Common Core Math Grade 4 Fraction Addition Subtraction

2014
Common Core
Mathematics Teacher Resource Book 4
Teacher Resource Book
Sa
In pler clud m
T able of Contents
Pacing Guides Correlation Charts Sample Lessons
For a complete Teacher Resource Book call 800-225-0248
es
Table of Contents
Ready Common Core Program Overview Supporting the Implementation of the Common Core
Answering the Demands of the Common Core with Ready The Standards for Mathematical Practice Depth of Knowledge Level 3 Items in Ready Common Core Cognitive Rigor Matrix A6 A7 A8 A9 A10 A11 A12 A14 A16 A18 A20 A22 A38 A42 A46
Using Ready Common Core

Teaching with Ready Common Core Instruction Content Emphasis in the Common Core Standards Connecting with the Ready Teacher Toolbox Using i-Ready Diagnostic with Ready Common Core Features of Ready Common Core Instruction Supporting Research
Correlation Charts
Common Core State Standards Coverage by Ready Instruction Interim Assessment Correlations
Lesson Plans (with Answers) CCSS Emphasis Unit 1: Number and Operations in Base Ten, Part 1
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Understand Place Value Compare Whole Numbers
Embedded SMPs - 2, 4, 68 CCSS Focus - 4.NBT.A.1, 2 Embedded SMPs - 2, 4, 6, 7
1 3 11 19 29 37 40 42 50 M M M M M M
CCSS Focus - 4.NBT.A.2
Add and Subtract Whole Numbers

Embedded SMPs - 2, 5, 7, 8
CCSS Focus - 4.NBT.B.4
Round Whole Numbers

Embedded SMPs - 1, 2, 4, 6
CCSS Focus - 4.NBT.A.3
Unit 1 Interim Assessment
Unit 2: Operations and Algebraic Thinking

Lesson 5 Lesson 6 Understand Multiplication Multiplication and Division in Word Problems
CCSS Focus - 4.OA.A.1 Embedded SMPs - 24
CCSS Focus - 4.OA.A.2 Embedded SMPs - 25, 7
M = Lessons that have a major emphasis in the Common Core Standards S/A = Lessons that have supporting/additional emphasis in the Common Core Standards
Unit 2: Operations and Algebraic Thinking (continued)

Lesson 7 Lesson 8 Lesson 9 Multiples and Factors
Embedded SMPs - 2, 5, 7 CCSS Focus - 4.OA.B.4
CCSS Emphasis
60 72 82 90 99 102 105 115 125 130 132 140 150 158 168 178 186 194 M M M M M M M M M M S/A S/A M M
Number and Shape Patterns

Embedded SMPs - 25, 7
CCSS Focus - 4.OA.C.5
Model Multi-Step Problems
CCSS Focus - 4.OA.A.3 Embedded SMPs - 1, 2, 47
Lesson 10 Solve Multi-Step Problems

CCSS Focus - 4.OA.A.3 Embedded SMPs - 1, 2, 47
Unit 3: Number and Operations in Base Ten, Part 2

Lesson 11 Multiply Whole Numbers
CCSS Focus - 4.NBT.B.5 Embedded SMPs - 15, 7
Lesson 12 Divide Whole Numbers

CCSS Focus - 4.NBT.B.6 Embedded SMPs - 25, 7
Unit 4: Number and OperationsFractions

Lesson 13 Understand Equivalent Fractions
CCSS Focus - 4.NF.A.1 Embedded SMPs - 24, 7, 8
Lesson 14 Compare Fractions

CCSS Focus - 4.NF.A.2 Embedded SMPs - 1, 2, 4, 5, 7
Lesson 15 Understand Fraction Addition and Subtraction

CCSS Focus - 4.NF.B.3a, 3b Embedded SMPs - 18
Lesson 16 Add and Subtract Fractions

CCSS Focus - 4.NF.B.3a, 3d Embedded SMPs - 1, 2, 48
Lesson 17 Add and Subtract Mixed Numbers

CCSS Focus - 4.NF.B.3b, 3c, 3d Embedded SMPs - 18
Lesson 18 Understand Fraction Multiplication

CCSS Focus - 4.NF.B.4a, 4b Embedded SMPs - 18
Lesson 19 Multiply Fractions

CCSS Focus - 4.NF.B.4c Embedded SMPs - 1, 2, 48
Lesson 20 Fractions as Tenths and Hundredths

CCSS Focus - 4.NF.C.5 Embedded SMPs - 1, 2, 4, 5, 7
Unit 4: Number and OperationsFractions (continued)

Lesson 21 Relate Decimals and Fractions
CCSS Focus - 4.NF.C.6 Embedded SMPs - 2, 47
CCSS Emphasis
202 212 223 226 229 239 249 261 271 283 291 301 311 314 316 328 340 350 S/A S/A S/A S/A S/A S/A S/A S/A S/A S/A S/A M M
Lesson 22 Compare Decimals

CCSS Focus - 4.NF.C.7 Embedded SMPs - 2, 4, 5, 7, 8
Unit 5: Measurement and Data

Lesson 23 Convert Measurements
CCSS Focus - 4.MD.A.1 Embedded SMPs - 2, 5, 6, 8
Lesson 24 Time and Money

CCSS Focus - 4.MD.A.2 Embedded SMPs - 1, 2, 46
Lesson 25 Length, Liquid Volume, and Mass

