student Debrief (12 minutes)
Total Time (60 minutes)

Fluency Practice (6 minutes)

 Adding Whole Numbers and Fractions 4.NF.3a (3 minutes)

 Subtracting Fractions from Whole Numbers 4.NF.3a (3 minutes)

Adding Whole Numbers and Fractions (3 minutes)

T: I’ll say the answer. You say the addition problem as a NOTES ON
whole number and a fraction. 3 and 1 half. MULTIPLE MEANS OF
S: 3 + 1 half. REPRESENTATION:
T: 5 and 1 half. If necessary, show numbers with bar
S: 5 + 1 half. diagrams to create a visual and slow
the pace of the activity.
T: 2 and 3 fourths.
S: 2 + 3 fourths.
T: 1 and 5 sixths.
S: 1 + 5 sixths.
T: Let’s switch roles. I’ll say the addition problem, you
say the answer. 2 + 1 fifth.
S: 2 and 1 fifth.
T: 2 + 4 fifths.
S: 2 and 4 fifths.
T: 5 + 7 eighths.
S: 5 and 7 eighths.
T: 3 + 7 twelfths.
S: 3 and 7 twelfths.

Lesson 8: Add fractions to and subtractions from whole numbers using

equivalence and the number line as strategies. 3.C.3
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•3

Subtracting Fractions From Whole Numbers (3 minutes)

NOTES ON
T: I’ll say a subtraction sentence. You repeat the MULTIPLE MEANS OF
sentence and give the answer. 1 – 1 half.
ACTION AND
S: 1 – 1 half = 1 half. EXPRESSION:
T: 2 – 1 half.
As with the addition activity, have
S: 2 – 1 half = 1 and 1 half. students represent the subtraction
T: 2 and 1 half – 1 half. sentence with a bar diagram and cross
S: 2 and 1 half – 1 half = 2. off the subtracted amount.

T: 6 – 1 fourth.
S: 6 – 1 fourth = 5 and 3 fourths.
T: 6 and 3 fourths – 3 fourths.
S: 6 and 3 fourths – 3 fourths = 6.
Repeat process with possible sequence:

5 5 5 7 7 7 7 7 7
3 − , 3 − , 4 − , 4 − , 5 − , 5 −
6 6 6 8 8 8 12 12 12

Application Problem (7 minutes)

Jane found money in her pocket. She went to a convenience store and spent 1/4 of her money on chocolate
milk, 3/5 of her money on a magazine, and the rest of her money on candy. What fraction of her money did
she spend on candy?
T: Let’s read the problem together.
S: (Students read chorally.)
T: Quickly share with your partner how to solve this
problem. (Circulate and listen.)
T: Malory, will you tell the class your plan?
S: I have to find like units for the cost of the milk and
magazine. Then I can add them together. Then I can
see how much more I would need to make 1 whole.
T: You have 2 minutes to solve the problem.
T: What like units did you find for the milk and
magazine?
S: Twentieths.
T: Say your addition sentence with these like units.
S: 5 twentieths plus 12 twentieths equals 17 twentieths.

Lesson 8: Add fractions to and subtractions from whole numbers using

equivalence and the number line as strategies. 3.C.4
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•3

T: How many more twentieths do you need to make a

whole?
NOTES ON
S: 3 twentieths. MULTIPLE MEANS OF
T: Tell your partner the answer in the form of a sentence. ENGAGEMENT:
S: Jane spent 3 twentieths of her money on candy. Add the following question as an
extension for students performing
above grade level:
How much does the magazine cost if
Concept Development (35 minutes) she started with $10?
The question goes beyond the scope of
Materials: (S) Empty number line template or lined paper the lesson, but may be an engaging
challenge for some students.
T: Discuss with your partner what addition problem would
match this picture.

S: 1 + 1 3/4

Problem 1 NOTES ON
3 MULTIPLE MEANS OF
1+1 REPRESENTATION:
4
It may be easier for your students to
Draw a line or project the number line template. use a template with the empty number
T: Start at zero. Travel one unit. line on it. However if you are limited
with printing templates for your class,
T: Start at 1 and travel one more equal unit. Where do
lined paper will do the same job.
we land? Encourage students to make number
S: 2. lines by tracing the blue lines on lined
paper. The increments on rulers can be
T: How much more do I need to travel?
a distraction. Our goal is for students
S: 3 fourths. to use the line as a helpful tool for
T: Will that additional distance be less than or more than one visualizing the addition and
whole unit? subtraction, and to contextualize
fractions within the set of whole
S: Less than one whole unit. numbers.
T: Make 3 smaller equal units, 1 fourth, 2 fourths, 3 fourths.
What is 2 plus 3 fourths?
S: 2 and 3 fourths.

Lesson 8: Add fractions to and subtractions from whole numbers using

equivalence and the number line as strategies. 3.C.5
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•3

S: 1 plus 1 and 3 fourths equals 2 and 3 fourths.

3
1+1
4
3
=1+1+
4
3
=2
4

Problem 2
𝟑
𝟐 + 𝟑
𝟏𝟎
T: Talk to your partner: How should we solve this?
S: First add 2.  3 tenths comes next so add that.  Adding all the whole numbers first might be easier.
 Adding the numbers as they are written is best so you don’t forget the fractions or whole numbers.
 Adding the whole numbers first will make the number line easier to read and it’s similar to how we
add all the ones, then the tens, then the hundreds. Add like numbers or units first.
T: Let’s travel 2, then 3 more units on our number
line. (Show on the board.) Can someone explain
how to travel 3 tenths?
S: 1 tenth is much smaller than a whole, so make 3
very small units. Label the final one 5 3/10.
T: Say your complete number sentence.
S: 2 and 3 tenths plus 3 equals 5 and 3 tenths.
𝟑
𝟐 + 𝟑
𝟏𝟎
𝟑
=2+3+
𝟏𝟎
𝟑
=5
𝟏𝟎

T: What do you notice about the fractional units when adding it to a whole number?
S: The fraction amount doesn’t change. All we have to do is add the whole numbers.

Problem 3
𝟏
𝟏−
𝟒
T: Read the problem.
S: 1 minus 1 fourth.
T: On the number line, let’s start at 1 because that’s the whole.

Lesson 8: Add fractions to and subtractions from whole numbers using

equivalence and the number line as strategies. 3.C.6
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•3

T: When I subtract 1/4 from 1, my answer will lie

between what 2 whole numbers?
S: 0 and 1.
T: (Write 0 on the number line.) Because the
answer will be between 0 and 1, the whole
number will be 0. We will partition the number
line into fourths. Starting at 1, let’s travel back
1 fourth. (Mark the unit.)
S: 1 minus 1 fourth equals 3 fourths.
𝟏
𝟏−
𝟒
𝟒 𝟏
= −
𝟒 𝟒
𝟑
=
𝟒
Problem 4
T: Discuss with your partner your strategy for solving this problem.
(Listen to students discuss for 30 seconds.)
𝟑
𝟐−
𝟓

T: I will start at the whole number 2 on my number line. Am I subtracting a whole number?
S: No.
T: My answer will lie between what 2 whole numbers?
S: 1 and 2.
T: If your answer lies between 1 and 2, what is the whole number part of your answer?
S: 1.
T: With your partner, subtract 3 fifths on the number line.
Allow students 1 minute to solve the problem with their partner using the number line. Review the problem
counting back 3 fifths on the number line. Ask for students to submit answers, rather than giving the
answers.
𝟑
𝟐−
𝟓
𝟑
= 𝟏 + (𝟏 − )
𝟓
𝟐
=1
𝟓

Lesson 8: Add fractions to and subtractions from whole numbers using

equivalence and the number line as strategies. 3.C.7
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•3

Problem 5
T: Let’s say this subtraction sentence.
2
3−1
3
S: 3 minus 1 and 2 thirds.
T: First, we will subtract the whole number 1 and then subtract the fraction 2 thirds. Start with 3 on
the number line and subtract 1 whole. (Show the subtraction of the unit.)
T: When you subtract the fraction 2 thirds, what 2 whole numbers will your answer lie between?
S: Between 1 and 2.
T: You have 1 minute to complete this problem with your
partner. NOTES ON
MULTIPLE MEANS OF
2
3−1 ENGAGEMENT:
3
You may want to project work or have
2
= (3 − 1) − students show their strategies visually
3
as they share. Also, give the class an
2
=2– opportunity to ask the presenter
3
questions. You may want to ask
1 students to retell particularly efficient
=1 strategies to a partner to help them
3
internalize either language or content,
Problem Set (12 minutes) depending on need.

Students should do their personal best to complete the

Problem Set within the allotted 12 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (12 minutes)

Lesson Objective: Add fractions to and subtractions from

whole numbers using equivalence and the number line as
strategies.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief.

Lesson 8: Add fractions to and subtractions from whole numbers using

equivalence and the number line as strategies. 3.C.8
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•3

Guide students in a conversation to debrief the Problem

Set and process the lesson.
T:
Please take two minutes to check your answers
with your partner. Do not change any of your
answers. (Allow students to work.)
T: I will say the addition or subtraction problem.
Share your answers out loud to check your work.
Part (a) 2 plus 1 and 1 fifth equals?
S: 3 and 1 fifth.
Continue with sequence.
T: Take the next two minutes to discuss the
Problem Set with your partner. Did you notice
anything new? Are there any patterns?
(Students discuss. Circulate and listen for
conversations that can be shared with the whole
class.)
T: Carla, will you tell us what you noticed about Part
(c)?
S: I added the whole numbers and got 7, but then I
realized that the fractions added up to 5 fifths.
That’s one whole, so I had to add that to 7 and got 8 for my answer.
T: Benjamin, what were you saying about the addition problems compared to the subtraction
problems?
S: Addition takes less time and thinking. Just add the whole numbers and write in the fraction. But with
subtraction, you have to think harder. First you subtract the whole numbers, but that won’t be your
whole number answer. You have to make it one number smaller. Like in Part (e). 17 minus 15 equals 2
but the answer won’t be 2; it will be between 1 and 2. So I write down the whole number 1, and then
figure out the fraction.
MP.3 T: Tammy, how did you find the fraction that Benjamin mentioned?
S: For finding the fraction part of subtraction, I like to count up. For example, in Part (d) I found the
whole number and then said 3/7, 4/7, 5/7, 6/7, 7/7. That’s 5 groups of sevenths. So the fraction is
5/7.
T: So many of us are finding our own strategies for solving addition and subtraction of whole numbers
and fractions. Share with your partner your own strategies. Listen carefully and see if you learn a
new strategy to try.
S: (Students talk. If time permits, ask for two students to share what they heard.)

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 8: Add fractions to and subtractions from whole numbers using

equivalence and the number line as strategies. 3.C.9
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Empty Number Line 5•3

Name Date

Lesson 8: Add fractions to and subtractions from whole numbers using

equivalence and the number line as strategies. 3.C.10
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Problem Set 5•3

Name Date

1. Add or subtract.

1 3
a) 2 + 1 = b) 2 − 1 =
5 8

2 3 2
c) 5 +2 = d) 4 − 2 =
5 5 7

3 2
e) 9 +8= f) 17 − 15 =
4 3

2 7
g) 15 + 17 = h) 100 − 20 =
3 8

2. Calvin had 30 minutes in time-out. For the first 23 1/3 minutes, Calvin counted spots on the ceiling. For
the rest of the time he made faces at his stuffed tiger. How long did Calvin spend making faces at his
tiger?

Lesson 8: Add fractions to and subtractions from whole numbers using

equivalence and the number line as strategies. 3.C.11
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Problem Set 5•3

3. Linda planned to spend 9 hours practicing piano this week. By Tuesday, she had spent 2 1/2 hours
practicing. How much longer does she need to practice to reach her goal?

1
4. Gary says that 3 − 1 will be more than 2, since 3 – 1 is 2. Draw a picture to prove that Gary is wrong.
3

Lesson 8: Add fractions to and subtractions from whole numbers using

equivalence and the number line as strategies. 3.C.12
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Exit Ticket 5•3

Name Date

Add or subtract.

7 3
1) 5+1 = 2) 3 − 1 =
8 4

3 3
3) 7 +4= 4) 4 − 2 =
8 7

Lesson 8: Add fractions to and subtractions from whole numbers using

equivalence and the number line as strategies. 3.C.13
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Homework 5•3

Name Date

1. Add or subtract.

1 5
a) 3 + 1 = b) 2 − 1 =
4 8

2 3 5
c) 5 +2 = d) 4 − 2 =
5 5 7

4 3
e) 8 +7= f) 18 − 15 =
5 4

5 3
g) 16 + 18 = h) 100 − 50 =
6 8

5
2. The total length of two ribbons is 13 meters. If one ribbon is 7 meters long, what is the length of the
8
other ribbon?

Lesson 8: Add fractions to and subtractions from whole numbers using

equivalence and the number line as strategies. 3.C.14
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Homework 5•3

3. It took Sandy two hours to jog 13 miles. She ran 7 1/2 miles in the first hour. How far did she run during
the second hour?

3 1 1 4 1
4. Andre says that 5 +2 =7 because 7 = 7 . Identify his mistake. Draw a picture to prove that he
4 4 2 8 2
is wrong.

Lesson 8: Add fractions to and subtractions from whole numbers using

equivalence and the number line as strategies. 3.C.15
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5

Lesson 9
Objective: Add fractions making like units numerically.

Suggested Lesson Structure

 Fluency Practice (10 minutes)

 Application Problem (10 minutes)
 Concept Development (30 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Adding and Subtracting Fractions with Like Units 4.NF.3a (1 minute)

 Sprint 4.NF.3a (9 minutes)

Adding and Subtracting Fractions with Like Units (1 minute)

T: I’ll say an addition or subtraction sentence. You say
the answer. 2 fifths + 1 fifth.
S: 3 fifths.
T: 2 fifths – 1 fifth.
S: 1 fifth. NOTES ON MULTIPLE
T: 2 fifths + 2 fifths. MEANS OF
REPRESENTATION:
S: 4 fifths.
Provide written equations along with
T: 2 fifths – 2 fifths. oral. Colored response cards
S: Zero. (green=true and red=false) can help
T: 3 fifths + 2 fifths. scaffold responses to the statement
“Tell me if it’s true or false.” This
S: 1. statement might also be simplified to
T: I’m going to write an addition sentence. You say true “Is it right?” to which ELLS may
or false. respond “yes” or “no.”

T: (Write.)

S: True.
3 3 6
T: (Write.) + =
7 7 14

Lesson 9: Add fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5

S: False.
T: Say the answer that makes this addition sentence true. NOTES ON
S: 3 sevenths + 3 sevenths = 6 sevenths. MULTIPLE MEANS OF
ENGAGEMENT:
This problem may feel like review for
T: (Write.)
some students. Consider extending it
by asking, “If Hannah keeps to this
T: True or false? training pattern, how many days will it
S: False. take her to reach a distance of 2
miles?”
T: Say the answer that will make this addition sentence
true. You might also task students with
generating other questions that could
S: 5 ninths + 2 ninths = 7 ninths. be asked about the story. For example:
 How far did Hannah run in 5 days?
T: (Write.)
 How much farther did Hannah run
than her friend on Tuesday?
T: True or false?  How much farther did Hannah run
S: True. on day 10 than day 1?
T: Great work. You’re ready for your Sprint! If students offer a question for which
there is insufficient information, ask
how the problem could be altered in
Sprint (9 minutes) order for their question to be
answered.
Materials: (S) Add and Subtract Fractions with Like Units Sprint

Application Problem (10 minutes)

Hannah and her friend are training to run in a 2 mile race.

