This document provides examples and instructions for adding and subtracting fractions. It includes worked examples using area models and number lines. Students are asked to practice adding and subtracting fractions using these methods. They are also asked to reflect on rules for working with fractions and explain mixed numbers and improper fractions to younger students.

1. Adding &
Subtracting
Fractions

2. How do I add & subtract fractions?
• MATH
MESSAGE:
• 3/4
( <, >, =) 12/16
• 2/5
(<, >, =) 7/10
•I
know this because…

3. Work Time
Use area models to solve:
• 2/10
+ 5/10
• 16/20
• 4/5
+ 1/5
• 3/4
• 3/8
+ 4/8
•1
• 4/12
+ 2/12
– 1/4
– 3/6
• 7/8
– 5/8
• 3/6
+ 2/6
• 10/12
• 1/2
+ 1/2
• 1/2
• 4/12
• 1/4
+ 5/12
+ 2/4
• 5/10
- 2/10
• 6/8
– 2/12
– 1/2
• 18/20
•1
– 6/20
– 6/20
+ 2/8
– 3/10

4. How do I add & subtract fractions?
• MATH
• 3/7
+ 4/7 =
• 11/12
•I
MESSAGE:
- 6/12 =
know this because…

5. Work Time
Use number lines to solve:
• 8/10
+ 1/10
• 7/8
– 3/8
•1
+ 3/4
– 1/3
•1
+ 1/2
•1
– 5/6
•1
– 2/4
•2
+ 4/5
• 2/6
+ 3/6
• 2/3
• 4/8
+ 1/8
• 11/20
• 2/4
+ 2/4
• 4/5
• 1/3
+ 1/3
• 10/12
• 3/10
• 1/5
+ 5/10
+ 3/5
• 8/12
+ 2/12
– 7/20
– 2/5
– 6/12
• 8/8
– 2/8
•2
+ 2/3
• 1/2
– 1/2
•2
– 1/6
• 3/4
– 2/4
•2
– 3/8

6. How do I add & subtract fractions?
• REFLECTION:
• What
rule can you create that will help you add and
subtract fractions with the same denominator
faster? Prove your thinking with an example.
 What patterns have you noticed as you solve
problems?

7. How do I add & subtract fractions
in word problems?
• Pink
Math Book
Read p. 520, complete 1-11 on page 521.
Your answers should show evidence of
thinking---show your work in your notebook

8. How do I identify and represent mixed
numbers and improper fractions?
• MATH
• 3/4
MESSAGE:
+ 2/4 =
• Show
your answer on a number line 

10. Gallery Walk Expectations
• ―Walking,
• Hands
No Talking‖ – We’ll share soon!
stay by your side
• Observe
a friend’s learning—try to figure out what
number they created.
• Think
about how you know this…what information
did you use from your observations
• Meet
back to discuss Our Noticings…

11. Reflection
How would you define and explain a mixed
number and improper fraction to one of our
3rd grade Tigers based on your exploration
today?

12. How do I convert mixed numbers and
improper fraction?
• MATH
• Place
MESSAGE:
this fraction on a number line:
• 13/4
Prove your thinking.

13. Work Time
Show your work in your chart:
• 3/2
• 17/3
• 4 3/11
• 10/4
• 26/12
• 6 7/8
• 15/6
• 4 5/6
• 45/8
• 2 3/5
• 3 8/12
• 90/10
• 3 1/12
• 52/10
• 2 3/12
• 17/3
• 23/7
• 5 6/9
• 2 4/6
• 5 11/12
• 27/4
• 21/8
• 8 3/6
• 35/3

14. Reflection
• What
is the rule to follow when converting a
mixed number to an improper fraction?
What rule should you follow in turning an
improper fraction into a mixed number?
 Use an example to show your thinking…