Lesson 26 Perimeter and Area

Lesson 27 Line Plots

CCSS Focus - 4.MD.B.4 Embedded SMPs - 2, 47
Lesson 28 Understand Angles

CCSS Focus - 4.MD.C.5a, 5b Embedded SMPs - 6, 7
Lesson 29 Measure and Draw Angles

CCSS Focus - 4.MD.C.6 Embedded SMPs - 2, 3, 5, 6
Lesson 30 Add and Subtract With Angles

CCSS Focus - 4.MD.C.7 Embedded SMPs - 16
Unit 6: Geometry
Lesson 31 Points, Lines, Rays, and Angles
CCSS Focus - 4.G.A.1 Embedded SMPs - 1, 3, 46
Lesson 32 Classify Two-Dimensional Figures

CCSS Focus - 4.G.A.2 Embedded SMPs - 3, 5, 8
Lesson 33 Symmetry
CCSS Focus - 4.G.A.3 Embedded SMPs - 1, 47
Answering the Demands of the Common Core with Ready

THE DEMANDS OF THE COMMON CORE
Focus: The Common Core Standards for Mathematics focus on fewer topics each year, allowing more time to truly learn a topic. Lessons need to go into more depth to help students to build better foundations and understanding.
HOW READY DELIVERS

Ready lessons reflect the same focus as the Common Core standards. In fact, the majority of the lessons in each grade directly address the major focus of the year. Furthermore, each lesson was newly-written specifically to address the Common Core Standards. There is at least one lesson for each standard and only lessons that address the Common Core Standards are included. Ready units are organized by domains following the cluster headings of the Common Core. Each lesson starts by referencing prior knowledge and making connections to what students already know, particularly reinforcing algebraic thinking and problem-solving. These connections are highlighted for teachers in the Learning Progressions of the Teachers Resource Book so teachers can see at a glance how the lesson connects to previous and future learning. Ready lessons balance conceptual understanding, skill and procedural fluency, and applications. Students are asked higher-order thinking questions throughout the lessons. They are asked to understand, interpret, or explain concepts, applications, skills and strategies. Practice questions match the diversity and rigor of the Common Core standards. Ready includes conceptual understanding in every lesson through questions that ask students to explain models, strategies, and their mathematical thinking. In addition, a Focus on Math Concepts lesson is included for every Common Core standard that focuses on conceptual developmentthose standards that begin with the word understand.
Coherent Connections (Building on Prior Knowledge): Instruction needs to provide logical ways for students to make connections between topics within a grade as well as across multiple grades. Instruction must build on prior knowledge and be organized to take advantage of the natural connections among standards within each cluster as well as connections across clusters or domains. This coherence is required for students to make sense of mathematics. Rigor and Higher-Order Thinking: To meet the Standards, equal attention must be given to conceptual understanding, procedural skill and fluency, and applications in each grade. Students need to use strategic thinking in order to answer questions of varying difficulty requiring different cognitive strategies and higher-order thinking skills. Conceptual Understanding: In the past, a major emphasis in mathematics was on procedural knowledge with less attention paid to understanding math concepts. The Common Core explicitly identifies standards that focus on conceptual understanding. Conceptual understanding allows students to see math as more than just a set of rules and isolated procedures and develop a deeper knowledge of mathematics. Mathematical Practices: The Standards for Mathematical Practice (SMP) must support content standards and be integrated into instruction. The content standards must be taught through intentional, appropriate use of the practice standards. Mathematical Reasoning: Mathematical reasoning must play a major role in student learning. Students must be able to analyze problems, determine effective strategies to use to solve them, and evaluate the reasonableness of their solutions. They must be able to explain their thinking, critique the reasoning of others, and generalize their results.
The Standards for Mathematical Practice are fully integrated in an age-appropriate way throughout each lesson. The Teachers Resource Book includes SMP Tips that provide more in-depth information for select practice standards addressed in the lesson. See pages A9 and A26 for more details. Ready lessons build on problem-solving as a main component of instruction. Students work through a problem, discuss it, draw conclusions, make generalizations, and determine the reasonableness of their solutions. Guided Practice problems ask students to critique arguments presented by fictional characters and justify their own solutions.
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The Standards for Mathematical Practice

Mastery of the Standards for Mathematical Practice (SMP) is vital for educating students who can recognize and be proficient in the mathematics they will encounter in college and careers. As the chart below shows, the SMPs are built into the foundation of Ready Instruction. 1. Make sense of problems and persevere in solving them: Try more than one approach, think strategically, and succeed in solving problems that seem very difficult. Each Ready lesson leads students through new problems by using what they already know, demonstrates multiple approaches and access points, and gives encouraging tips and opportunities for cooperative dialogue. 2. Reason abstractly and quantitatively: Represent a word problem with an equation, or other symbols, solve the math, and then interpret the solution to answer the question posed. Ready lessons lead students to see mathematical relationships connecting equations, visual representations, and problem situations. Each lesson challenges students to analyze the connection between an abstract representation and pictorial or real-world situations. 3. Construct viable arguments and critique the reasoning of others: Discuss, communicate reasoning, create explanations, and critique the reasoning of others. In Ready, the teacher-led Mathematical Discourse feature guides students through collaborative reasoning and the exchange of ideas and mathematical arguments. Ready lessons also provide erroranalysis exercises that ask students to examine a fictional students wrong answer, as well as multiple opportunities to explain and communicate reasoning. 4. Model with mathematics: Use math to solve actual problems. Students create a mathematical model using pictures, diagrams, tables, or equations to solve problems in each Ready lesson. In the Teacher Resource Book, the Real-World Connection feature adds another dimension to understanding application of a skill. 5. Use appropriate tools strategically: Make choices about which tools, if any, to use to solve a problem. Ready lessons model the use of a variety of tools, including diagrams, tables, or number lines; Guided Practice problems may be solved with a variety of strategies. 6. Attend to precision: Explain and argue, draw, label, and compute carefully and accurately. Ready lessons guide students to focus on precision in both procedures and communication, including special error-analysis tasks and group discussion questions that motivate students to employ precise, convincing arguments. 7. Look for and make use of structure: Build mathematical understanding by recognizing structures such as place value, decomposition of numbers, and the structure of fractions. Each Ready Focus on Math Concepts lesson builds understanding of new concepts by explicitly reviewing prior knowledge of mathematical structure. 8. Look for and express regularity in repeated reasoning: Recognize regularity in repeated reasoning and make generalizations or conjectures about other situations. Each Ready lesson leads students to focus attention on patterns that reflect regularity. Where appropriate, students draw a conclusion or make a generalization and explain their reasoning by referencing the observed pattern.
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Depth of Knowledge Level 3 Items in Ready Common Core