On Monday, Hannah runs 1/2 mile. On Tuesday, she runs
1/5 mile further than she ran on Monday.
a. How far did Hannah run on Tuesday?
b. If her friend ran 3/4 mile on Tuesday, how
many miles did the girls run in all on Tuesday?

Lesson 9: Add fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5

T: Use the RDW (read, draw, write) process to solve

with your partner.
S: (Students read, draw and write an equation, as well
as a word sentence.)
T: (Debrief the problem.) Could you use the same
units to answer Parts (a) and (b)? Why or why not?
S: No. There’s no easy way to change fourths to
tenths.

Concept Development (30 minutes)

Materials: (S) Personal white boards

Problem 1
T: How did you decide to use tenths in the first part of
our Application Problem? Turn and talk.
S: We can draw a rectangle and split it using the other
unit.  Since we had halves and fifths, we drew
two parts and then split them into 5 parts each.
That made 10 parts for the halves. That meant the
fifths were each 2 smaller units, too.
T: Turn and talk: What happened to the number of units
we selected when we split our rectangle? NOTES ON
MULTIPLE MEANS OF
S: Instead of one part, now we have five.  The number
ENGAGEMENT:
of selected parts is five times more.  The total
number of parts is now 10. “Turn and talk” allows ELLS the
opportunity to practice academic
T: What happened to the size? language in a relatively low-stakes
MP.7
S: The units got smaller. setting. It also allows time and space
T: Let me record what I hear you saying. Does this for them to formulate responses
before sharing with the whole class.
equation say the same thing?
Consider pairing ELLS with each other
(Record the following equation.) at first and then shift the language
5 times as many selected units composition of groups over the course
 1× 5  5
=
of the year.
 5 times as many units in the whole
 2 × 5  10
S: Yes!
T: Write an equation like mine to explain what happened to the fifths.
T: (Circulate and listen.) Jennifer, can you share for us?
S: The number of parts we had doubled. The units are half as big as before, but there are twice as
many of them.
 1× 2  2 Number of parts doubled or 2 times as many parts
 =
 5 × 2  10 Number of units in whole doubled or twice as many parts in the whole

Lesson 9: Add fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5

T: Then, of course, we could add our two fractions together. (Write.)

 1× 5   1× 2 
 + 
 2× 5   5× 2 
5 2
= +
10 10
7
=
10
T: Are there other units we could have used to make these denominators the same? Another way to
ask that question is: Do 2 and 5 have other common multiples?
S: Yes. We could have used 20ths, 30ths, or 50ths….
T: If we had used 20ths, how many slices would we need to change 1/2? To change 1/5? Turn and talk.
Draw a model on your personal board if necessary.
T: Let’s hear your ideas.
S: 10 slices for half.  Ten times as many units in the whole and 10 times as many units that we
selected.  4 slices for fifths.  4 times as many selected units and 4 times as many units in the
whole, but they are smaller in size.
T: Let’s record that on our boards in equation form. (Write.)

 1×10   1× 4 
 + 
 2 ×10   5 × 4 
10 4
= +
20 20
14
=
20

T: Is 14/20 the same amount as 7/10?

S: Yes, they are equivalent.  7/10 is simplified.
T: Express 1/2 + 1/5 using another unit. Show your thoughts with an equation.
S: (Students draw and write appropriate representations.)
T: Who used the smallest unit? Who used the largest unit? Who had the least or most units in their
whole? Turn and talk.
T: (After students share.) Garrett and Pete, please share your findings.
S: I used 30ths so I had to multiply by 15 to make 1/2 and multiply by 6 to make 1/5. That’s 21/30 in
all.  I used 50ths. I had smaller units in my whole, so I needed 25 to make 1/2 and 10 to make 1/5.
That’s 35/50 in all.
T: Look at this statement. What do the types of units we used have in common?

Lesson 9: Add fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5

S: All of the units are smaller than halves and fifths.  All are common multiples of 2 and 5.  All are
multiples of ten.
T: Will the new unit always be a multiple of the original units? Try to answer this as we consider the
next problem.

Problem 2
1 2
+ =
2 3

T: How does this problem compare with our first?

S: It’s still adding 1/2 to something else.  The first problem was two unit fractions.  This one only
has one unit fraction.  We were adding an amount less than half to 1/2 in the first, but 2/3 is
more than half.
T: Great observations! What can we expect to change about our answer? How about the units we
use?
S: We should get a fraction greater than one.  We won’t use most of the units from before.
T: How can you be sure?
S: We are adding half and more than half.  Only one of our units from before is a multiple of 3.
T: Imagine the rectangle that helps you find a common unit. Record an equation that explains what
you saw in your mind’s eye.
T: (Circulate and observe.)
T: Tia, show us your equation and explain it.
S: (Student displays equation.) I used sixths. My
equation shows that for 1/2, the selected pieces tripled
and the units in the whole tripled too. For 2/3, the
parts doubled and so did the units in the whole.
T: Was our prediction about the answer correct?
S: Yes! It was greater than one!
T: Did anyone use another unit to find the sum?
(Record sums on board as students respond.)
T: Do these units follow the pattern we saw in our earlier work? Let’s keep looking for evidence as we
work.

Problem 3

5 5
+ =
9 6
T: Compare this problem to the others. Turn and talk.
S: My partner and I see different things. I think this one is like Problem 2 because the addends are
more than half. But my partner says this one is like Problem 1 because the numerators are the

Lesson 9: Add fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5

same, even though they are not unit fractions.  This one was different because you can find a
bigger unit—18ths work as a common unit, but that’s not the unit you get if you multiply 6 and 9.
T: Find the sum. Use an equation to show your thinking.
Follow a similar procedure to Problems 1 and 2 for debriefing the solution.

Problem 4 2 1 1
+ + =
3 4 2 NOTES ON
MULTIPLE MEANS OF
T: This problem has three addends. Will this affect our ACTION AND
approach to solving? EXPRESSION:
S: No. We still have to use a common unit. It has to be a While the thrust of this lesson is the
multiple of all three denominators. transition between pictorial and
T: Find the sum using an equation. (Debrief as above.) abstract representations of common
units, allow students to continue to use
T: To wrap up, what patterns have you observed about the “sliced rectangle” from previous
the common units? lessons as a scaffold for writing
S: All the new units we found are common multiples of equations.
our original units.  We don’t always have to multiply
the original units to find a common multiple.  You
can skip count by the largest common unit to find
smaller common units.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Add fractions making like units

numerically.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be

Lesson 9: Add fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5

addressed in the Debrief. Guide students in a

conversation to debrief the Problem Set and process the
lesson.
T: Take two minutes to check your answers with
your partner. Please do not change any of them.
(Allow time for students to confer.)
T: Did you notice any patterns in the sums on this
sheet?
S: The answers in the first column were all less than
a whole.  The answers in the second column
were more than a whole.
T: I noticed that Part (b) is different from all the
other problems. Can you explain how it is
different?
S: Part (b) is different because I only had to change
the unit of one fraction to be like the other one.
 One unit is a multiple of the other.  Fourths
can be made out of eighths. None of the others
were like that.
T: John, please share your answer and your
partner’s answer to Part (b).
S: I got 1 and 3/8, but Kate got 1 and 1/32.
T: Class, is it a problem that John and Kate’s answers to Part (b) are different?
S: No. It is the same amount. They just used different units.  You don’t always have to multiply.
T: Did this situation come up more often in some problems than others?
S: Yes. It happened more in Parts (f) and (h).
T: Why?
MP.7 S: Multiplying the units together in these didn’t give us the largest unit they had in common.  I
could find a smaller common multiple than just multiplying them together.  I could skip-count by
the bigger number and say a multiple of the other number that was smaller than multiplying them
together.  If I multiplied them together, I could simplify the answer I got to use a bigger unit.
T: How can these observations help you answer Problem 2?
S: Problem 2 was like (f) and (h). There was a bigger unit in common.  You can slice the units by
the same number to get a common unit.
T: Terrific insights! Put them to use as you complete your Exit Ticket.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 9: Add fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Sprint 5

Lesson 9: Add fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Sprint 5

Lesson 9: Add fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Problem Set 5

Name Date __________________

1. First make like units. Then add.

3 1 1 9
a) + = b) + =
4 7 4 8

3 3 4 4
c) + = d) + =
8 7 9 7

1 2 3 5
e) + = f) + =
5 3 4 6

2 1 3 1
g) + = h) +1 =
3 11 4 10

Lesson 9: Add fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Problem Set 5

2. Whitney says that to add fractions with different denominators, you always have to multiply the
denominators to find the common unit, for example:
1 1 6 4
+ = +
4 6 24 24

Show Whitney how she could have chosen a denominator smaller than 24, and solve the problem.

3 7
3. Jackie brought of a gallon of iced tea to the party. Bill brought of a gallon of iced tea to the same
4 8
party. How much iced tea did Jackie and Bill bring to the party?

2 1
4. Madame Curie made some radium in her lab. She used kg of the radium in an experiment and had 1
5 4
kg left. How much radium did she have at first? (Bonus: If she performed the experiment twice, how
much radium would she have left?)

Lesson 9: Add fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Exit Ticket 5

Name Date

Make like units, then add.

1 3 1 2
1. + = 2. 1 + =
6 4 2 5

Lesson 9: Add fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Homework 5

Name Date

1. Make like units, then add. Use an equation to show your thinking.

3 1 3 1
a) + = b) + =
5 3 5 11

2 5 2 1 1
c) + = d) + + =
9 6 5 4 10

1 7 5 7
e) + = f) + =
3 5 8 12

1 3 5 1
g) 1 + = h) +1 =
3 4 6 4

Lesson 9: Add fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Homework 5

2 3
2. On Monday, Ka practices guitar for of one hour. When she’s finished, she practices piano for of one
3 4
hour. How much time did Ka spend practicing instruments on Monday?

3 1
3. Ms. How buys a bag of rice to cook dinner. She used kg of rice and still had 2 kg left. How heavy was
5 4
the bag of rice that Ms. How bought?

2 3
4. Joe spends of his money on a jacket and of his money on a shirt. He spends the rest on a pair of
5 8
pants. What fraction of his money does he use to buy the pants?

Lesson 9: Add fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•3

Lesson 10
Objective: Add fractions with sums greater than 2.

Suggested Lesson Structure

 Fluency Practice (10 minutes)

 Application Problem (8 minutes)
 Concept Development (32 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Sprint 4.NF.3c (10 minutes)

Sprint (10 minutes)

Materials: (S) Add and Subtract Whole Numbers and Ones with Fraction Units Sprint

Application Problem (8 minutes)

To make punch for the class party, Mrs. Lui mixed 1 1/3 cups orange juice, 3/4 cup apple juice, 2/3 cup
cranberry juice, and 3/4 cup lemon-lime soda. Mixed together, how many cups of punch does the recipe
make? (Bonus: Each student drinks 1 cup. How many recipes does Mrs. Lui need to serve her 20 students?)
T: Let’s read the problem together.
S: (Students read chorally.)
T: Can you draw something? Use your RDW process to
solve the problem.
(Circulate while students work.)
T: Alexis, will you tell the class about your solution?
S: I noticed that Mrs. Lui uses thirds and fourths when
measuring. I added the like units together first.
Then I add the unlike units last to find the answer.
T: Say the addition sentence for the units of thirds.
S: 1 1/3 + 2/3 = 2.
T: 2 what?

Lesson 10: Add fractions with sums greater than 2.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•3

S: 2 cups.
T: Say your addition sentence for the units of fourths.
NOTES ON
S: 3 fourths + 3 fourths = 1 and 1 half.
MULTIPLE MEANS OF
T: 1 and 1 half what?
REPRESENTATION:
S: 1 and 1 half cups.
So often during our fraction work, we
T: How do I finish solving this problem? talk about like units. Develop a visual
S: Add 2 cups + 1 and 1 half cups. code for this with your students. It
might be as simple as posting a bar
T: Tell your partner your final answer as a sentence.
model you can reference showing 1/2
S: Mrs. Lui’s recipe makes 3 and 1 half cups of punch. subdivided by a dotted line to make
fourths. Say “like units” while pointing
If time allows, ask students to share strategies for solving the
to and saying: “1/2 = 2/4.” Then say,
bonus question.
“Like units, 3/4 = 18/24.”

Concept Development (32 minutes)

T: Look at the three problems on the board. Discuss with your partner how they are similar and how
they are different.

1 1 1 1 4 1
Problem A: 2 +1 Problem B: 2 +1 Problem C: 2 +1
5 5 5 2 5 2

S: Both add whole numbers plus fractional units.  The

fractional units are different in Problems B and C.  NOTES ON
Both A and B will result in an answer between 3 and 4, MULTIPLE MEANS OF
but C will be between 4 and 5. ENGAGEMENT:
Throughout this lesson, students are
asked to work with fractions equations
Problem 1
and understand the step by step logic
T: Read the expression. of what is happening to them. Have
ELLs with similar home language sit
S: 2 and 1/5 + 1 and 1/2.
together to support their ongoing
T: Discuss with your partner if the following analysis of the numbers.
equation is true. (Write.)
2 1/5 + 1 1/2 1 1
2 +1
5 2
= 2 + 1/5 + 1 + 1/2 1 1
= 3 + 1/5 + 1/2 =2+ +1+
5 2
1 1
= 3 + (1/5 + 1/2) =3+( + )
5 2
S: (Students discuss and find it is true using the 1 2 1 5
commutative and associative properties.) =3+ � × �+( × )
5 2 2 5
T: What should be done to add 1/5 + 1/2? 2 5
=3 +
S: Change fifths and halves to tenths. 10 10
7
T: Yes. We can create an equivalent fraction of =3
10

Lesson 10: Add fractions with sums greater than 2.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•3

1/2 using 10 as the denominator.

T: Say the multiplication sentence for converting 1
fifth to tenths.
1 2 2
S: × =
5 2 10
T: Say the multiplication sentence for converting 1
half to tenths.
1 5 5
S: × =
2 5 10 1 1
T: What is our new addition sentence with like units? 2 +1
5 2
S: 3 2/10 + 5/10 = 3 7/10. 1 1
=3 +
5 2
T: Look at equations I have written here (pictured to the right). 2 5
Discuss with your partner the logic of the equalities from top =3 +
10 10
to bottom. =3
7
10
S: (Discuss step by step the logic of each equality.)

