# Adding fractions with like denominators

## πSTANDARD

CCSS.MATH.CONTENT.4.NF.B.3.A Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

CCSS.MATH.CONTENT.4.NF.B.3.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.

45 minutes

## π SUMMARY

This lesson plan will explore how students can add fractions with like denominators to determine the sum of fractions. It incorporates two instructional videos, an editable presentation and educational game that can be used to practice/reinforce the concept with assessment data.

## π² Technology Required

The teacher (or student, if learning at home) will need a computer, phone or tablet with an Internet connection to play the video. For students at home without Internet access, the teacher can print out the attached PDF or PowerPoint for students to study. The game required plays on Windows or Mac computers and on iPad. A Chromebook version will be available by April.

## π Lesson Plan

Start your lesson with this one-minute video on adding fractions with like denominators.

### Alternate format : POWERPOINT:Adding Fractions with Like Denominators

This presentation provides the information in the video viewed at the beginning of the lesson as a PowerPoint or PDF.

### 2. Game Play

Have students play Fish Lake for 30 minutes. This lesson is most effective when introduced towards the beginning of Fish Lake gameplay since the math ties into the math in Level 3. Students who master this standard will be able to advance within the game. Students who have trouble with this standard will receive individual instruction within the game to teach and reinforce this concept.

### 3. Reinforce with another video

This two-minute video gives examples of how fractions with like denominators can be used to see if everyone is doing their fair share of the work or eating a fair share of the pizza.

### 4. Related Lesson – Introducing Fractions

If your students are struggling with adding fractions with common denominators, they may need a review of the introduction to fractions, including defining numerator and denominator.

## ASSESSMENT

You can view your studentsβ progress on mastering these standards by viewing your Fish Lake Teacher Reports. You can access the Fish Lake reports here.

## STATE STANDARDS

Arizona (AZ), New Mexico (NM), North Dakota (ND), South Dakota (SD), and Oregon (OR) have all adopted the math standards covered in the Common Core Standards.

Minnesota (MN) Math Standard

4. Number and Operation

Represent and compare fractions and decimals in real-world and mathematical situations; use place value to understand how decimals represent quantities.4.1.2.3 – Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Develop a rule for addition and subtraction of fractions with like denominators.

# Subtracting Fractions: Like denominators

## π Standards

CCSS.Math.Content.5.NF.A.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.

## π Summary

After this lesson, students will know how to solve multi–step word problems using addition and subtraction of fractions with like (common) denominators. After watching the video, students will login to “Aztech: The Story Begins” on a device with the website or application. Students will be faced with a fractions problem in Level 1 which uses a calendar to find the fraction of days students did homework. The game character points out that 16/31 may not be “all the time” but it is still more than half. Throughout the game, students will be presented with AzTech history.

## β° Time required

30 -45 minutes, including individual assessment

## π² Technology required

The game in this lesson plan can be played on the web on any Chromebook, Mac or Windows computer with reliable Internet access. If students do not have high-speed Internet at home, the game can be pre-loaded on to iPads and played offline with no Internet required.

## π Lesson Plan

### 1. Video: Adding Like Fractions

“Like fractions” are those with the same denominator. This is also called a common denominator. How do you add like fractions? This quick video from the game Fish Lake has simple examples of comparing fractions and fraction addition.

### 2. Presentation or video: When is a fraction the same as 1 ?

If the numerator and denominator are the same, then this fraction equals 1. N/N = 1 How can you apply your knowledge of fractions to help you figure out how far you’ve gone on your trip and how much further you have to go? Teachers can either have students watch the video or use this 27-slide presentation in both Google slides format and PowerPoint. Both include examples of fractions of 8/8 , 3/3 and 4/4 all equaling one. Examples include distance, money and a bowl of stew.

### 3. Game: Play AzTech – The Story Begins

Students will login to “Aztech: The Story Begins” on a device with the website or application. Students using Chromebook, Mac or Windows computers can play on the web here. Students using an iPad can download the app here. Throughout the game, students will be presented with Aztech history. Students will be faced with fraction and statistic examples, leading to similar problems that need to be solved.

Estimated time for this portion: 10 minutes.

## Assessment

### Individual Assessment

Use this template to have students create their own fraction equation.

It includes a calendar template and these instructions:

Use this template to show what you did most in the last month when you werenβt in school.

• Second, put a 1 in the calendar for the first day of this month and continue until all days of the month are filled.
• Third, make a picture or write what you did each day in each of the boxes.
• Fourth, write your own fraction equation like this:
• On 11/31 of the days, I played games on the computer.
• On  7/31 of the days I worked planting my garden
• On 13/31 of the days I was doing homework.

#### 11/31 + 7/31 + 13/31  =   31/31

Of course, if there are 28 or 30 days in the month, your denominator will be different.

### Group Assessment

Use the video below to solve the problem from Level 1 in AzTech: The Story Begins as a group. This video shows the problem from level 1 on finding the fraction of days Xitlali did homework and gives a hint on how to solve it. Ask the students why Xitlali said that 16/31 was more than half. How did she know? Introduce the concept of equivalent fractions.

State Standards

Minnesota State Standard 4.1.2.3 – Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Develop a rule for addition and subtraction of fractions with like denominators.