The following table shows the Ready lessons and sections with higher-complexity items, as measured by Webbs Depth of Knowledge index.
Depth of Knowledge Level 3 Items in Ready Common Core

Lesson
1 1 1 2 3 4 4 Unit 1 Unit 1 5 5 5 6 7 8 8 9 10 Unit 2 11 12 Unit 3 Unit 3 13 13 13 14 15 16 17
Section
Guided Practice Guided Practice Performance Task Guided Practice Guided Practice Guided Practice Common Core Practice Interim Assessment Interim Assessment Guided Practice Guided Practice Guided Practice Guided Practice Guided Practice Guided Practice Common Core Practice Guided Practice Guided Practice Interim Assessment Guided Practice Guided Practice Interim Assessment Interim Assessment Guided Practice Guided Practice Performance Task Guided Practice Guided Practice Guided Practice Guided Practice
Item
14 16 17 10 16 11 6 7 PT 11 12 13 20 25 17 2 10 11 PT 18 16 5 PT 14 15 16 19 14 18 18
Lesson
18 18 18 19 20 21 21 22 Unit 4 23 24 24 25 26 27 28 28 28 28 29 29 30 Unit 5 31 31 32 32 33 33 Unit 6
Section
Guided Practice Guided Practice Performance Task Guided Practice Guided Practice Guided Practice Common Core Practice Guided Practice Interim Assessment Guided Practice Guided Practice Common Core Practice Guided Practice Guided Practice Guided Practice Guided Practice Guided Practice Guided Practice Performance Task Guided Practice Common Core Practice Guided Practice Interim Assessment Guided Practice Common Core Practice Guided Practice Common Core Practice Guided Practice Common Core Practice Interim Assessment
Item
13 14 16 10 11 17 5 17 PT 17 17 5 25 19 20 15 16 17 18 19 5 17 PT 23 5 21 4 16 4 PT
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Cognitive Rigor Matrix

The following table combines the hierarchies of learning from both Webb and Bloom. For each level of hierarchy, descriptions of student behaviors that would fulll expectations at each of the four DOK levels are given. For example, when students compare solution methods, there isnt a lower-rigor (DOK 1 or 2) way of truly assessing this skill.
Depth of Thinking (Webb) 1 Type of Thinking (Revised Bloom)
Remember
DOK Level 1 Recall & Reproduction

Recall conversations, terms, facts Evaluate an expression Locate points on a grid or number on number line Solve a one-step problem Represent math relationships in words, pictures, or symbols
DOK Level 2 Basic Skills & Concepts
DOK Level 3 Strategic Thinking & Reasoning
DOK Level 4 Extended Thinking
Understand
Relate mathematical Use concepts to solve Specify, explain concepts to other non-routine problems relationships content areas, other Make basic inferences or Use supporting evidence domains to justify conjectures, logical predictions from Develop generalizations generalize, or connect data/observations of the results obtained ideas Use models/diagrams to and the strategies used Explain reasoning when explain concepts and apply them to new more than one response Make and explain problem situations is possible estimates Explain phenomena in terms of concepts Select a procedure and perform it Solve routine problem applying multiple concepts or decision points Retrieve information to solve a problem Translate between representations Categorize data, figures Organize, order data Select appropriate graph and organize and display data Interpret data from a simple graph Extend a pattern Design investigation for Initiate, design, and conduct a project that a specic purpose or species a problem, research question identies solution paths, Use reasoning, planning, solves the problem, and and supporting evidence reports results Translate between problem and symbolic notation when not a direct translation Compare information within or across data sets or texts Analyze and draw conclusions from data, citing evidence Generalize a pattern Interpret data from complex graph Cite evidence and develop a logical argument Compare/contrast solution methods Verify reasonableness Analyze multiple sources of evidence or data sets
Apply
Follow simple procedures Calculate, measure, apply a rule (e.g.,rounding) Apply algorithm or formula Solve linear equations Make conversions Retrieve information from a table or graph to answer a question Identify a pattern/trend
Analyze
Evaluate
Apply understanding in a novel way, provide argument or justication for the new application
Create
Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept
Generate conjectures or hypotheses based on observations or prior knowledge and experience
Develop an alternative solution Synthesize information within one data set
Synthesize information across multiple sources or data sets Design a model to inform and solve a practical or abstract situation
SBAC, 2012; adapted from Hess et al., 2009

Curriculum Associates, LLC Copying is not permitted.
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Using Ready Common Core