Problem 2
𝟒 𝟏
𝟐 +𝟏
𝟓 𝟐

T: Compare with your partner how this problem is the

same and different from our last problem.
T: (After brief comparison.) Joseph, could you share your
thoughts?
S: The sum of the fractional units will be greater than 1 4 1
this time. 2 +1
5 2
4 1
T: Let’s compare them on the number line. =3 +
5 2
T: (Go through the process quickly, including generating 8 5
the conversion equations. Omit recording them as in =3 +
10 10
the example to the right. Allow 1–2 minutes for 13
=3
10
solving this problem.)
10 3
T: You can record the conversion equations or not. If you =3 +
10 10
are ready to convert mentally, do so. If you need to =4
3
write the conversions down, do so. 10

Lesson 10: Add fractions with sums greater than 2.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•3

Problem 3
2 2
2 +5
3 5

2 2
____ < 2 + 5 < ____
3 5

2 2
T: Discuss with your partner: The sum will be between 2 +5
3 5
which two numbers? 2 2
=7 +
S: It’s hard to know because 2 fifths is really close to 2 3 5
10 6
and 1 third. Is it more or less?  One way to think =7 +
15 15
about it is that 2 sixths is the same as 1 third and 2 16
thirds plus 1 third is 1. Fifths are bigger than sixths so =7
15
the answer must be between 8 and 9 but kind of close 15 1
=7 +
to 8. 15 15
1
T: Try solving this problem step by step with your partner. =8
10

Problem 4

5 2
3 +6
7 3

5 2
____ < 3 + 6 < ____
7 3

T: Discuss with your partner: The sum will be between

which two numbers?
S: It’s greater than 9.  5/7 and 2/3 are both greater
5 2
than 1/2 so the answer must be between 10 and 11. 3 +6
7 3
 5/7 only needs 2/7 to be 1 and 2/3 is much more 5 2
that so I agree, the answer will be between 10 and 11. =9 +
7 3
15 14
T: Take 2 minutes to solve collaboratively with your =9 +
21 21
partner. 29
=9
21
21 8
=9 +
21 21
8
= 10
21

Lesson 10: Add fractions with sums greater than 2.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•3

Problem 5
1 7
3 +4
2 8

1 7
____ < 3 + 4 < ____
2 8

T: First discuss with your partner what unit you will use
for adding the fractional parts. (Allow 1 minute to
discuss.)
T: Julia and Curtis, I heard you disagreeing. Julia, what is
your choice?
S: I’m just going to use sixteenths. It’s easy for me just to
multiply by the denominator of the other addend.
MP.3 T: Curtis, how is your strategy different?
S: I will use eighths. To me that is easier because I only
have to change the 1 half into eighths.
T: I will give you 2 minutes to solve the problem. Try
using either Julia’s or Curtis’s strategy of 16 or 8 for
your like units. Let’s see who is right.

Method 1 Method 2

Allow students two minutes to work together. Note that students should simplify their answers and that both
choices of unit yield an equivalent, correct response.

Lesson 10: Add fractions with sums greater than 2.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•3

Problem 6
5 9 NOTES ON
15 + 7
6 10 MULTIPLE MEANS OF
ACTION AND
Allow students to solve the last problem individually. Again, EXPRESSION:
note that there are two methods for finding like units. As If students finish early, have them solve
students work, have two pairs come to the board and solve the the problem using more than one
problems using different units, highlighting that both methods method for finding like units. They
result in the same solution. might also draw their solutions on the
number line to prove the equivalence
of different units. Drawings can be
Method 1 Method 2
shared with the rest of the class to
clarify confusion that others may have
about the relationship between
different methods.

It is worth pointing out that if this were a problem about

time, in Method 1 we might want to keep our final
fraction as sixtieths. The answer might be 22 hours and 44
minutes.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Lesson 10: Add fractions with sums greater than 2.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•3

Student Debrief (10 minutes)

Lesson Objective: Add fractions with sums greater than 2.

The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
T: Please take two minutes to check your answers
with your partner. Do not change any of your
answers. (Allow time for students to work.)
T: I will say the addition problem. Will you please
share your answers out loud in response? Letter
a) 2 and 1 fourth + 1 and 1 fifth =?
S: 3 and 9 twentieths.
Continue with sequence.
T: Take the next two minutes to discuss with your partner any observations you had while completing
this Problem Set. What do you notice?
Allow time for students to discuss while you circulate and listen for conversations that can be shared with the
whole class.
T: Myra, can you share what you noticed happening across the page?
S: Sure, the rows going across shared the same units. Parts (a) and (b) had units of fourths and fifths,
and the like units are twentieths.
T: Victor, what did you see in the right column?
S: On all of the problems in the right column the sum of the fraction was greater than 1. Like in Part (g)
the answer was 20 and 41 fortieths. 41 fortieths is a fraction greater than 1, so I had to change it
into a mixed number and add that to the whole number 20. So my final answer was 21 and 1
fortieth.
T: Share with your partner how you realize when it the fraction allows you to make a new whole.
(Allow 1 minute for conversation.)
S: When the top number of the fraction is bigger than the bottom number I know.  I look at the
relationship between the numerator and denominator. If the numerator is larger, I change it to a
mixed number.  The denominator tells us the number of parts in one whole. So if the numerator is
greater, the fraction is greater than one.
T: What about Clayton’s reasoning in question 4? Discuss your thoughts with your partner.

Lesson 10: Add fractions with sums greater than 2.

Date: 8/7/13 3.C.36

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•3

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 10: Add fractions with sums greater than 2.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Sprint 5•3

Lesson 10: Add fractions with sums greater than 2.

Date: 8/7/13 3.C.38

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Sprint 5•3

Lesson 10: Add fractions with sums greater than 2.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Problem Set 5•3

Name Date

1. Add.

1 1 3 2
a) 2 + 1 = b) 2 + 1 =
4 5 4 5

1 1 2 2
c) 1 + 2 = d) 4 + 1 =
5 3 3 5

1 5 6 2
e) 3 + 4 = f) 2 +5 =
3 7 7 3

1 5 5 2
g) 15 + 3 = h) 15 + 5 =
5 8 8 5

Lesson 10: Add fractions with sums greater than 2.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Problem Set 5•3

1 1 2
2. Erin jogged 2 miles on Monday. Wednesday she jogged 3 miles, and on Friday she jogged 2 miles.
4 3 3
How far did Erin jog altogether?

1 5
3. Darren bought some paint. He used 2 gallons painting his living room. After that, he had 3 gallons
4 6
left. How much paint did he buy?

1 3
4. Clayton says that 2 + 3 will be more than 5 but less than 6 since 2 + 3 is 5. Is Clayton’s reasoning
2 5
correct? Prove him right or wrong.

Lesson 10: Add fractions with sums greater than 2.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Exit Ticket 5•3

Name Date

Solve the problems.

1 1
1. 3 + 1 =
2 3

5 3
2. 4 + 3 =
7 4

Lesson 10: Add fractions with sums greater than 2.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Homework 5•3

Name Date

1. Add.
1 1 1 3
a) 2 + 1 = b) 2 + 1 =
2 5 2 5

1 1 2 3
c) 1 + 3 = d) 3 + 1 =
5 3 3 5

1 4 5 2
e) 2 + 4 = f) 3 + 4 =
3 7 7 3

1 3 3 2
g) 15 + 4 = h) 18 + 2 =
5 8 8 5

Lesson 10: Add fractions with sums greater than 2.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Homework 5•3

1 1 2
2. Angela practiced piano for 2 hours on Friday, 2 hours on Saturday, and 3 hours on Sunday. How
2 3 3
much time did Angela practice piano during the weekend?

5 1
3. String A is 3 meters long. String B is 2 long. What’s the total length of both strings?
6 4

1
4. Matt says that 5 − 1 will be more than 4, since 5 – 1 is 4. Draw a picture to prove that Matt is wrong.
4

Lesson 10: Add fractions with sums greater than 2.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•3

Lesson 11
Objective: Subtract fractions making like units numerically.

Suggested Lesson Structure

 Fluency Practice (8 minutes)

 Application Problem (10 minutes)
 Concept Development (32 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (8 minutes)

 Subtracting Fractions from Whole Numbers 4.NF.3a (5 minutes)

 Adding and Subtracting Fractions with Like Units 4.NF.3c (3 minutes)

Subtracting Fractions from Whole Numbers (5 minutes)

T:
I’ll say a subtraction sentence. You say the subtraction NOTES ON
sentence with answer. 1 – 1 half. MULTIPLE MEANS OF
ACTION AND
S: 1 – 1 half = 1 half.
EXPRESSION:
T: 2 – 1 half.
If students struggle to answer verbally,
S: 2 – 1 half = 1 and 1 half. consider an alternative that includes
T: 3 – 1 half. drawing on personal boards:
S: 3 – 1 half = 2 and 1 half. T: Draw 2 units. (Students draw.)
T: 7 – 1 half. T: Subtract 1 half. Are we
S: 7 – 1 half = 6 and 1 half. subtracting 1/2 of 1 unit, or both
units?
Continue with possible sequence:
S: Half of 1 unit!
1 2 2 1 1 3 T: Good. Show it now.
1 − ,1 − ,2 − ,2 − ,5 − ,5 − .
3 3 3 3 4 4 T: Write the number sentence.

Adding and Subtracting Fractions with Like Units (3 minutes)

T: I’ll say an addition or subtraction sentence. You say the answer. 3 sevenths + 1 seventh.
S: 4 sevenths.
T: 3 sevenths – 1 seventh.
S: 2 sevenths.

Lesson 11: Subtract fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•3

T: 3 sevenths + 3 sevenths.
S: 6 sevenths. NOTES ON
T: 3 sevenths – 3 sevenths. MULTIPLE MEANS OF
S: 0. ENGAGEMENT:
Assign bonus problems to students
T: 4 sevenths + 3 sevenths.
who enjoy being challenged. For
S: 1. example, assign fraction addition and
T: I’ll write an addition sentence. You say true or false. subtraction problems that include
simplest form:
(Write.) True or false?
3/4 – 1/4 = 1/2
S: False. 4/8 + 2/8 = 3/4
T: Say the answer that makes the addition sentence true.
S: 2 fifths + 2 fifths = 4 fifths.

(Write.)

S: True.

(Write.)

S: False.
T: Say the answer that makes the addition sentence true.
NOTES ON
S: 5 sixths + 1 sixth = 1.
MULTIPLE MEANS OF
REPRESENTATION:
Application Problem (10 minutes) The language of whole numbers is
much more familiar to ELLs and
students below grade level. Possibly
Meredith went to the movies. She spent 2/5 of her money on a start by presenting the question with
ticket and 3/7 of her money on popcorn. How much of her whole numbers.
money did she spend? (Bonus: How much of her money is
Meredith went to the movies. She
left?) spent $9 of her money on a movie and
T: Today, I want you to try and solve this problem without $8 of her money on popcorn. How
drawing. Just write an equation. much money did she spend? If she
started with $20, how much is left?
T: Talk with your partner for 30 seconds about strategies
for how to solve this problem using an equation.
Circulate and listen to student responses.
T: Jackie, will you share?
S: I thought about when I go to the movies and buy a
ticket and popcorn. I have to add those two things up.
So I am going to add to solve this problem.

Lesson 11: Subtract fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•3

T: Good. David, can you expand on Jackie’s comment with your strategy?
S: The units don’t match. I need to make like units first, then I can add the price of the ticket and popcorn
together.
T: Nice observation. I will give you 90 seconds to work with your partner to solve this problem.
Students work.
T: Using the strategies that we learned about adding fractions with unlike units, how can I make like units
from fifths and sevenths?
S: Multiply 2 fifths by 7 sevenths and multiply 3 sevenths by 5 fifths.
T: Everyone, say your addition sentence with your new like units.
S: 14 thirty-fifths plus 15 thirty-fifths equals 29 thirty-fifths.
T: Share, please, a sentence about the money Meredith spent.
S: Meredith spent 29 thirty-fifths of her money at the theater.
T: Is 29 thirty-fifths more than or less than a whole? How do you
know?
S: Less than a whole because the numerator is less than the
denominator.
T: (If time allows.) Did anyone answer the bonus question?
S: Yes!
T: Please share your solution method and statement.
Come to the board. NOTES ON
MULTIPLE MEANS OF
REPRESENTATION:
The dialogue modeled before problem
Concept Development (32 minutes) 1 may be more conceptual review than
your students need. If so, move right
T: Look at this problem. Tell your partner how you might into Problem 1.
solve it. (Display and give 30 seconds for discussion.)
1 1
−
3 5
S: I would draw two rectangular models. First I would
divide one model into thirds. Then I would horizontally
divide the other model into fifths and bracket one fifth.
Then I would divide both models the way the other was
divided. That way I would create like units. Then I
would subtract.
T: What is our like unit for thirds and fifths?
S: Fifteenths.
T: Since we know how to find like units for addition using
an equation, let’s use that knowledge to subtract using
an equation instead of a picture.

Lesson 11: Subtract fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•3

Problem 1
𝟏 𝟏 NOTES ON
− MULTIPLE MEANS OF
𝟑 𝟓
REPRESENTATION:
T: How many fifteenths are equal to 1 third? Be aware of cognates— words that
sound similar and have the same
S: 5 fifteenths.
meaning—between English and ELLs’
home languages. Related cognates for
1 5 5 times as many selected units. Spanish speakers, for example, are
� × � listed below:
3 5 5 times as many units in the whole.
 fraction = fracción

T: How many fifteenths are equal to 1 fifth?  find the sum (add) = sumar
 numerator = numerador
S: 3 fifteenths.
 denominator = denominador
Encourage students to listen for them
1 3 3 times as many selected units.
� × � 3 times as many units in the whole.
and share them with the class. This will
5 3 help ELLs actively listen, and also boost
auditory comprehension as they make
1 5 1 3 5 3 links between prior knowledge and
� × �−� × �= − = new learning.
3 5 5 3 15 15

T: As with addition, the equation supports what we drew in our model. Say the subtraction sentence with
like units.
S: 5 fifteenths – 3 fifteenths = 2 fifteenths.

5 3 2
− =
15 15 15

Problem 2
3 1
−
5 6

T: To make 3 fifths into smaller units we will multiply by?

S: 6 sixths.
T: To make 1 sixth into smaller units we will multiply by?
S: 5 fifths.
3 6 1 5
� × �−� × �=
5 6 6 5
T: What happened to each fraction?
S: The fractions are still equivalent but just smaller units.  We are changing the fractions to be the
same size so we can subtract them.  We are partitioning our original fractions into smaller units.
The value of the fraction doesn’t change though.

Lesson 11: Subtract fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•3

T: Say your subtraction sentence with the like units.

S: 18 thirtieths – 5 thirtieths = 13 thirtieths.

18 5 13
− =
30 30 30

Problem 3
3 3
1 −
4 5

T: What are some different ways we can solve this problem?

S: You can solve it as 2 fifths plus 3/4. Just take the 3/5 from 1 to get 2 fifths and add the 3 fourths. 
You can add 1 + 3 fourths + 3 fifths. Just add the fractional units and then add the whole number.
 The whole number can be represented as 4 fourths and added to 3 fourths to equal 7 fourths.
Then subtract.

S: I noticed before we started that 3 fifths is less than 3 fourths, so I changed only the fractional units
to twentieths.

Lesson 11: Subtract fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•3

Problem 4
3 1
3 −2
5 2

T: (After students work.) Let’s confirm the

reasonableness of our answer using the number line to
show 2 of our methods.
T: For Method 1, draw a number line from 0 to 4.
T: (Support students to see that they would start at 3.
Subtract 2 1/2 and add back the 3/5.)
T: (Pause as students work. Circulate and observe.)
T: To show Method 2, draw your number line from 0 to 4,
then estimate the location of 3 and 3 fifths.
S: Take away 2 first, then take away the half.
T: Is our answer of 1 1/10 reasonable based on both your
number lines?

Lesson 11: Subtract fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•3

Problem 5
3 1
5 −3
4 6

T: Estimate the answer first by drawing a number line. The difference between 5 3/4 and 3 1/6 will be
between which 2 whole numbers?
S: 3/4 fourths is much bigger than a
sixth so the answer will be between
2 and 3.
T: Will it be closer to 2 or 2 1/2?
Discuss your thinking with a partner.