Use Ready as Your Primary Instructional Program
Because every Common Core Standard is addressed with clear, thoughtful instruction and practice, you can use Ready Common Core as your primary instructional program for a year-long mathematics course. The lesson sequence is based on the learning progressions of the Common Core to help students build upon earlier learning, develop conceptual understanding, use mathematical practices, and make connections among concepts.
Instruct
Teach one Ready Common Core Instruction lesson per week, using the Pacing Guides on pages A14 and A15 for planning. Use the web-based, electronic resources found in the Teacher Toolbox to review prerequisite skills and access on-level lessons as well as lessons from previous grades. See pages A18 and A19 for more information.
Assess and Monitor Progress

Assess student understanding using the Common Core Practice and Interim Assessments in Ready Common Core Instruction. See pages A29 and A46 for more information. Monitor progress using the benchmark tests in Ready Practice to assess cumulative understanding, identify student weaknesses for reteaching, and prepare for Common Core assessments.
Differentiate Instruction
Identify struggling students and differentiate instruction using the Assessment and Remediation pages at the end of each lesson in the Teacher Resource Book. See page A23 for a sample. Access activities and prerequisite lessons (including lessons from other grades) in the Teacher Toolbox to reteach and support students who are still struggling. See pages A18 and A19 for more details.
Use Ready with the i-ReadyDiagnostic

You can add the i-Ready Diagnostic as part of your Ready solution. Administer the i-Ready Diagnostic as a cross-grade-level assessment to pinpoint what students know and what they need to learn. Use the detailed individual and classroom diagnostic reports to address individual and classroom instructional needs using the lessons in Ready Common Core Instruction and the Teacher Toolbox. See pages A20 and A21 for more information.
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Using Ready to Supplement Your Current Math Program

If your instructional program was not written specifically to address the Common Core Standards, then your textbook likely does not include the concepts, skills, and strategies your students need to be successful. By supplementing with Ready Common Core Instruction, youll be able to address these concerns: Filling gaps in mathematics content that has shifted from another grade Incorporating Common Core models and strategies into instruction Integrating the habits of mind that are in the Standards for Mathematical Practice Asking questions requiring students to engage in higher-level thinking, such as questions that ask students to explain effective strategies used to solve problems, critique the reasoning of others, and generalize their results Including lessons and questions that develop conceptual understanding Providing rigorous questions modeled on the latest Common Core assessment frameworks
Step-by-Step Implementation Plan

How do I know what to teach? Identify the Ready lessons you need to include in your instructional plan.
STEP 1 IDENTIFY CONTENT NEEDS
First identify the Ready lessons that address standards that are a major emphasis in the Common Core. See page A16 or the Table of Contents to easily identify these Ready lessons. Next, identify the Common Core standards in the table on page A17 that are not addressed in your current math program. Identify the place in your scope and sequence to insert the Ready lessons. Focus on Math Concepts lessons should come before the lesson in your current book. How do I make time to teach the Ready lessons?
STEP 2 INTEGRATE READY
Remove lessons or units from your current instructional plan that are no longer covered in the Common Core standards at that grade level. Replace lessons or units that do not teach topics using the models, strategies, and rigor of the Common Core with the appropriate Ready lessons. How can I address gaps in student knowledge?
STEP 3 MEASURE STUDENT PROGRESS
Use the Interim Assessments in Ready to make sure your students are successfully able to meet the rigorous demands of the Common Core. Use the benchmark tests in Ready Practice to identify student weaknesses and gaps in students knowledge. Use the Ready Teacher Toolbox to access activities, on-level lessons, and lessons from other grades to address gaps in students background and learning. See pages A18 and A19 for more on the Teacher Toolbox.
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Teaching with Ready Common Core Instruction

Ready Instruction Year-Long Pacing Guide
Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Ready Common Core Instruction Lesson Practice Test 1 or i-Ready Baseline Diagnostic L1: Understand Place Value L2: Compare Whole Numbers L3: Add and Subtract Whole Numbers L4: Round Whole Numbers Unit 1 Interim Assessment L5: Understand Multiplication L6: Multiplication and Division in Word Problems L7: Multiples and Factors L8: Number and Shape Patterns L9: Model Multi-Step Problems L10: Solve Multi-Step Problems Unit 2 Interim Assessment L11: Multiply Whole Numbers L12: Divide Whole Numbers Unit 3 Interim Assessment L13: Understand Equivalent Fractions L14: Compare Fractions L15: Understand Fraction Addition and Subtraction L16: Add and Subtract Fractions L17: Add and Subtract Mixed Numbers L18: Understand Fraction Multiplication L19: Multiply Fractions L20: Fractions as Tenths and Hundredths L21: Relate Decimals and Fractions L22: Compare Decimals Unit 4 Interim Assessment Practice Test 2 or i-Ready Interim Diagnostic L23: Convert Measurements L24: Time and Money L25: Length, Liquid Volume, and Mass L26: Perimeter and Area L27: Line Plots L28: Understand Angles L29: Measure and Draw Angles L30: Add and Subtract With Angles Unit 5 Interim Assessment L31: Points, Lines, Rays, and Angles L32: Classify Two-Dimensional Figures L33: Symmetry Unit 6 Interim Assessment Practice Test 3 or i-Ready Year-End Diagnostic Days 3 5 5 5 5 1 5 5 5 5 5 5 1 5 5 1 5 5 5 5 5 5 5 5 5 5 1 3 5 5 5 5 5 5 5 5 1 5 5 5 1 3 Minutes/day 60 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 60 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 3045 60
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Ready Instruction Weekly Pacing (One Lesson a Week)

Use Ready Common Core Instruction as the foundation of a year-long mathematics program. The Year-Long Sample Week (below) shows a recommended schedule for teaching one lesson per week. Each day is divided into periods of direct instruction, independent work, and assessment. Use the Year-Long Pacing Guide on pageA14 for a specific week-to-week schedule.
Day 1 Day 2 Day 3 Day 4 Day 5
Introduction Introduction, including Vocabulary (30 minutes)
Modeled/Guided Instruction Discuss graphic and verbal representations of a problem.
Modeled/Guided Instruction Discuss graphic and verbal representations of a problem. Concept Extension (15 minutes) Work the math with a symbolic representation and practice with Try It problems. (20 minutes) Discuss solutions to the Try It problems. (10 minutes)
Guided Practice Discuss a sample problem. (10 minutes)
Common Core Practice
Whole Class
Visual Support Mathematical Discourse (10 min) (15 minutes) Hands-On Activity Work the math (where applicable) with a symbolic representation and practice with Try It problems. (20 minutes) Discuss answer to the Reflect question. (5 minutes) Discuss solutions to the Try It problems. (10 minutes)
Small Group/ Independent
Work three problems independently, then Pair/Share. (20 minutes) Check solutions and facilitate Pair/ Share. (15 minutes)
Solve problems in test format or complete a Performance Task. (30 minutes) Review solutions and explanations. (15 minutes) Assessment and Remediation (time will vary)
Assessment
Ready Instruction Weekly Pacing (Two Lessons a Week)

Target Ready Common Core Instruction lessons based on Ready Common Core Practice results to focus learning in a compressed time period. The chart below models teaching two lessons per week. The two lessons are identified as Lesson A and Lesson B in the chart below.
Day 1 Day 2 Day 3 Day 4 Day 5
Lesson A Introduction (15 minutes) In Class Modeled Instruction (30 minutes)
Lesson A
Lesson B
Lesson B
Guided Instruction Introduction (15 minutes) (15 minutes) Guided Practice (30 minutes) Modeled Instruction (30 minutes)
Lesson A Review concepts Guided Instruction and skills (15 minutes) (20 minutes) Guided Practice Lesson B (30 minutes) Review concepts and skills (20 minutes)
Lesson A Homework (optional) Common Core Practice
Lesson B Common Core Practice
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Correlation Charts
Common Core State Standards Coverage by Ready Instruction
The table below correlates each Common Core State Standard to the Ready Common Core Instruction lesson(s) that offer(s) comprehensive instruction on that standard. Use this table to determine which lessons your students should complete based on their mastery of each standard.
Common Core State Standards for Grade 4 Mathematics Standards

Operations and Algebraic Thinking
Use the four operations with whole numbers to solve problems.
4.OA.A.1 4.OA.A.2 4.OA.A.3 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 3 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Find all factor pairs for a whole number in the range 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1100 is prime or composite. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule Add 3 and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Content Emphasis
Ready Common Core Instruction Lesson(s)
Major Major
5 6
Major
9, 10
Gain familiarity with factors and multiples.

4.OA.B.4 Supporting/ Additional 7
Generate and analyze patterns.

4.OA.C.5 Supporting/ Additional 8
Number and Operations in Base Ten

Generalize place value understanding for multi-digit whole numbers.
4.NBT.A.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 4 70 5 10 by applying concepts of place value and division. 4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons. 4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place. 4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Major Major Major Major Major 1 1, 2 4 3 11
Use place value understanding and properties of operations to perform multi-digit arithmetic.
The Standards for Mathematical Practice are integrated throughout the instructional lessons. Common Core State Standards 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
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Number and Operations in Base Ten (continued)
Content Emphasis
Use place value understanding and properties of operations to perform multi-digit arithmetic. (continued)
4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Major 12
Number and OperationsFractions

Extend understanding of fraction equivalence and ordering.
4.NF.A.1 Explain why a fraction a is equivalent to a fraction (n 3 a) by using visual fraction b (n 3 b) 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. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as 1. Recognize that comparisons are valid only when the two fractions 2 refer to the same whole. Record the results of comparisons with symbols ., 5, or ,, and justify the conclusions, e.g., by using a visual fraction model. Understand a fraction a with a . 1 as a sum of fractions 1 .
b b
Major
13
4.NF.A.2
Major
14
Build fractions from unit fractions.

4.NF.B.3 Major Major 15, 16, 17 15, 16
4.NF.B.3a 4.NF.B.3b
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. 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:
8 3 5 1 1 1 1 1; 3 5 1 1 2; 21 5 1 1 1 1 1 5 8 1 8 1 1. 8 8 8 8 8 8 8 8 8 8 8
Major
15, 17
4.NF.B.3c
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. 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.
Major
17
4.NF.B.3d 4.NF.B.4
Major Major
16, 17 18, 19
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. 4.NF.B.4a Understand a fraction a as a multiple of 1 . Forexample, use a visual b b fraction model to represent 5 as the product 5 3 1 1 2 , recording the conclusion 4 4 by the equation 5 5 5 3 1 1 2 .
4 4
Major
18
4.NF.B.4b
Understand a multiple of a as a multiple of 1 , and use this understanding b b to multiply a fraction by a whole number. For example, use a visual 2 1 fraction model to express 3 3 1 2 as 6 3 1 2 , recognizing this product as 6 . 5 5 5 (In general, n 3 1 a 2 5 (n 3 a) .)
b b
Major
18
4.NF.B.4c
Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3 of a pound of 8 roast beef, and there will be 5people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Major
19
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Number and OperationsFractions (continued)
Understand decimal notation for fractions, and compare decimal fractions.
4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3 as 30 , and add 3 1 4 5 34 .
10 100 10 100 100
Content Emphasis
Major
20
4.NF.C.6 4.NF.C.7
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62 ; describe a length as 0.62meters; locate 0.62 on a number line diagram.
100
Major
21
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols ., 5, or ,, and justify the conclusions, e.g., by using a visual model.
Major
22
Measurement and Data