T: Some of you used twenty-fourths

and some of you used twelfths to solve this problem. Were your answers the same?
S: They had the same value. 14/24 can be made into larger units of twos. 7 twos out of 12 twos.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Subtract fractions making like units

numerically.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
T: Please take 2 minutes to check your answers with
your partner.
T: I will say the subtraction problem. Please say
your answers out loud.
Letter a) 1 half – 1 third = ?

Lesson 11: Subtract fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•3

S: 1 sixth.
T: (Continue.)
T: Now take the next 2 minutes to discuss with your partner any insights you had while solving these
problems.
Allow students to discuss, circulating and listening for conversations that can be shared with the whole class.
T: Sandy, will you share your thinking about Problem 2?
S: George is wrong. He just learned a rule and
thinks it is the only way. It’s a good way but you
can also make eighths and sixths into twenty-
fourths or ninety-sixths.
T: Discuss in pairs if there are advantages to using
twenty-fourths or forty-eighths.
S: Sometimes it’s easier to multiply by the opposite
denominator.  Sometimes bigger
denominators just get in the way.  Sometimes
they are right. Like if you have to find the
minutes, you want to keep your fraction out of
60.
S: An example is I saw that on Part (c) I didn’t need
to multiply both fractions. I could have just
multiplied 3 fourths by 2 halves. Then I would
have had 8 as the like unit for both fractions. And
MP.7 then I wouldn’t have had to simplify my answer.
T: Did anyone notice George’s issue applying to any
of the other problems on the Problem Set?
S: Yes, Part (c). You could use eighths or thirty-
seconds. It was just so much easier to use
eighths.  Yes, on Part (e) the unit of sixtieths is big but easy. 30 is smaller and a multiple of both 6
and 10. I used sixtieths because I don’t have to think as hard!
T: I notice that many of you are becoming so comfortable with this equation when subtracting unlike units
that you don’t have to write the multiplication. You are doing it mentally. However, you still have to
check your answers to see if they are reasonable. Discuss with your partner how you use mental math,
and also how you make sure your methods and answers are reasonable.
S: It’s true. I just look at the other denominator and multiply. It’s easy.  I added instead of
subtracted and wouldn’t have even noticed if I hadn’t checked my answer to see that it was bigger
than the whole amount I started with!  We are learning to find like units, and we may not always
need to multiply both fractions. If I don’t slow down, I won’t even notice there are other choices
for solving the problem.  I like choosing the strategy I want to use. Sometimes it’s easier to use
the number bond method and sometimes it’s just easier to subtract from the whole.

Lesson 11: Subtract fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•3

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 11: Subtract fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Problem Set 5•3

Name Date

1. Generate equivalent fractions to get the same unit, then subtract.

1 1 7 1
a) − = b) − =
2 3 10 3

7 3 2 3
c) − = d) 1 − =
8 4 5 8

3 1 f)
1
2 −1 =
1
e) 1 − = 3 5
10 6

6 2 h) Draw a number line to show your answer to (g) is

g) 5 −2 = reasonable.
7 3

Lesson 11: Subtract fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Problem Set 5•3

2. George says that to subtract fractions with different denominators, you always have to multiply the
denominators to find the common unit, for example:
3 1 18 8
− = −
8 6 48 48
Show George how he could have chosen a denominator smaller than 48, and solve the problem.

1 1
3. Meiling has 1 liter of orange juice. She drinks liter. How much orange juice does she have left?
4 3
(Bonus: If her brother then drinks twice as much as Meiling, how much is left?)

1 3
4. Harlan used 3 kg of sand to make a large hourglass. To make a small hourglass he only used 1 kg of
2 7
sand. How much more sand does it take to make the large hourglass than the small one?

Lesson 11: Subtract fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Exit Ticket 5•3

Name Date

Find the common unit and then subtract.

3 3
1. − =
4 10

1 1
2. 3 − 1 =
2 3

Lesson 11: Subtract fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Homework 5•3

Name Date __________________

1. First find a common unit, then subtract.

1 1 7 1
a. − = b. − =
2 5 8 3

7 3 5 2
c. − = d. 1 − =
10 5 6 3

1 1 6 2
e. 2 − 1 = f. 5 − 3 =
4 5 7 3

7 3 5 1
g. 15 − 5 = h. 15 − 3 =
8 4 8 3

Lesson 11: Subtract fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Homework 5•3

1 3
2. Sandy ate of a candy bar. John ate of it. How much more of the candy bar did John eat than Sandy?
6 4

1 2
3. 4 yards of cloth are needed to make a woman’s dress. 2 yards of cloth are needed to make a girl’s
2 7
dress. How much more cloth is needed to make a woman’s dress than a girl’s dress?

1 2
4. Bill reads of a book on Monday. He reads of the book on Tuesday. If he finishes reading the book
5 3
on Wednesday, what fraction of the book did he read on Wednesday?

1
5. Tank A has a capacity of 9.5 gallons. 6 3 gallons of the tank’s water are poured out. How much water is
left in the tank?

Lesson 11: Subtract fractions making like units numerically.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•3

Lesson 12
Objective: Subtract fractions greater than or equal to 1.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problems (10 minutes)
 Concept Development (28 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint 5.NF.1 (12 minutes)

Sprint (12 minutes)

Materials: (S) Subtracting Fractions with Unlike Units Sprint
NOTES ON
MULTIPLE MEANS OF
Application Problems (10 minutes) ENGAGEMENT:
Below Grade Level: Before delivering
Problem 1 the Sprint, consider reviewing some of
the equivalent fractions that appear
Max’s reading assignment was to read 15 1/2 pages. After consistently throughout it.
reading 4 1/3 pages, he took a break. How many more pages It will be difficult for all students to
does he need to read to finish his assignment? experience adrenaline while doing this
T: Let’s read the problem together. Sprint. Consider modifying the routine
accordingly by giving the students a
S: (Students read chorally.) minute and a half on each Sprint.
T: With your partner, share your thoughts about how to Above Grade Level: For students who
solve this problem. (Circulate and listen.) want a challenge, ask them to skip
T: Clara, can you please share your approach? count by 1/8s on the back when they
1 1 finish and simplify when necessary.
S: I said that you need to subtract 4 from 15 to find These counts can be part of their total
3 2
the part that is left. number of points.
T: Tell me the subtraction problem we need to solve.
1 1
S: 15 − 4 .
2 3

Lesson 12: Subtract fractions greater than or equal to 1.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•3

T: Good. This is the same kind of subtraction problem we have

been doing since first grade. A part is missing: the pages he
has to read to finish. NOTES ON
MULTIPLE MEANS OF
T: Maggy, read your answer using a complete sentence.
REPRESENTATION:
S: Max needed to read 11 and 1 sixth more pages.
For problems involving how many
more, tape diagrams are very useful for
Problem 2 helping ELLs to parse the language of
Sam and Nathan are training for a race. Monday, Sam ran 2 3/4 miles, the problem into manageable chunks.
and Nathan ran 2 1/3 miles. How much farther did Sam run than Guide students to use a part–whole
Nathan? model if necessary.

T: (After students work.) Max, will you come to the

board and show us your solution?
T: (Student can present solution, or the class can analyze
it.) Does anyone have questions for Max?

Concept Development (28 minutes)

Materials: (S) Number line template or lined paper

Problem 1
T: Look at these 2 problems and discuss them with your
partner.

1 1 1 1
1 − 1 −
2 5 5 2
T: What do you notice?
S: They are the same except the half and the fifth are switched around.
T: Quickly sketch a number line to show each. Discuss the difference with your partner.

T: (After drawing and discussing number lines.) Now you know how to make like units by multiplying.
With your partner, show 2 methods for writing the equation. Show one way taking the half from 1,
and the other taking the half from 1 and 1 fifth.

Lesson 12: Subtract fractions greater than or equal to 1.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•3

Method 1

Problem 2

𝟑 𝟔
𝟏 −
𝟒 𝟕

Lesson 12: Subtract fractions greater than or equal to 1.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•3

Problem 3
1 1
3 −2
4 2

T: Draw a number line. Determine what two numbers your difference will be between.
T: Work with your partner to make sure you understand how each step relates to the number lines.

Problem 4

𝟏 𝟐
𝟒 − 𝟑
𝟐 𝟑

T: Which is bigger, 1 half or 2 thirds?

S: Two thirds.
T: Are you sure? How do you know?
S: Because you just know that 2 thirds is bigger than 1 half.  Because if you get like units you can see
that 1 half is the same as 3 sixths and 2 thirds is the same as 4 sixths.

Lesson 12: Subtract fractions greater than or equal to 1.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•3

Students can work with the problem or you can guide them, depending on their skill and understanding.

T: Analyze the 2 methods. NOTES ON

MULTIPLE MEANS OF
S: Method 1 means taking 3 and 2 thirds from 4 and
ACTION AND
adding back the half.
1
EXPRESSION:
S: Method 2 takes the whole 3 away from 4 and then ELLs may require use of the number
2
2
subtracts again. line model to communicate reasoning
3
about mixed number subtraction long
after other students are able to
communicate their reasoning without
pictorial representations. Continue to
allow the option until students
independently move away from it.

Lesson 12: Subtract fractions greater than or equal to 1.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•3

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Subtract fractions greater than or equal

to 1.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
T: Take 2 minutes to check your answers with your
partner. (Allow students to work.)
T: I will say the problem solutions. Correct your
work. (Read solutions.)
T: Today we saw different methods for subtracting.
I drew a number bond in some solutions to
emphasize how I was thinking about the
numbers. Like the number line, it shows a way of
thinking. In my work, the number bond shows
how I break numbers into parts to make the
mathematics easier. Please share with your
partner when you used a number bond on your
Problem Set.
T: (After sharing.) Jacqueline, explain why you
chose to make a number bond on Part (a).
S: It was clear to me how easy it was to just subtract
MP.7 2 1/4 from 3. That’s just 3/4. I like adding better
anyway, so then I just added the fifth after
making like units of twentieths.

Lesson 12: Subtract fractions greater than or equal to 1.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•3

T: John, explain why you chose not to make a number bond for (g).
S: It just seemed easier to me to subtract the whole numbers first. Right away I know 17 – 5 is 12.
T: I agree. When I was solving the problems, I also subtracted the whole numbers first on that one for
the same reason you gave.
S: I’m noticing that I drew a bond when the numbers were really easy to subtract and their difference
was less than 1. I figured out that I would have a friendly fraction to add to the other part.
T: That is precisely the same process you used starting in Grade 1.
T: I’m going to list a set of questions. Talk to your partner about how to solve them with a number
MP.7 bond, and how that relates to our work today with fractions.
Grade 1: 14 – 9
Grade 2: 324 – 198
Grade 3: 1 foot 3 inches – 7 inches
Grade 4: 2 kg – 400 g
Grade 5: 1 1/5 – 3/7
S: In Grade 1 there weren’t enough ones to take from the ones.  In Grade 2 we bonded 324 as 200
and 124, so the answer was just 124 + 2.  In Grade 3 we had to convert 1 foot to 12 inches to take
away 7 inches. 12 inches minus 7 is 5 inches plus the 3 extra inches.  In Grade 4 we had to
convert 1 kg to 1,000 g to take away 400 g, so we ended up with 1 kg and added back the 600 g. 
In Grade 5 we have to convert 1 whole into 5 fifths to take away 3 sevenths and then add back 1/5.
So it’s 4 sevenths + 1 fifth!
T: Do you notice that every one of the problems has more than one unit? Grade 1 has tens and ones.
Grade 2 has hundreds, tens and ones. Grade 3 has feet and inches. Grade 4 has kilograms and
grams, and Grade 5 has whole numbers and fractions. It’s important to understand how to play with
the units!

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 12: Subtract fractions greater than or equal to 1.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Sprint 5•3

Lesson 12: Subtract fractions greater than or equal to 1.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Sprint 5•3

Lesson 12: Subtract fractions greater than or equal to 1.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set 5•3

Name Date

1. Subtract.

1 1 2 3
a) 3 − 2 = b) 4 − 3 =
5 4 5 4

1 1 2 2
c) 7 − 4 = d) 7 − 5 =
5 3 5 3

2 1 2 6
e) 4 − 3 = f) 9 −2 =
7 3 3 7

2 5 1 3
g) 17 − 5 = h) 18 − 3 =
3 6 3 8

Lesson 12: Subtract fractions greater than or equal to 1.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set 5•3

2. Toby wrote the following:

1 3 2 1
7 − 3 = 4 = 4
4 4 4 2

Is Toby’s calculation correct? Draw a diagram to support your answer.

3 3
3. Mr. Neville Iceguy mixed up 12 gallons of chili for a party. If 7 gallons of chili was mild, and the rest
5 4
was extra spicy, how much extra spicy chili did Mr. N. Iceguy make?

1 1
4. Jazmyne determined to spent 6 hours studying over the weekend. She spent 1 hours studying on
2 4
2
Friday evening and 2 hours on Saturday. How much longer does she need to spend studying on Sunday
3
in order to reach her goal?

Lesson 12: Subtract fractions greater than or equal to 1.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Exit Ticket 5•3

Name Date

Solve the problems.

1 1
1. 5 − 1 =
2 3

3 5
2. 8 − 5 =
4 6

Lesson 12: Subtract fractions greater than or equal to 1.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Homework 5•3

Name Date

1. Subtract.
1 1 2 3
a) 3 − 2 = b) 3 − 2 =
4 3 3 4

1 1 3 3
c) 6 − 4 = d) 6 − 4 =
5 4 5 4

2 1 2 5
e) 5 − 4 = f) 8 − 3 =
7 3 3 7

3 7 1 5
g) 18 − 5 = h) 17 − 2 =
4 8 5 8

2. Tony wrote the following:

1 3 1 3
7 − 3 = 4 −
4 4 4 4

Is Tony’s statement correct? Draw a diagram to support your answer.

Lesson 12: Subtract fractions greater than or equal to 1.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Homework 5•3

3 2
3. Ms. Sanger blended 8 gallons of iced tea with some lemonade for a picnic. If there were 13 gallons in
4 5
the mixture, how many gallons of lemonade did she use?

1 1 2
4. A carpenter has a 10 foot wood plank. He cuts off 4 feet to replace the slat of a deck and 3 feet to
2 4 3
repair a bannister. He uses the rest of the plank to fix a stair. How many feet of wood does the carpenter
use to fix the stair?

Lesson 12: Subtract fractions greater than or equal to 1.

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 New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 3

Topic D
Further Applications
5.NF.1, 5.NF.2

Focus Standard: 5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an
equivalent sum or difference of fractions with like denominators. For example, 2/3 +
5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.).

5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators, e.g., by using visual fraction
models or equations to represent the problem. Use benchmark fractions and number
sense of fractions to estimate mentally and assess the reasonableness of answers. For
example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2
Instructional Days: 4
Coherence -Links from: G4–M5 Fraction Equivalence, Ordering, and Operations
-Links to: G5–M1 Place Value and Decimal Fractions
G5–M4 Multiplication and Division of Fractions and Decimal Fractions

Topic D opens with students estimating the value of expressions involving sums and differences with
fractions. “Is your sum less than or greater than one half? One? How do you know?” Though these
conversations have been embedded within almost every Debrief up to this point, by setting aside an
instructional day to dig deeply into logical arguments, students see that it is very easy to forget to make sense
of numbers when calculating. This is really the theme of this topic: reasoning while using fractions.
Lesson 14 encourages students to look for relationships before calculating, for example, to use the tool of the
associative property or what they know about parts and wholes. Looking for relationships allows them to see
shortcuts and connections that are so often bypassed in the rush to get the answer.
In Lesson 15, students solve multi-step word problems and actively assess the reasonableness of their
answers. In Lesson 16 they explore part-to-whole relationships while solving a challenging problem: “One
half of Nell’s money is equal to 2 thirds of Jennifer’s.” This lesson challenges the underlying assumption of all
fraction arithmetic—that when adding and subtracting, fractions are always defined in relationship to the
same whole amount. The beauty of this exploration is to see students grasp that 1/ 2 of one thing can be
equivalent to 2/ 3 of another!

Topic D: Further Applications

Date: 8/7/13 3.D.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Topic D 5

A Teaching Sequence Towards Mastery of Further Applications

Objective 1: Use fraction benchmark numbers to assess reasonableness of addition and subtraction
equations.
(Lesson 13)

Objective 2: Strategize to solve multi-term problems.

(Lesson 14)

Objective 3: Solve multi-step word problems; assess reasonableness of solutions using benchmark
numbers.
(Lesson 15)

Objective 4: Explore part to whole relationships.

(Lesson 16)

Topic D: Further Applications

Date: 8/7/13 3.D.2
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Lesson
5

Lesson 13
Objective: Use fraction benchmark numbers to assess reasonableness of
addition and subtraction equations.

Suggested Lesson Structure

 Fluency Practice (11 minutes)

 Application Problem (7 minutes)
 Concept Development (32 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (11 minutes)

 From Fractions to Decimals 4.NF.6 (5 minutes)

 Adding and Subtracting Fractions with Unlike Units 5.NF.1 (6 minutes)

From Fractions to Decimals (5 minutes)

Materials: (T) Dry erase board or projector

NOTES ON
T: (Project.) MULTIPLE MEANS OF
REPRESENTATION:
T: Say the fraction in unit form. If students don’t remember how to
S: 1 tenth. convert from fractions to decimals,
then consider doing a review with the
T: Say the fraction in decimal form.
whole class. Fractions can be
S: Zero point one. converted to decimals easily when the
T: I’ll say a fraction in unit form. You say the fraction in denominator is tenths, hundredths, or
decimal form. Ready? 3 tenths. thousandths. It’s just like converting
S: 0.3 the fractions into equivalent fractions
with the denominator of tenths,
T: 7 tenths.
hundredths, or thousandths.
S: 0.7.
You can also draw out the fraction bars
that clearly show equivalent fractions
T: (Project.)
(i.e., 2/5 = 4/10 = 0.4. Both 2/5 and
4/10 have the same values.) The bar
T: Say the equivalent fraction with the missing numerator. models serve as a great visual.
S: 1 half = 5 tenths.

Lesson 13: Use fraction benchmark numbers to assess the reasonableness of

addition and subtraction equations. 3.D.3
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Lesson
5

T: Say 5 tenths as a decimal.

S: 0.5
T: Say 1 half as a decimal.
S: 0.5
T: Say 3 and 1 half as a decimal.
S: 3.5.
Repeat process for possible sequence:
1 2 4 4 1 3 3 1 2 3 3 1 11 11 1 3 3
, , ,2 , , ,5 , , , ,5 , , ,3 , , ,4
5 5 5 5 4 4 4 25 25 25 25 20 20 20 50 50 50

Adding and Subtracting Fractions with Unlike Units (6 minutes)

Materials: (S) Personal white boards

T: (Write.)
NOTES ON
T: True or false? MULTIPLE MEANS OF
S: False. ENGAGEMENT:
T: On your personal white boards, write the answer that Provide think time for students to
will make the addition sentence true. process the problem before answering
true or false. If necessary, you might
S: (Write.) also give another few seconds for
students to discuss the problem with
their partners. Perhaps have them
explain to their partners why they
T: (Project.) think a problem is true or false. This
pausing allows gives them the time
T: True or false? they need to own their ideas.
S: True.
T: Rewrite the addition sentence using like units.
S: (Write.)

Lesson 13: Use fraction benchmark numbers to assess the reasonableness of

addition and subtraction equations. 3.D.4
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Lesson
5

T: (Project.) 2 2 4
− =
3 9 9
T: True or false?
S: True.
T: Rewrite the subtraction sentence using like units.
S: (Write.)

T: (Project.) 5 2 3
− =
6 3 3
T: True or false?
S: False.
T: Write the answer that will make the subtraction sentence true.
S: (Write.)

Application Problem (7 minutes)

Mark jogged 3 5/7 km. His sister jogged 2 4/5 km. How much
farther did Mark jog than his sister?
Remind students to approach the problem with the RDW
strategy. This is a very brief Application Problem. As you
circulate while students work, quickly assess which work you
will select for a short two or three minute debrief.

Concept Development (32 minutes)

T: Look at this problem. Tell your partner how you would

solve it. (Display the problem and allow 30 seconds for
discussion.)
1 3
+
2 4

Lesson 13: Use fraction benchmark numbers to assess the reasonableness of

addition and subtraction equations. 3.D.5
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Lesson
5

T: (After listening to partner sharing.) For the past two

weeks we have been learning different strategies to
add and subtract unlike fractions. Today we will focus NOTES ON
on mental math—using reasoning without actually MULTIPLE MEANS OF
solving using paper and pencil. REPRESENTATION:
If students are not ready to estimate
Problem 1 the sum or difference of a fraction
1 3 sentence, consider doing a mini pre-
+ lesson or a fluency activity on
2 4 estimating a single fraction before
moving onto this lesson.
T: Think about this expression without solving it using For example:
paper and pencil. Share your analysis with a partner. 1. Is 3/4 closer to 0, 1/2, or 1 whole?
S: 1/2 could be 50% of something or 50 cents of a dollar. 2. Is 2/7 closer to 0, 1/2, or 1 whole?
3. Is 9/10 closer to 0, 1/2, or 1
 I know that 1/2 is the same as 5 tenths or 0.5 as a
whole?
decimal.  I know 1/2 is more than half because half of
4. Is 1 6/7 closer to 1, 1 1/2, or 2?
a whole is 2 fourths.  3/4 is the same as 75%, just like 5. Is 3 4/7 closer to 3, 3 1/2, or 4?
money. 3 quarters equal 75 cents.
T: What do you know about the total value of this expression If necessary, write each fraction on a
without solving? sentence strip (using it as a number
line) and label it. This way, students
S: Since 3/4 is more than half and we need to add 1/2 more, can easily see whether the fraction is
the answer will be greater than 1. closer to 0, 1/2, or 1 whole.
1 3
+ >1
2 4
S: It’s like adding 50 cents and 75 cents. The answer will be more than 1 dollar.  1/2 + 2/4 = 1, but
there’s still a leftover of 1/4.  The total answer is 1 1/4.

Lesson 13: Use fraction benchmark numbers to assess the reasonableness of

addition and subtraction equations. 3.D.6
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Lesson
5

Problem 2
NOTES ON
2 2 MULTIPLE MEANS OF
1 −
5 3 ENGAGEMENT:
When students are solving problems
T: Without calculating, what do you know about value of with partners and continue to struggle
this expression? Talk to your partner. even with guided questions, consider
asking them to use personal boards to
S: I see that it’s a subtraction problem. 2/5 is less than
draw a number line. They can use it to
1/2 and 2/3 is more than 1/2.  I know that 2/3 can’t estimate one fraction at a time, then
be subtracted from 2/5 because 2/3 is larger, so we’ll estimate the final answer.
need to subtract from 1 whole.  I can convert 1 2/5
For example:
to 7/5 in my head.
4/10 + 1/3
T: Do you think the answer is more than 1 or less than 1?
Draw a number line for 4/10  4/10 ≈
Turn and share.
less than 1 half.
2 2
1 − <1 Draw a number line for 1/3  1/3 ≈
5 3 less than 1 half.
Less than 1/2 + less than 1/2 < 1
4/10 + 1/3 < 1
S: Less than 1 because 1/5 is less than 1/3 so 2/5 is less
than 2/3.  The answer is less than 1 because I can
create equivalent fractions in my head and solve. 1/5 =
3/15, 1/3 =5/15, 3/15 + 5/15 = 8/15.

Problem 3
4 1
+
10 3

T: Use reasoning skills decide if the answer is more than 1

or less than 1/2. Work with your partner. NOTES ON
Allow a minute for students to analyze and discuss the problem. MULTIPLE MEANS OF
Circulate and listen. If students seem to be lost or off track with ENGAGEMENT:
their thinking, then you might use some of the following Because both addends are clearly less
questions: than half, this is an easy question. For
advanced students, let them determine
 Is 4/10 more than 1 half or less than 1 half? if 3/10 + 2/3 is less than, equal to, or
 Is 4/10 closer to 0 or 1 whole? greater than 1. Encourage them NOT
 What’s half of 10 tenths? to solve the problem until they have
 What’s 4/10 as a decimal? determined their reasoning.
 How much money is 4 tenths?
 Is 1/3 closer to 0 or 1 whole?
 Is 1/3 more than 1 half or less than 1 half?

Lesson 13: Use fraction benchmark numbers to assess the reasonableness of

addition and subtraction equations. 3.D.7
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 5

Problem 4
4 2
+
10 9 NOTES ON
MULTIPLE MEANS OF
T: Share your analysis of this expression with your ENGAGEMENT:
partner. Below grade level: Try 4/10 + 1/9,
S: I see that it’s an addition problem. 4/10 is less than which is more obviously less than 1/2.
1/2, because 4/10 = 0.4.  I agree. I also noticed that Above grade level: Try 3/10 + 3/9.
2/9 is less than 1 half because half of 9 is 4.5, and 2 is
less than 4.5.  Both fractions are closer to 0 than
closer to 1 whole.
T: Is the answer less than or greater than 1 half?
S: 4 tenths is really close to a half. It only needs 1/10 to be one half.  I’m asking myself: Is 2/9
greater than 1/10? If it is, the answer will be greater than 1/2.  2/9 has to be greater than 1/10
because it’s close to 1 fourth or 2/8.
T: Verify to see.
4 2
+ > 1/2
10 9

Problem 5
NOTES ON
4 9 MULTIPLE MEANS OF
1 − ENGAGEMENT:
7 10

Below grade level: Try 1 4/7 – 1 first.

T: Think about this expression with your partner.
Above grade level: Try 1 3/7 – 9/10.
S: 4/7 is more than 1/2, and 9/10 is 1/10 away from 1
whole.  I know that 9/10 can’t be subtracted from
4/7, because 9/10 is larger, so we’ll need to subtract
from 1 whole.  I would use 1 – 9/10 = 1/10.  I
agree. Now we have a leftover of 1/10 + 5/7.
T: Is the value of this expression greater than or less than 1/2?
S: I think it’s more than 1 half because I know 4/7 alone is already more than 1 half.
S: 1 less than 1 and 4/7 is going to be more than half. 9/10 is less than 1, so 9/10 less than 1 and 4/7
is going to be greater than 1/2.

5 9
1 − > 1/2
7 10

Lesson 13: Use fraction benchmark numbers to assess the reasonableness of

addition and subtraction equations. 3.D.8
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Lesson
5

Problem 6
4 1
−
5 8
T: Reason about this problem with your partner. Is the value of the expression more than 1/2 or less?
Use the following questions to support:
 Is 4/5 more than 1 half or less than 1 half?
 Is 4/5 closer to 0 or 1 whole?
 What’s half of 5 fifths?
 Can you convert 4 fifths to tenths or a decimal in your head? What is it?
 Is 1/8 more than 1 half or less than 1 half?
 Is 1/8 closer to 0 or 1 whole?

4 1
− > 1/2
5 8

Problem 7
1 1 7
2 + 3 ______6 +
3 5 8

S: I first need to estimate the total for both equations, then I can compare them.  I’ll first add up the
whole numbers on the left, then compare them because they’re the larger place values. If the
wholes are equal, then I’ll estimate the fractions and compare them.
Allow two minutes for students to analyze and discuss the problem. Circulate and listen. If students seem to
be lost or off track with their thinking, use the following questions to guide discussion and thinking. What do
you think about 2 1/3 and 3 1/5?
 What’s the total of the whole numbers on the left?
 How do you compare the whole numbers?
 What do you think about 1/3 and 1/5?
 Are 1/3 and 1/5 closer to 0 or 1 whole?
 What is your estimation of 1/3 + 1/5? More than 1 or less than 1?

Lesson 13: Use fraction benchmark numbers to assess the reasonableness of

addition and subtraction equations. 3.D.9
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Lesson
5

 Is 7/8 closer to 0 or 1 whole?

 What’s 6 + 7/8 equal to? NOTES ON
MULTIPLE MEANS OF
1 1 7 ACTION AND
2 +3 <6+ EXPRESSION:
3 5 8
ELLs and students with disabilities
might require more examples and
Problem 8 more time to process. If necessary,
when the class is working on classwork
Have students work in partners or individually for the last
independently, pull out a small group
problem, and then review as a class. to do more examples.
Allow students to use the actual
9 1 1 2 fraction pieces to estimate if you have
4 − 1 ______ 2 + them. If not, allow them to draw out
10 8 2 7
Solution: the fractions on personal white boards.

9 1 1 2
4 −1 >2 +
10 8 2 7

Problem Set (12 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 12 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Use fraction benchmark numbers to

assess the reasonableness of addition and subtraction
equations.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the lesson.

Lesson 13: Use fraction benchmark numbers to assess the reasonableness of

addition and subtraction equations. 3.D.10
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Lesson
5

T: Bring your Problem Set to the Debrief. Share,

check, and/or explain your answers to your
partner.
S: (Students work together for 2 minutes. Circulate
and listen to explanations. Analyze the work you
see to determine which student solutions you will
display to support your lesson objective.)
T: (Go over answers or select individual students to
explain the thinking process that led them to a
correct answer.)
T: What did you learn today? Turn and share with
your partner.
S: I can use my reasoning skills to estimate fraction
answers.  When I estimate fraction answers, I
should be thinking about how that fraction is
closer to 0, 1/2, or 1 whole. That’ll make it easier
for me to do mental math.  I learned to
estimate fractions and answers mentally. It
reminds me of rounding. If I’m adding 2 fractions
that are more than 1/2, then the answer will be
more than 1 whole.
T: (Optional as time allows. The following is a suggested list of questions to invite reflection and active
processing of the total lesson experience. Use those that resonate for you as you consider what will
best support your students’ ability to articulate the focus of the lesson.)
 Why do mathematicians agree it is wise to estimate before calculating?
 Think about what happens to your reasoning when you are calculating.
 Why do mathematicians agree it is wise to estimate after calculating?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 13: Use fraction benchmark numbers to assess the reasonableness of

addition and subtraction equations. 3.D.11
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set 5

Name Date

1. Are the following greater than or less than 1? Circle the correct answer.

1 2
a) + greater than 1 less than 1
2 7

5 3
b) + greater than 1 less than 1
8 5

1 1
c) 1 − greater than 1 less than 1
4 3

5 5
d) 3 − 2 greater than 1 less than 1
8 9

2. Are the following greater than or less than 1/2? Circle the correct answer.

1 2 1 1
a) + greater than less than
4 3 2 2

3 1 1 1
b) − greater than less than
7 8 2 2

1 7 1 1
c) 1 − greater than less than
7 8 2 2

3 2 1 1
d) + greater than less than
7 6 2 2

3. Use > , < , or = to make the following statements true.

2 3 2 1 3 13
a) 5 + 3 _______ 8 c) 5 + 1 _______ 6 +
3 4 3 2 7 14

5 2 5 2 4 2 4 2
b) 4 − 3 _______ 1 + d) 15 − 11 _______ 4 +
8 5 8 5 7 5 7 5

Lesson 13: Use fraction benchmark numbers to assess the reasonableness of

addition and subtraction equations. 3.D.12
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set 5

3 2 3 2
4. Is it true that 4 − 3 = 1 + + ? Prove your answer.
5 3 5 3

3
5. Jackson needs to be 1 inches taller in order to ride the roller coaster. Since he can’t wait, he puts on a
4
1 1
pair of boots that add 1 inches to his height, and slips an insole inside to add another inches to his
6 8
height. Will this make Jackson appear tall enough to ride the roller coaster?