Solve problems involving measurement and conversion of measurements.
4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. Forexample, know that 1 ft is 12 times as long as 1in. Expressthe length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1,12), (2, 24), (3, 36), . . . Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Make a line plot to display a data set of measurements in fractions of a unit 1 1 , 1 , 1 2 . 2 4 8 Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. Supporting/ Additional
23
4.MD.A.2
Supporting/ Additional
24, 25
4.MD.A.3
26
Represent and interpret data.

4.MD.B.4 Supporting/ Additional
27
Geometric measurement: understand concepts of angle and measure angles.

4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: 4.MD.C.5a An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1 of a circle is called a one-degree angle, and can 360 be used to measure angles. Supporting/ Additional 28
28
A44

Measurement and Data (continued)
Content Emphasis
Geometric measurement: understand concepts of angle and measure angles. (continued)

4.MD.C.5b An angle that turns through n one-degree angles is said to have an angle measure of n degrees. 4.MD.C.6 4.MD.C.7 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Supporting/ Additional Supporting/ Additional Supporting/ Additional 28 29
30
Geometry
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
4.G.A.1 4.G.A.2 4.G.A.3 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry. Supporting/ Additional Supporting/ Additional Supporting/ Additional 31 32 33
A45
Interim Assessment Correlations

The tables below show the depth-of-knowledge (DOK) level for the items in the Interim Assessments, as well as the standard(s) addressed, and the corresponding Ready Instruction lesson(s) being assessed by each item. Use this information to adjust lesson plans and focus remediation.
Ready Common Core Interim Assessment Correlations

Question
1 2 3 4 5 6 7 PT
DOK1
1 1 1 1 1 2 3 3
Standard(s)
4.NBT.A.3 4.NBT.A.2 4.NBT.B.4 4.NBT.A.2 4.NBT.A.2, 4.NBT.B.4 4.NBT.A.1, 4.NBT.A.2 4.NBT.A.2, 4.NBT.A.3 4.NBT.A.1, 4.NBT.A.2, 4.NBT.A.3, 4.NBT.B.4
Ready Common Core Student Lesson(s)

4 1 3 1 2, 3 1 2, 4 1, 2, 3, 4
Unit 2: Operations and Algebraic Thinking

Question
1 2 3 4 5 6 PT
DOK
1 2 2 1 2 2 3
Standard(s)
4.OA.B.4 4.OA.A.3 4.OA.A.3 4.OA.C.5 4.OA.A.3 4.OA.B.4 4.OA.A.3, 4.OA.B.4, 4.NBT.B.4, 4.NBT.B.5

7 9 9, 10 8 9, 10 7 3, 7, 9, 10, 11

Question
1 2 3 4 5 6 PT
DOK
1 2 2 2 3 1 3
Standard(s)
4.NBT.B.5 4.NBT.B.6 4.NBT.B.5 4.NBT.B.5 4.NBT.B.5 4.NBT.B.6 4.NBT.B.4, 4.NBT.B.5, 4.NBT.B.6, 4.OA.A.3

11 12 11 11 11 12 3, 9, 10, 11, 12
1Depth
of Knowledge levels: 1. The item requires supercial knowledge of the standard. 2. The item requires processing beyond recall and observation. 3. The item requires explanation, generalization, and connection to other ideas.
A46
Ready Common Core Interim Assessment Correlations (continued)

Unit 4: Number and OperationsFractions
Question
1 2 3 4 5 PT
DOK
1 1 2 2 2 3
Standard(s)
4.NF .B.4b 4.NF .C.5 4.NF .B.3 4.NF .A.2 4.NF .A.1 4.NF .B.3, 4.NF .B.4, 4.NBT.B.5, 4.NBT.B.6

18 20 15, 16 14 13 11, 12, 15, 16, 18, 19
Unit 5: Measurement and Data

Question
1 2 3 4 5 PT
DOK
1 2 1 2 1 3
Standard(s)
4.MD.C.7 4.MD.A.1 4.MD.A.3 4.MD.A.1 4.MD.C.5a 4.MD.A.1, 4.MD.A.2, 4.OA.A.2, 4.NF .B.3a

30 23 26 23 28 6, 15, 16, 23, 24, 25
Unit 6: Geometry
Question
1 2 3 4 5 6 PT
DOK
1 1 2 2 1 2 3
Standard(s)
4.G.A.3 4.G.A.2 4.G.A.2, 4.G.A.3 4.G.A.3 4.G.A.2 4.G.A.3 4.G.A.1, 4.G.A.2, 4.G.A.3

33 32 32, 33 33 32 33 31, 32, 33
A47
Focus on Math Concepts
Lesson 15
(Student Book pages 136141)
Understand Fraction Addition and Subtraction

LESSON OBJECTIVES
Understand addition as joining parts. Understand subtraction as separating parts. Extend their understanding of addition and subtraction of whole numbers to addition and subtraction of fractions. Use fraction models to add and subtract fractions with like denominators.
THE LEARNING PROGRESSION

One goal of the Common Core is to develop a deeper understanding of fractions by using a progression of concepts from simple to complex. This lesson prepares students for the conceptual shift involved in progressing from adding and subtracting whole numbers to adding and subtracting fractions. Students are guided to think of operations with fractions as very much like operations with whole numbers. Students see that you can count with unit fractions just as you count with whole numbers. And because you can count with unit fractions, you can also
2 of a do arithmetic with them. If you walked 4 of a mile (4 fifths) today, mile (2fifths) yesterday and 6 of a mile (6 fifths; because altogether you walked 5 5
PREREQUISITE SKILLS
In order to be proficient with the concepts in this lesson, students should: Know addition and subtraction basic facts. Understand the meaning of fractions. Identify numerators and denominators. Write whole numbers as fractions.
2things plus 4 more of those things is 6 of those things). Students use the meaning of fractions and the meanings of addition and subtraction that were built in earlier grades to understand why the procedures for adding and subtracting fractions make sense.
Teacher Toolbox
Prerequisite Skills
Teacher-Toolbox.com
VOCABULARY
There is no new vocabulary. Review the following key terms. numerator: the top number in a fraction; it tells the number of equal parts that are being described denominator: the bottom number in a fraction; it tells the total number of equal parts in the whole
4.NF.B.3a 4.NF.B.3b
Ready Lessons Tools for Instruction Interactive Tutorials
CCSS Focus
a with a . 1 as a sum of fractions 1 . 4.NF.B.3 Understand a fraction b 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.
STANDARDS FOR MATHEMATICAL PRACTICE: SMP 18 (See page A9 for full text.)
150
L15: Understand Fraction Addition and Subtraction
Part 1: Introduction
AT A GLANCE
Students explore the idea that adding fractions is not essentially different from adding whole numbers. Anumber line diagram gives meaning to the expression 2 1 3 .
4 4
Whats really going on when we add numbers?
Adding means joining or putting things together.
Lesson 15
Focus on Math Concepts
Lesson 15
CCSS
4.NF.B.3a 4.NF.B.3b
Understand Fraction Addition and Subtraction
STEP BY STEP
Introduce the Question at the top of the page. Help students relate the number line diagram to the sum 2 1 3. Read Think with students. Reinforce the idea that fractions are numbers. Guide students to recognize that just as the made up of 5 one-fourths. number 5 is made up of 5 ones, the number 5 is 4
Think about how you could explain adding 2 1 3 to a first grader. You could start at 2, count on 3 more, and see where you end up: 2 . . . 3 . . . 4 . . . 5. Or, you could put a segment with a length of 2 and a segment with a length of 3 next to each other on a number line to show 2 1 3.
1 0 1 1 2 1 3 1 4 1 5 6 7 8 9 10
When you add 2 1 3, you are putting ones together.
Think
Adding fractions means joining or putting together parts of the same whole. with a length of 3 next to each other to show 2 1 3 .
4 4 4
1 4 0 4 1 4 1 4 2 4 1 4 3 4 1 4 4 4 1 4 5 4 6 4 7 4 8 4
and a segment You can put a segment with a length of 2 4
Underline the sentence that explains what adding fractions means.
If students need additional support with locating fractions on a number line, have them build a number line by putting 1 fraction strips end-to-end, 4 creating a concrete model to show 2 1 3 . 4 4
136
When you add 2 1 3 , you are putting one-fourths together.

4 4
Concept Extension
To extend students understanding of decomposing fractions, follow these steps: Draw and label a number line on the board from 0to 2 like the one on the page showing fourths. Ask students to think of two different fractions that you could put together that would give you the same sum as adding 2 and 3 .
4 4
Mathematical Discourse
How would you explain adding in your own words? Responses should include phrases such as join or put together. How is adding fractions like adding whole numbers? Students may mention that, in both cases, you are putting things together. Can you think of another way to explain adding fractions? Students may suggest that you can count on with fractions just like you count on with whole numbers.
Have a volunteer go to the board to show the two fractions on the number line. 3 1 and 4 in either order 4
4 4
151
AT A GLANCE
Students explore the idea that subtracting fractions is not essentially different from subtracting whole numbers. A number line diagram gives meaning to the expression 5 2 2 . 4 4
Lesson 15
Lesson 15
Think
Subtracting means separating or taking away. On a number line, you can start with a segment of length 5 and take away a segment of length 2 to show 5 2 2.
1 1 0 1 1 2 1 3 1 4 1 1 5 6 7 8 9 10
Look at the whole numbers. Now look at the numerators of the fractions. I think I see a connection.
STEP BY STEP
Read Think with students. Discuss how the number line represents the problem 5 2 2. Show how to subtract on the number line. (start at 5 and count back 2) Ask a volunteer to explain how to use the number line to nd 5 2 2 . Provide 1 fraction strips for students who need more support. Have students read and reply to the Reflect directive.
4 4 4
When you subtract 5 2 2, you are taking away ones. You can show subtracting fractions on a number line. Start with a segment of length 5 and take away a segment of length 2 to show 5 2 2 .
4 4 4 4
1 4 1 4 3 4 4 4 1 4 1 4 5 4 6 4 7 4 8 4
1 4 0 4 1 4
1 4 2 4
1 4
When you subtract 5 2 2 , you are taking away one-fourths.