6. A baker needs 5 lb of butter for a recipe. She found 2 portions that each weigh 1 1/6 lb and a portion that
weighs 2 2/7 lb. Does she have enough butter for her recipe?

Lesson 13: Use fraction benchmark numbers to assess the reasonableness of

addition and subtraction equations. 3.D.13
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Exit Ticket 5

Name Date

Circle the correct answer.

1 5
1. + greater than 1 less than 1
2 12

7 7
2. 2 + 1 greater than 1 less than 1
8 9

1 7 1
3. 1
12
− 10 greater than
2
less than

3 1 1 1
4. + greater than less than
7 8 2 2

5. Use > , < , or = to make the following statement true.

4 2 1
4 +3 _______ 8
5 3 2

Lesson 13: Use fraction benchmark numbers to assess the reasonableness of

addition and subtraction equations. 3.D.14
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Homework 5

Name Date

1. Are the following greater than or less than 1? Circle the correct answer.

1 4
a) + greater than 1 less than 1
2 9

5 3
b) + greater than 1 less than 1
8 5

1 1
c) 1 − greater than 1 less than 1
5 3

3 3
d) 4 − 3 greater than 1 less than 1
5 4

2. Are the following greater than or less than 1/2? Circle the correct answer.

1 1 1 1
e) + greater than less than
5 4 2 2

6 1 1 1
f) − greater than less than
7 6 2 2

1 5 1 1
g) 1 − greater than less than
7 6 2 2

4 1 1 1
h) + greater than less than
7 8 2 2

3. Use > , < , or = to make the following statements true.

4 2 3 1 4 13
i) 5 +2 _______ 8 k) 4 + 1 _______ 5 +
5 3 4 2 9 18

4 3 4 3 3 3 3 3
j) 3 −2 _______ 1 + l) 10 − 7 _______ 3 +
7 5 7 5 8 5 8 5

Lesson 13: Use fraction benchmark numbers to assess the reasonableness of

addition and subtraction equations. 3.D.15
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Homework 5

2 3 2 3
4. Is it true that 5 − 3 = 1 + + ? Prove your answer.
3 4 3 4

1
5. A tree limb hangs 5 feet from a telephone wire. The city trims back the branch before it grows within
4
1 3
2 feet of the wire. Will the city allow the tree to grow 2 more feet?
2 4

1
6. Mr. Kreider wants to paint two doors and several shutters. It takes 2 gallons of paint to coat each door
8
3
and 1 gallons of paint to coat his shutters. If Mr. Kreider buys three 2-gallon cans of paint, does he have
5
enough to complete the job?

Lesson 13: Use fraction benchmark numbers to assess the reasonableness of

addition and subtraction equations. 3.D.16
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5

Lesson 14
Objective: Strategize to solve multi-term problems.

Suggested Lesson Structure

 Fluency Practice (13 minutes)

 Application Problems (10 minutes)
 Concept Development (27 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (13 minutes)

 Sprint: Make Larger Units 4.NF.1 (10 minutes)

 Happy Counting with Mixed Numbers 4.NF.3a (3 minutes)

Sprint (10 minutes)

Materials: (S) Make Larger Units Sprint

Example: Make units of 2. 2/6 = 1 x 2/ 3 x 2 = 1/3 NOTES ON

MULTIPLE MEANS OF
Happy Counting with Mixed Numbers (3 minutes) ENGAGEMENT:
The Sprint depends greatly on
T: Let’s count by 1/2 with mixed numbers. Ready? students’ knowledge of their factors.
(Teacher rhythmically points up until a change is Below grade level students often are
desired. Show a closed hand, then point down. not fluent with their basic facts. The
Continue, mixing it up). day before administering this Sprint,
S: 1/2, 1, 1 1/2, 2 (stop), 1 1/2, 1, 1/2, 0 (stop), 1/2, 1, 1 discreetly call below grade-level
students to meet with you in order to
1/2, 2, 2 1/2, 3, 3 1/2, 4 (stop), 3 1/2, 3, 2 1/2, 2, 1 1/2,
give them a copy of the next day’s
1 (stop), 1 1/2, 2, 2 1/2, 3, 3 1/2, 4, 4 1/2, 5.
Sprint. This is very motivating. Now
T: Excellent. Try it for 30 seconds with your partner. they have a reason to study and
Partner A, you are the teacher today. practice.

Lesson 14: Strategize to solve multi-term problems.

Date: 8/7/13 3.D.17

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5

Application Problems (10 minutes)

For a large order, Mr. Magoo made 3/8 kg of During lunch, Charlie drinks 2 3/4 cup of
fudge in his bakery. He then got 1/6 kg from milk. Allison drinks 3/8 cup of milk.
his sister’s bakery. If he needs a total of 1 1/2 Carmen drinks 1/6 cup of milk. How much
kg, how much more fudge does he need to milk do the 3 students drink?
make?

T: Now that you have solved these two problems, consider how they are the same and how they are
different.
S: Both problems had three parts that we knew.  True, but actually in the fudge problem, the one part
was the whole amount.  The fudge problem had a missing part but the milk problem was missing the
whole amount of milk.  So, for the fudge problem we had to subtract from 1 1/2 kg. For the milk
problem we had to add up the three parts to find the total amount of milk.

Concept Development (27minutes)

Problem 1
2 1 1 4
+ + +1 =
3 5 3 5
T: Yesterday, we learned to solve fraction problems by estimating the answers without using our
pencils. Today we are going to build upon that knowledge by continuing to solve fractions in our
heads before using paper and pencil.

Lesson 14: Strategize to solve multi-term problems.

Date: 8/7/13 3.D.18

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5

T: Look at this problem. What do you notice? Turn and share with a partner.
S: I see that it’s an addition problem adding thirds and fifths.
S: I see that I can add up the thirds and I can also add the fifths together.
T: Can you solve this problem mentally? Turn and share.
S: (Students share.)
T: Are we finding a part or whole?
S: Whole.
S: 2/3 plus 1/3 equals 1 whole. 1/5 plus 1 4/5 equals 2 wholes. Finally, 1 plus 2 equals 3.
T: Excellent. We can rearrange the problem and solve it using Sam’s strategy.

2 1 1 4
( + )+( +1 )
3 3 5 5
=1+2
=3

Problem 2
7 1 7 1
5 − − −1 =
8 2 8 2

S: I see that it’s a subtraction problem.  I see that denominators are in eighths and halves. They
need to be the same in order for me to subtract.  Without looking at the mixed numbers, I see
two 7/8’s and two 1/2’s.
T: Yes. This is a subtraction problem. Analyze the parts and wholes. Turn and share.
S: 5 7/8 is the whole amount. 7/8 is a part being taken away. That makes 5.  1 1/2 and 1/2 are both
parts being taken away. If I combine them, I’m taking away 2. 5 – 2 = 3.  We can combine all the
parts and make a bigger part, then subtract from the whole.

7 1 7 1
5 −� + +1 �
8 2 8 2
7 7
=5 −2
8 8
=3

7 7 1 1
�5 − � − � + 1 �
8 8 2 2
=5−2
=3

Lesson 14: Strategize to solve multi-term problems.

Date: 8/7/13 3.D.19

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5

NOTES ON
Problem 3 SCAFFOLDING
5 1 1 MULTIPLE MEANS OF
2 − + ENGAGEMENT:
6 3 6
When students are analyzing parts and
wholes, relationships, or compatible
5 1 1
= (2 + ) − numbers, resist the temptation to jump
6 6 3
in. Wait time is critical. Let them
analyze. This allows students that are
= 3 – 1/3 above grade level to find more
= 2 2/3 complexities and those below grade
level to enter at the most basic level.
Problem 3 is more challenging because
of the change in sign. Students will see
Problem 4 the compatibility of 2 5/6 and 1/6,
which will expedite the addition of the
two numbers to make a larger whole
14 9 11 from which one third is subtracted.
+ ______ + = 8
3 4 12

T: Let’s analyze this fraction equation. Share with your partner: What do you notice about this
fraction equation?
S: This is an addition problem and I have the answer of 8 11/12 on the right hand side.  I’m missing a
part that is needed to make the whole amount of 8 11/12.  14/3 is a part, too.
S: I can add the parts and subtract them from the whole amount to find that mystery number.  Find
the sum of the parts and take them from the whole.
T: Go ahead and solve for the missing part. You can use paper and pencil if you wish.

11 14 9
8−( + )
12 3 4
= 8 11/12 – (4 2/3 + 2 1/4)
= 8 11/12 – (4 8/12 + 2 3/12)
= 8 11/12 – 6 11/12
=2

Problem 5
1 3
_____ − 15 − 4 = 7
2 5

S: I see that it’s a subtraction problem. Something minus 15 minus 4 1/2 equals 7 3/5.  The whole is
missing in this problem and everything else is a part.  I can add up all the parts together to find
the whole.

Lesson 14: Strategize to solve multi-term problems.

Date: 8/7/13 3.D.20

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5

S: The whole is missing, so we’ll add up all the parts to find the whole. I can rewrite the problem like
this:
1 3
_____ − 15 − 4 = 7
2 5

1 3
15 + 4 + 7 = _____
2 5

= 15 + 4 5/10 + 7 6/10
= 26 11/10
= 27 1/10

Problem 6
T: I would like you to try to solve this problem with your partner. You have two minutes.
3 3
6 + − _____ = 5
4 5

Allow two minutes for students to analyze and discuss the

problem without calculating, just formulating their thoughts
about how to solve. NOTES ON
T: Go ahead and solve the problem. MULTIPLE MEANS OF
ACTION AND
3 3 EXPRESSION:
6 + − _____ = 5 The problems on this particular
4 5
= (6 3/4 + 3/5) – 5 Problem Set may require more room
than the Problem Set offers. Be aware
= 6 15/20 + 12/20 – 5 that students do well to have a math
= 6 27/20 – 5 notebook or journal. When a Problem
= 7 7/20 – 5 Set has a set of challenging problems,
assign pairs to solve them on the board
= 2 7/20 as others use paper so that they are
easier to review. It is also much more
engaging for the students to see their
peers’ solutions.
Problem Set (14 minutes)
Students should do their personal best to complete the Problem Set within the allotted 14 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Lesson 14: Strategize to solve multi-term problems.

Date: 8/7/13 3.D.21

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5

Student Debrief (10 minutes)

Lesson Objective: Strategize to solve multi-term

problems.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
T: When rearranging the terms in the top section of
the activity sheet, talk to your partner about
what you looked for to help you solve the
problems easily.
S: We grouped to make whole numbers.  By
grouping fractions to make whole numbers it was
easy to add or subtract.  I looked for numbers
in different forms. It was harder to see the pairs
if the denominators were different or if they
weren’t written as mixed numbers.
T: What about in Section B?
S: That was so much harder! I was really surprised
the answer to Part (c) was 1. I didn’t expect that
so it made me go back and look at the
relationships in the problem.
T: Talk to your partner about some of the skills you
had to use to solve these problems.
S: We had to analyze part and whole relationships.
 I had to recognize when there were easy like
units.  We had to move back and forth
between decimals and fractions in Part (f) and in
the second word problem about the volunteers,
too.  We had to think hard about the problems
that had addition and subtraction problems and
whether to add or subtract something.
T: This was a challenging activity.
S: We had to really think!

Lesson 14: Strategize to solve multi-term problems.

Date: 8/7/13 3.D.22

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5

T: Let’s go over the last problem about the volunteers. I would say it was related to Part (b) on the
front side. Explain my thinking to your partner.
T: (After students talk.) Which of the problems on the front side of the Problem Set would you relate
to the problem of the gardening soil?
T: (After students talk.) Review the process you used on two problems. First, review a problem that
was very easy for you. Then, review the process on a problem that was very challenging for you.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 14: Strategize to solve multi-term problems.

Date: 8/7/13 3.D.23

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Sprint 5•3

Lesson 14: Strategize to solve multi-term problems.

Date: 8/7/13 3.D.24

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Sprint 5

Lesson 14: Strategize to solve multi-term problems.

Date: 8/7/13 3.D.25

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Problem Set 5

Name Date

1. Rearrange the terms so that you can add or subtract mentally, then solve.

1 2 7 1 3 3 2
a) +2 + + b) 2 − +
4 3 4 3 5 4 5

3 3 1 3 5 1 4 1
c) 4 − − 2 − d) + − +
7 4 4 7 6 3 3 6

2. Fill in the blank to make the statement true.

2 2 11 7 1
a) 11 − 3 − = _______ b) 11 + 3 − ________ = 15
5 3 3 8 5

5 5 2 1 2
c) − ________ + = d) ________ − 30 − 7 = 21
12 4 3 4 3

Lesson 14: Strategize to solve multi-term problems.

Date: 8/7/13 3.D.26

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Problem Set 5

24 8 1 99
e) + _______ + =9 f) 11.1 + 3 − ________ =
5 7 10 10

3. DeAngelo needs 100 lb of garden soil to landscape a building. In the company’s storage area, he finds 2
cases holding 24 3/4 lb of garden soil each, and a third case holding 19 3/8 lb. How much gardening soil
does DeAngelo still need in order to do the job?

4. Volunteers helped clean up 8.2 kg of trash in one neighborhood and 11 1/2 kg in another. They sent 1
1/4 kg to be recycled and threw the rest away. How many kilograms of trash did they throw away?

Lesson 14: Strategize to solve multi-term problems.

Date: 8/7/13 3.D.27

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Exit Ticket 5

Name Date

Fill in the blank to make the statement true.

3 1 1 4 2 1
1. 1 + + _______ = 7 2) 8 − − ________ = 3
4 6 2 5 3 10

Lesson 14: Strategize to solve multi-term problems.

Date: 8/7/13 3.D.28

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Homework 5

Name Date

1. Rearrange the terms so that you can add or subtract mentally, then solve.

3 1 1 1 1 3 5
a) 1 + + + b) 3 − +
4 2 4 2 6 4 6

5 6 2 5 7 1 3 2
d) 5 − 2 − − d) + − +
8 7 7 8 9 2 2 9

2. Fill in the blank to make the statement true.

3 2 3 5 1
g) 7 − 1 − = _______ h) 9 + 1 + ________ = 14
4 7 2 6 4

7 3 6 1 5
i) − ________ + = j) ________ − 20 − 3 = 14
10 2 5 4 8

17 5 4 7 66
k) + _______ + = 10 l) 23.1 + 1 − ________ =
3 2 5 10 10

Lesson 14: Strategize to solve multi-term problems.

Date: 8/7/13 3.D.29

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Homework 5

3 2 1
3. Laura bought 8 yd of ribbon. She used 1 yd to tie a package and 2 to make a bow. Joe later gave
10 5 3
3
her 4 yd. How much ribbon does she now have?
5

1 3
4. Mia bought 10 lb of flour. She used 2 lb of flour to bake a banana cake and some to bake a chocolate
9 4
5
cake. After baking the two cakes, she had 3 lb of flour left. How much flour did she use to bake the
6
chocolate cake?

Lesson 14: Strategize to solve multi-term problems.

Date: 8/7/13 3.D.30

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5

Lesson 15
Objective: Solve multi-step word problems; assess reasonableness of
solutions using benchmark numbers.

Suggested Lesson Structure

 Fluency Practice (12 minutes)
 Concept Development (36 minutes)
 Student Debrief (12 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint 4.NF.2 (12 minutes)

Sprint (12 minutes)

Materials: (S) Circle the Smallest Fraction Sprint

Concept Development (36 minutes)

Materials: (S) Problem Set, personal white boards

Problem 1
In a race, the second place finisher crossed the finish line 1 1/3 minutes after the winner. The third place
finisher was 1 3/4 minutes behind the second place finisher. The third place finisher took 34 2/3 minutes.
How long did the winner take?
T: Let’s read the problem together.
(Students read chorally.) Now, share
with your partner: What do you see
when you hear the story?
T: (Students share.) Explain to your
partner how you are going to draw this
problem.
S: (Students share.)

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions

using benchmark numbers. 3.D.31
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5

T: Ming, could you share your method of drawing?

S: The first sentence tells me that the second finisher
took 1 1/3 minutes longer than the winner. So I’ll draw NOTES ON
2 bars. The second bar represents the second finisher MULTIPLE MEANS OF
with a longer bar and with the difference of 1 1/3 ENGAGEMENT:
minutes. When doing a word problem lesson, be
T: Betty, can you add more to Ming’s drawing? sure to provide many opportunities for
students to turn and talk, or repeat
S: The second sentence says the third finisher took 1 3 what a peer has said.
minutes longer than the second finisher. So I’ll draw a
If possible, pair students that speak the
longer bar for the third finisher, and label the
same home language together. For
difference of 1 3/4 minutes. example, a non-ELL Chinese student
T: Steven, can you add anything else to the drawing? with a strong math background can be
S: The third sentence tells us the third finisher’s minutes. paired with an ELL Chinese student.
So I can label the third bar with 34 2/3 minutes. Teachers can also encourage them to
MP.5 converse in Chinese.
T: Excellent. The question now is to find the winner’s
time. How you are going to solve this problem? Turn
and share with your partner.
S: We have to find the second finisher’s time first, then we can find the winner’s time.  We know the
third finisher’s time but don’t know the second finisher’s time. We can solve it by subtracting.  Use
the third finisher’s time to subtract 1 3/4 to find the second finisher’s time. Then use the second
finisher’s time to subtract 1 1/3 to find the winner’s time.
T: Great. Let’s first find the second finisher’s time. What’s the subtraction sentence?
S: 34 2/3 – 1 3/4
= 34 8/12 – 1 9/12
= 33 20/12 – 1 9/12 NOTES ON
= 32 11/12 MULTIPLE MEANS OF
T: What does 32 11/12 mean? ENGAGEMENT:
A bonus question can be to convert the
S: The second finisher’s time is 32 11/12 minutes.
winner’s time into seconds.
T: Let’s now find the winner’s time. What’s the
subtraction sentence?
S: 32 11/12 – 1 1/3
= 32 11/12 – 1 4/12
= 31 7/12
T: What’s the word sentence to answer the question?
S: The winner’s time was 31 7/12 minutes.
T: How do I convert 31 7/12 minutes to minutes and seconds? Turn and share with your partner.
T: Alanzo, can you share your thinking with us?
S: 31 7/12 minutes means there are 31 minutes and 7/12 of a minute. I need to convert 7/12 into
seconds.
T: Linda, what do you think?

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions

using benchmark numbers. 3.D.32
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5

S: I agree with Alanzo. I know there are 60 seconds in a minute, so I’ll convert 7 twelfths to 35
sixtieths.
T: Very good. 7/12 = 35/60. What’s the winner’s time in minutes and seconds?
S: The winner’s time was 31 minutes and 35 seconds.

Problem 2
John used 1 3/4 kg of salt to melt the ice on his sidewalk. He then used another 3 4/5 kg on the driveway. If
he originally bought 10 kg of salt, how much does he have left?
T: Let’s read the problem together.
(Students read chorally.) What do
you see when you hear the story?
Turn and share.
T: (Students share.) How you are
going to draw this problem? Turn
and share.
S: (Students share.)
T: I’ll give you one minute to draw.
T: Explain to your partner what
conclusions you can make from your
drawing.
T: (After a brief exchange.) May, could your share your
method of drawing?
S: Since I know he bought 10 kg of salt, I’ll draw a whole
bar and label it 10 kg. He used some salt for the
sidewalk and some for the driveway. I’ll draw two
shorter bars under the whole bar and label them 1 3/4
kg and 3 4/5 kg.
T: How much salt does he have left? How do we solve
this problem? Turn and share.
S: I can use the total of 10 kg to subtract the two parts to
find the left over part.  I can add up the two parts to
make them a bigger part, then I’ll subtract that from
the whole of 10 kg.
T: You have four minutes to solve the problem.

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions

using benchmark numbers. 3.D.33
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5

Problem Set (20 minutes)

Students should do their personal best to complete the Problem Set within the allotted 20 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Problem 3
Sinister Stan stole 3 3/4 oz of slime from Messy Molly, but his evil plans required 6 3/8 oz of slime. He stole
another 2 3/5 oz from Rude Ralph. How much more slime does Sinister Stan need for his evil plan?

Problem 4
Gavin had 20 minutes to do a three-problem quiz. He spent 9 3/4 minutes on question 1 and 3 4/5 minutes
on question 2. How much time did he have left for question 3? Write the answer in minutes and seconds.

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions

using benchmark numbers. 3.D.34
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5

Problem 5
Matt wants to save 2 1/2 minutes on his 5K race time. After a month of hard training, he managed to lower
his overall time from 21 1/5 minutes to 19 1/4 minutes. By how many more minutes does Matt need to lower
his race time?

Student Debrief (12 minutes)

Lesson Objective: Solve multi-step word problems; assess reasonableness of solutions using benchmark
numbers.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
T: Bring your Problem Set to the Debrief. Share, check, and/or explain your answers to your partner.
S: (Students work together for 2 minutes. Circulate and listen to explanations. Analyze the work you
see to determine which student solutions you will display to support your lesson objective.)
T: (Teacher goes over answers.) Let’s read Problem 4 together and we’ll take a look at 2 different
solution strategies.
S: Gavin had 20 minutes to do a three-problem quiz. He spent 9 3/4 minutes on Problem 1 and 3 4/5
minutes on Problem 2. How much time did he have left for Problem 3? Write the answer in minutes
and seconds.
T: Discuss what you notice about the two different drawings. (Allow time for students to share.)

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions

using benchmark numbers. 3.D.35
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5

T: Jaron, would you share your thinking? Student A’s Work

S: The first drawing labeled the whole on the
bottom. The second drawing labeled it on
the side.
T: How are the drawings similar? Turn and
share.
S: (Students share.)
T: Keri, what do you think?
S: Both drawings labeled the time for the 3
questions. They also labeled the total
amount of time, which is 20 minutes.
T: Let’s look at them closely. How did Student
A solve the problem? Turn and share.
S: Student A used the total of 20 minutes to
subtract the time spent on Problem 1 and 2
to find the left over time. Then the student converted
6 9/20 to 6 minutes and 45 seconds.
T: How did Student B solve the problem? Turn Student B’s Work
and share.
S: Student B converted all the mixed numbers
into minutes and seconds. Then they used
the 20 minutes to subtract the time spent on
question 1, which is 9 minutes 45 seconds,
and the time spent for question 2, which is 3
minutes 48 seconds. 6 minutes 27 seconds
were left over for question 3.
T: Which solution strategies did you like better?
S: The first one.  The first one is a lot shorter
than the second one.  The second seems
like it should be easy, but it took a long time
to write it out with all of the minutes and
seconds.  Because it was twentieths, it was
really easy to change it to minutes and
seconds from 6 9/20 minutes: I just
multiplied the fraction by 3 thirds.
Optional as time allows:
T: The following is a suggested list of questions
to invite reflection and active processing of
the total lesson experience. Use those that
resonate for you as you consider what will
best support your students’ ability to
articulate the focus of the lesson.)

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions

using benchmark numbers. 3.D.36
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5

 Did anyone else solve the problem differently? (Students come up and explain their solution
strategies to the class.)
 What did you get better at today?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions

using benchmark numbers. 3.D.37
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Sprint 5

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions

using benchmark numbers. 3.D.38
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Sprint 5

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions

using benchmark numbers. 3.D.39
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Problem Set 5

Name Date

Solve the word problems using the RDW strategy. Show all your work.

1. In a race, the second place finisher crossed the finish line 1 1/3 minutes after the first place finisher. The
third place finisher was 1 3/4 minutes behind the second place finisher. The third place finisher took 34
2/3 minutes. How long did the first place finisher take?

2. John used 1 3/4 kg of salt to melt the ice on his sidewalk. He then used another 3 4/5 kg on the driveway.
If he originally bought 10 kg of salt, how much does he have left?

3. Sinister Stan stole 3 3/4 oz of slime from Messy Molly, but his evil plans required 6 3/8 oz of slime. He
stole another 2 3/5 oz from Rude Ralph. How much more slime does Sinister Stan need for his evil plan?

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions

using benchmark numbers. 3.D.40
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Problem Set 5

4. Gavin went to a book store with $20. He spent 9 3/4 of his money on a book and 3 4/5 on a poster. What
fraction of his money did he have left? Write the answer in dollars and cents.

5. Matt wants to save 2 1/2 minutes on his 5K race time. After a month of hard training he managed to
lower his overall time from 21 1/5 minutes to 19 1/4 minutes. By how many more minutes does Matt
need to lower his race time?

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions

using benchmark numbers. 3.D.41
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Exit Ticket 5

Name Date

Solve the word problems using the RDW strategy. Show all your work.

1
Cheryl bought a sandwich for 5 dollars and a drink for $2.60. If she paid for her meal with a $10 bill, how
2
much money did she have left? Write your answer as a fraction and in dollars and cents.

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions

using benchmark numbers. 3.D.42
Date: 8/7/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Homework 5

Name Date

Solve the word problems using the RDW strategy. Show all your work.
2 3
1. A baker buys a 5 lb bag of sugar. She uses 1 lb to make some muffins and 2 lb to make a cake. How
3 4
much sugar does she have left?

1
2. A boxer needs to lose 3 kg in a month to be able to compete as a flyweight. In three weeks, he lowers
2
his weight from 55.5 kg to 53.8 kg. How many kg must the boxer lose in the final week to be able to
compete as a flyweight?

1
3. A construction company builds a new rail line from Town A to Town B. They complete 1 miles in their
4
2 3
first week of work and 1 miles in the second week. If they still have 25 left to build, what is the
3 4
distance from Town A to Town B?

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions

using benchmark numbers. 3.D.43
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Homework 5

2
4. A catering company needs 8.75 lb of shrimp for a small party. They buy 3 lb of jumbo shrimp,
3
5
2 lb of medium-sized shrimp, and some mini-shrimp. How many pounds of mini-shrimp do they buy?
8

1
5. Mark breaks up a 9-hour drive into 3 segments. He drives 2 hours before stopping for lunch. After
2
2
driving some more, he stops for gas. If the second segment of his drive was 1 hours longer than the first
3
segment, how long did he drive after stopping for gas?

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions

using benchmark numbers. 3.D.44
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5

Lesson 16
Objective: Explore part to whole relationships.

Suggested Lesson Structure

 Fluency Practice (15 minutes)

 Application Problems (30 minutes)
 Student Debrief (15 minutes)
Total Time (60 minutes)

Fluency Practice (15 minutes)

 Break Apart the Whole 4. NF.3c (5 minutes)

 Make a Like Unit 5.NF.1 (5 minutes)
 Add Fractions with Answers Greater than 1 5.NF.1 (5 minutes)

Break Apart the Whole (5 minutes)

Materials: (S) Personal white boards

T: Take out your personal white board. I’ll give you a fraction greater than one and you’ll break out the
whole by writing the addition fraction sentence. For example, I say 3/2, you write 1 + 1/2. (You can
also ask students to write out the improper fraction plus fraction, i.e., 2/2 + 1/2).
T: 4/3.
S: 1 + 1/3.
T: 7/5.
S: 1 + 2/5.
T: 19/17.
S: 1 + 2/17.
T: 13/3.
S: 4+ 1/3.
T: 31/6.
S: 5 + 1/6.
T: (Continue with a sequence appropriate for your students.)
T: Share with your partner. What’s your strategy of breaking out the whole?
S: (Students share.)
T: Excellent!

Lesson 16: Explore part to whole relationships.

Date: 8/7/13 3.D.45

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5

Make a Like Unit (5 minutes)

NOTES ON
Materials: (S) Personal white boards
MULTIPLE MEANS OF
T: What does like unit mean? ACTION AND
EXPRESSION:
S: When you add or subtract fractions, if the
Some students may provide the
denominators are the same, then they are like units.
smallest like unit, others may not.
T: Tell your partner how we find like units. Accept a range of answers. Notice
S: (Students share.) which children consistently do not
show the smallest or ‘easiest’ like unit.
T: I’ll say two numbers. You make a like unit and write it
It may be that they need extra support.
on your board. Show your board at the signal.
T: 3 and 2. (Pause. Signal.)
S: (Students show 6.)
Continue with possible sequence: 4 and 3; 2 and 4; 2 and 6; 3 and 9; 3 and 12; 3 and 4; 6 and 8.

Add Fractions with Answers Greater than 1 (5 minutes)

T: I’ll say an equation. You write and solve it. If the
answer is greater than 1, put a dot next to it. Leave NOTES ON
room to write all of the equations on your board MULTIPLE MEANS OF
without erasing.
ACTION AND
T: 3/3 + 1/3 = ? Show your board at the signal. EXPRESSION:
(Pause. Signal.)
Depending on your group, make the
S: (Show 3/3 + 1/3 = 4/3) activity slightly more complex by
T: 2/2 + 3/2 = ? (Pause. Signal.) eliminating the personal board. Have
students complete the activity orally.
S: (Show 2/2 + 3/2 = 5/2)
T: 2/4 + 1/4 = ?
S: (Show 2/4 + 1/4 = 3/4)
T: (Continue, mixing up equations that have answers greater than 1 or 2 with those that don’t.)
T: What is different about answers that are greater than 1 and those that are less?
S: Greater answers all have a bigger numerator than denominator.
T: Some of these answers are greater than 2. Circle those.
S: (Students look for and circle appropriate answers.)
T: Talk to your partner about the difference between answers that are greater than 1 and those that
are greater than 2.
S: Numerators are bigger than denominators in both kinds.  Yes, but greater than 2 means the
denominator has to fit inside the numerator at least twice, too.

Lesson 16: Explore part to whole relationships.

Date: 8/7/13 3.D.46

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5

Application Problems (30 minutes)

Materials: (S) Problem Set

T: Students, today you are going to work in pairs to

solve some ribbon and wire problems. I am going
to be an observer for the most part; just listening
and watching until the Debrief. You will have 30
minutes to reason about and solve 3 problems. I
will let you know when you have 10, then 5
minutes remaining. You can use any materials in
the classroom, but I ask that you work just with
your partner. The work will be scored with a
rubric. Each question can earn 4 points.
 Question 1: Each correct answer including
the drawing is 1 point.
 Questions 2 and 3: Clear drawing: 1 point.
Labeled drawing: 1 point. Correct equation
and answer: 1 point. Correct statement of
your answer: 1 point. The total possible
points are 12.

1. Draw the following ribbons. When finished,

compare your work to your partner’s.

a) 1 ribbon. The piece shown below is only 1/3 of the whole. Complete the drawing to show
the whole ribbon.

b) 1 ribbon. The piece shown below is 4/5 of the whole. Complete the drawing to show the
whole ribbon.

c) 2 ribbons, A and B. One third of A is equal to all of B. Draw a picture of the ribbons.

d) 3 ribbons, C, D, and E. C is half the length of D. E is twice as long as D. Draw a picture of the
ribbons.

2. Half Robert’s piece of wire is equal to 2/3 of Maria’s wire. The total length of their wires is 10
feet. How much longer is Robert’s wire than Maria’s?
3. Half Sarah’s wire is equal to 2/5 of Daniel’s. Chris has 3 times as much as Sarah. In all, their wire
measures 6 ft. How long is Sarah’s wire in feet?

Lesson 16: Explore part to whole relationships.

Date: 8/7/13 3.D.47

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5

This lesson is an opportunity for students to “make sense

of problems and persevere in solving them” (MP.1). It is
MP.1 recommended that you simply observe with as little
interference as possible. For students who have language
barriers, support by pairing appropriately for primary
language or provide a translation of the problem.
As students work circulate and make decisions about
which work to share with the class, and in what order.

Student Debrief (15 minutes)

Lesson Objective: Explore part to whole relationships.

The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
T: Let’s work together now to analyze your
solutions. Compare your solutions from the
first page with the solutions of your
neighbors to the right.
T: What surprises did you have on this first
page?
S: We don’t usually think about a shape being
a fraction of something. We usually fold it
or partition it to make a fraction, so it was
new to think of something as a fraction.
T: (After reviewing work from the first page.)
Let’s analyze John and Erica’s work from the
two story problems. Take a moment to talk
to your partner about precisely what you
see when you look at their work and how
that relates to the questions.
T: (After the students have analyzed the work.)
Does anyone have a question for John and Erica?
S: Can you explain how you got 21 units in Problem
3?
S: (Authors explain.)

Lesson 16: Explore part to whole relationships.

Date: 8/7/13 3.D.48

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5

T: Retell the explanation to your partner in your own words.

T: (After time for conversation.) Let’s compare their work with Jacqueline and Perry’s. First, analyze
the new team’s work by itself for a minute.
T: (After analysis and questioning the authors.)
T: Now, let’s compare these two pieces of student work. What is the same and what is different?
S: (Students discuss in pairs and at times in the whole group.)
T: Be sure to compare their work numerically, too. What number sentences did they use? How do
their number sentences relate to each other’s work? For example, where do we see 4 x 2/7 in John
and Erica’s work?
Once the analysis is complete, encourage students to score their own work according to the pre-determined
rubric. Make sure this work is saved in the portfolio. This task brings students back to a fraction as a quotient
and a quotient as a fraction. It also heightens their fraction number sense right as they are about to embark
on the multiplication and division module.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 16: Explore part to whole relationships.

Date: 8/7/13 3.D.49

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 5

Names and _____ __ Date _____ __

1. Draw the following ribbons. When finished, compare your work to your partner’s.

a) 1 ribbon. The piece shown below is only 1/3 of the whole. Complete the drawing to show the whole
piece of ribbon.

b) 1 ribbon. The piece shown below is 4/5 of the whole. Complete the drawing to show the whole piece
of ribbon.

c) 2 ribbons, A and B. One third of A is equal to all of B. Draw a picture of the ribbons.

d) 3 ribbons, C, D, and E. C is half the length of D. E is twice as long as D. Draw a picture of the ribbons.

Lesson 16: Explore part to whole relationships.

Date: 8/7/13 3.D.50

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 5

2. Half of Robert’s piece of wire is equal to 2 thirds of Maria’s wire. The total length of their wires is 10 feet.
How much longer is Robert’s wire than Maria’s?

3. Half Sarah’s wire is equal to 2/5 of Daniel’s. Chris has 3 times as much as Sarah. In all, their wire
measures 6 ft. How long is Sarah’s wire, in feet?

Lesson 16: Explore part to whole relationships.

Date: 8/7/13 3.D.51

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Exit Ticket 5

Name Date

a) 1 ribbon. The piece shown below is only 2/3 of the whole. Complete the drawing to show the whole
piece of ribbon.

b) 1 ribbon. The piece shown below is 1/4 of the whole. Complete the drawing to show the whole
piece of ribbon.

c) 3 ribbons, A, B, and C. 1 third of A is the same length as B. C is half as long as B. Draw a picture of
the ribbons.

Lesson 16: Explore part to whole relationships.

Date: 8/7/13 3.D.52

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Homework 5

Name Date

1. Draw the following ribbons.

a) 1 road. The piece shown below is only 3/7 of the whole. Complete the drawing to show the whole
road.

b) 1 road. The piece shown below is 1/6 of the whole. Complete the drawing to show the whole road.

c) 3 roads. B is three times longer than A. C is twice as long as B. Draw the roads. What fraction of the
total length of the roads is the length of A? If Road B is 7 miles longer than Road A., what is the
length of Road C?

d) Write your own ribbon or road problem with 2 or 3 lengths.

Lesson 16: Explore part to whole relationships.

Date: 8/7/13 3.D.53

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Lesson
5•3

Name Date

2
1. Lila collected the honey from 3 of her beehives. From the first hive she collected gallon of honey. The
3
1
last two hives yielded gallon each.
4

a. How many gallons of honey did Lila collect in all? Draw a diagram to support your answer.

3
b. After using some of the honey she collected for baking, Lila found that she only had gallon of honey
4
left. How much honey did she use for baking? Explain your answer using a diagram, numbers, and
words.

Module 3: Addition and Subtraction of Fractions

Date: 8/7/13 3.S.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Lesson
5•3

3
c. With the remaining gallon of honey, Lila decided to bake some loaves of bread and several batches
4
1 1
of cookies for her school bake sale. The bread needed gallon of honey and the cookies needed
6 4
P

gallon. How much honey was left over? Explain your answer using a diagram, numbers, and words.

1
d. Lila decided to make more baked goods for the bake sale. She used lb less flour to make bread
8
1
than to make cookies. She used lb more flour to make cookies than to make brownies. If she used
4
1
lb of flour to make the bread, how much flour did she use to make the brownies? Explain your
2
answer using a diagram, numbers, and words.

Module 3: Addition and Subtraction of Fractions

Date: 8/7/13 3.S.2
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Lesson
5•3

Mid-Module Assessment Task Topics A–B

Standards Addressed
Understand place value.
5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an
equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 =
8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same
whole, including cases of unlike denominators, e.g., by using visual fraction models or
equations to represent the problem. Use benchmark fractions and number sense of
fractions to estimate mentally and assess the reasonableness of answers. For example,
recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These
steps are meant to help teachers and students identify and celebrate what the student CAN do now and what
they need to work on next.

Module 3: Addition and Subtraction of Fractions

Date: 8/7/13 3.S.3
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Lesson
5•3

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
and reasoning without reasoning without reasoning with a reasoning with a
Standards a correct answer. a correct answer. correct answer or correct answer.
Assessed evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)

1(a) The student shows little The student shows The student has the The student correctly:
evidence of clear evidence of beginning correct answer, but is  Calculates 14/12 gal,
reasoning and to understand addition unable to show 1 2/12 gal, 1 1/6 gal,
5.NF.1 understanding, fractions with unlike evidence accurately 7/6 gal, or
resulting with an denominators, but the using diagrams, equivalent.
incorrect answer. answer is incorrect. numbers, and/or
 Illustrates the
words.
answer clearly in
Or, the student shows words, numbers, and
evidence of correctly a diagram.
modeled adding of
fractions with unlike
denominators, but
resulted with an
incorrect answer.

1(b) The student shows little The student shows The student has the The student correctly:
evidence of using a evidence of beginning correct answer, but the  Calculates 5/12 or
correct strategy and to understand model either omitted 10/24 gal.
5.NF.1 understanding, subtracting fractions or is unable to show
 Illustrates the
5.NF.2 resulting in the wrong with unlike evidence accurately
answer clearly in
answer. denominators, but is using diagrams,
words, numbers, and
unable to get the right numbers, and/or
a diagram.
answer. words.
Or, the student shows
evidence of correctly
modeled subtracting
fractions with unlike
denominators but
resulted with an
incorrect answer.

Module 3: Addition and Subtraction of Fractions

Date: 8/7/13 3.S.4
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Lesson
5•3

A Progression Toward Mastery

1(c) The student shows little The student shows The student has the The student correctly:
evidence of using a evidence of beginning correct answer, but the  Calculates 1/3 gal or
correct strategy and to understand portions model is either omitted equivalent fraction,
5.NF.1 understanding, of the solution, such as or the student is unable such as 4/12 gal.
5.NF.2 resulting in the wrong attempting to add 1/6 to show evidence
 Models 1/6 + 1/4
answer. and 1/4 and then accurately using
and 3/4 – 5/12, or
subtract the result from diagrams, numbers,
alternatively models
3/4, but is unable to get and/or words.
3/4 – 1/6 –3/4 using
the right answer. Or, the student shows words, numbers, and
evidence of correctly a diagram.
modeling adding and
subtracting fractions
with unlike
denominators, but
resulted in an incorrect
answer.

1(d) The student shows little The student shows The student has the The student correctly:
evidence of using evidence of beginning correct answer, but the  Calculates 3/4 lb as
correct strategies, understanding of at student does not show the amount of flour
5.NF.1 resulting in the wrong least some of the steps sound reasoning. used for brownies.
5.NF.2 answer. involved, but is unable Or, the student  Diagrams and uses
to get the right answer. demonstrates all steps words and numbers
using appropriate to clearly explain the
models, but results in solution.
an incorrect answer.

Module 3: Addition and Subtraction of Fractions

Date: 8/7/13 3.S.5
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Lesson
5•3

Module 3: Addition and Subtraction of Fractions

Date: 8/7/13 3.S.6
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Lesson
5•3

Module 3: Addition and Subtraction of Fractions

Date: 8/7/13 3.S.7
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Lesson
5•3
3

Name Date

1. On Sunday, Sheldon bought kg of plant food. He used kg on his strawberry plants, and used kg
for his tomato plants.

a. How many kilograms of plant food did Sheldon have left? Write one or more equations to show how
you reached your answer.

b. Sheldon wants to feed his strawberry plants 2 more times, and his tomato plants one more time. He
will use the same amounts of plant food as before. How much plant food will he need? Does he have
enough left to do so? Explain your answer using words, pictures or numbers.

Module 3: Addition and Subtraction of Fractions

Date: 12/31/13 3.S.8
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Lesson
5•3
3

2. Sheldon harvests the strawberries and tomatoes in his garden.

a. He picks kg less strawberries in the morning than in the afternoon. If Sheldon picked kg in the
morning, how many kilograms of strawberries does he pick in the afternoon? Explain your answer
using words, pictures or equations.

b. Sheldon also picks tomatoes from his garden. He picked 5 kg but 1.5 kg were rotten and had to be
thrown away. How many kilograms of tomatoes were not rotten? Write an equation that shows how
you reached your answer.

c. Did Sheldon end up with more kilograms of tomatoes after throwing away the rotten tomatoes, or
kilograms of strawberries from his picking in the afternoon? How many more kilograms? Explain
your answer using an equation.

Module 3: Addition and Subtraction of Fractions

Date: 12/31/13 3.S.9
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Lesson
5•3
3

End-of-Module Assessment Task Topics C–D

Standards Addressed
Understand place value.
5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an
equivalent sum or difference of fractions with like denominators.
5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same
whole, including cases of unlike denominators, e.g., by using visual fraction models or
equations to represent the problem. Use benchmark fractions and number sense of
fractions to estimate mentally and assess the reasonableness of answers.

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These
steps are meant to help teachers and students identify and celebrate what the student CAN do now and what
they need to work on next.

Module 3: Addition and Subtraction of Fractions

Date: 12/31/13 3.S.10
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Lesson
5•3
3

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
and reasoning without reasoning without reasoning with a reasoning with a
Standards a correct answer. a correct answer. correct answer or correct answer.
Assessed evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)

1(a) The work shows little The student gets the The student gets the The answer is correct
evidence of conceptual incorrect answer and correct answer but and the student
or procedural strength. has trouble does not show an displays complete
5.NF.1 manipulating the units equation or does not confidence in applying
5.NF.2 or setting up the get the correct answer part–whole thinking to
problem. through a very small a word problem with
calculation error. The fractions, giving the
part–whole thinking is correct answer of
completely accurate. 2 14/24 or 2 7/12.

1(b) The student was unable The student’s solution The student has the The student correctly:
to make sense of the is incorrect and, though correct answer to the  Calculates that
problem in any showing signs of real first question but fails Sheldon needs 3
5.NF.1 intelligible way. thought, is not to answer the second 7/12 kg of plant
5.NF.2 developed or does not question or the student food.
connect to the story’s has reasoned through
 Notes that 3 7/12 is
situation. the problem well, set
more than 2 7/12, so
up the equation
Sheldon does not
correctly but made a
have enough.
careless error.

2(a) The solution is The student shows The student calculates The student is able to
incorrect and shows evidence of beginning correctly and sets up apply part–whole
little evidence of to understand addition the part–whole thinking to correctly
5.NF.1 understanding of the fractions with unlike situation correctly but answer 3 13/20 and
5.NF.2 need for like units denominators but fails to write a explains the answer
cannot apply that complete statement or using words, pictures,
knowledge to this part– the student fully or numbers.
whole comparison. answers the question
but makes one small
calculation error that is
clearly careless such as
copying a number
wrong.

Module 3: Addition and Subtraction of Fractions

Date: 12/31/13 3.S.11
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Lesson
5•3
3

A Progression Toward Mastery

2(b) The solution is The student shows The student calculates The student gives a
incorrect and shows no evidence of recognizing correctly but may be correct equation and
evidence of being able how to convert less than perfectly clear correct answer of 3
5.NF.1 to work with decimal fractions to decimals or in stating his solution. 8/10 kg or 3 4/5 kg and
5.NF.2 fractions and fifths decimals to fractions For example. “The explains the answer
simultaneously. but fails to do so answer is 3 4/5,” is not using words, pictures or
correctly. a clearly stated numbers.
solution.

2(c) The solution is The student may have The student may have The student correctly:
incorrect and shows compared correctly but compared correctly but  Responds that
little evidence of calculated incorrectly calculated incorrectly garden produced
5.NF.1 understanding of and/or does not explain and/or does not explain more tomatoes.
5.NF.2 fraction comparison. the meaning of his the meaning of his
 Responds that there
numerical solution in numerical solution in
was 3/20 kg more
the context of the the context of the
tomatoes.
story. story.
 Gives equation such
as 3 4/5 – 3 13/20 =
3 16/20 – 3 13/20 =
3/20.

Module 3: Addition and Subtraction of Fractions

Date: 12/31/13 3.S.12
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Lesson
5•3
3

Module 3: Addition and Subtraction of Fractions

Date: 12/31/13 3.S.13
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Lesson
5•3
3

Module 3: Addition and Subtraction of Fractions

Date: 12/31/13 3.S.14
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