4 4
Now youll have a chance to think more about how adding or subtracting fractions is like adding or subtracting whole numbers. You may find that using number lines or area models can help you explain your thinking.
Reflect
Visual Model
Tell students that you will use a number line to show 5 2 3 .
8 8
1 Use your own words to describe what you just learned about adding and
subtracting fractions. Possible answer: I learned that adding and subtracting fractions is just like adding and subtracting whole numbers. When the denominators are the same, you can just add or subtract the numerators.
137
Draw a number line from 0 to 1 on the board. Ask students for ideas on how to divide the line so that you can use it to help you solve the problem. Have students explain why dividing the line into eighths makes sense. Label 0 and 1 on the line and have students provide labels for the other marks as you move your nger along the line. Ask a volunteer to show how to find the answer to the problem using the number line.
How would you explain subtracting in your own words? Listen for phrases such as take apart or take away. How is subtracting fractions like subtracting whole numbers? Students may note that subtracting means taking away. It doesnt matter what kinds of numbers youre subtracting. Do you see a connection between the whole numbers and the numerators of the fractions on this page? Students may mention that the whole numbers and the numerators of the fractions are the same numbers, and to answer both problems you subtract 2 from 5.
SMP Tip: In the Visual Model activity, students

are asked to reason quantitatively and explain why dividing the line into eighths makes sense. (SMP 2)
152
Part 2: Guided Instruction

AT A GLANCE
Students use number lines to answer questions, reinforcing the understanding that fractions are numbers.
Lesson 15
Lesson 15
Explore It
Counting on and using a number line are two ways to think about adding fractions.
2 Count by fourths to ll in the blanks: 1 , 2 , 4 4
STEP BY STEP
Tell students that they will have time to work individually on the Explore It problems on this page and then share their responses in groups. You may choose to work through the first problem together as a class. As students work individually, circulate among them. This is an opportunity to assess student understanding and address student misconceptions. Use the Mathematical Discourse questions to engage student thinking. If students need more support, suggest that they count out loud to help them fill in the missing numbers in problems 2 and 3. To help students answer problem 4, have them put 6 on the number line, then count on their finger on 4 1 . Similarly, to answer problem 5, have them put by 4 3 on the number line and count on their finger on 5 1. by
5
, 4 , 5 , 4 , 4 , 4 , 4 4 4
Now label the number line.

0
1 4 2 4
4 4
5 4
4 5 3
4 4
4 5
10 4
3 Count by fths to ll in the blanks: 1 , 2 , 5 5
5 , 5 ,
Now label the number line.

0
1 5 2 5
6 5
Use the number lines above to answer numbers 4 and 5.

4 What is 1 more than 6 ? 4 4 5 What is 1 more than 3 ? 5 5
4 5 4
Now try these two problems.

6 Label the number line below and use it to show 2 1 1 . 4 4
0 4
1 4
2 4
3 4
4 4
5 4
6 4
7 4
8 4
0 4
1 4
2 4
3 4
4 4
5 4
6 4
7 4
8 4
138
Take note of students who are still having difficulty and wait to see if their understanding progresses as they work in their groups during the next part of the lesson. STUDENT MISCONCEPTION ALERT: Some students may think that a fraction is always less than 1. If this misconception persists, use fraction strips to demonstrate fractions less than, equal to, and greater than 1. Then, encourage students to use the fraction strips to show and name other fractions greater than 1.
In which direction on the number line do you move when adding? Explain. Responses might include the fact that adding means joining so you will be getting segments that are longer or an answer farther to the right than the number you started with. For problem 5, will the answer change if you nd
5 3 more than 1 ? Explain. 5
Listen for responses that demonstrate an understanding that you can add two numbers in any order and get the same sum.
153

AT A GLANCE
Students use number lines to show subtracting fractions. Then they use models to show adding and subtracting fractions.
Lesson 15
Lesson 15
Talk About It
Solve the problems below as a group.
8 Look at your answers to problems 2 and 3. How is counting by fractions the same
STEP BY STEP
Organize students in pairs or groups. You may choose to work through the rst Talk About It problem together as a class. Walk around to each group, listen to, and join in on discussions at different points. Use the Mathematical Discourse questions to help support or extend students thinking.
as counting with whole numbers? Possible answer: When you count with
whole numbers, you count by ones. When you count with fractions, the numerator counts by ones as long as the denominators are the same. How is it dierent? Possible answer: When you count by fractions, you are counting by parts.
1 8
2 8
3 8
4 8
5 8
6 8
7 8
8 8
9 8
10 8
11 8
12 8
5 1 10 Label the number line below and use it to show 2 . 6 6
SMP Tip: During this time, you may choose to ask a particular group to prepare to share their thinking or solution. Encourage students to critique the groups reasoning, especially if it shows a different way to show or think about one of the problems or shows a misconception that surfaced during the group work time. (SMP 3)
When sharing ideas about problems 9 and 10, be sure to emphasize that when labeling the number line, numerators count on by ones, but the denominator remains the same. Direct the groups attention to Try It Another Way. Have a volunteer from each group come to the board to draw the groups solutions to problems 11 and 12.
1 6
2 6
3 6
4 6
5 6
6 6
7 6
8 6
9 6
10 6
11 6
12 6
Try It Another Way

Work with your group to use the area models to show adding or subtracting fractions.
1 2 11 Show 1 . 8 8 6 2 2. 12 Show 10 10
139
Hands-On Activity
Use fraction strips to subtract fractions.
Materials: strips of paper, markers, scissors Model how to fold the strip of paper in half, in half again, and in half a third time. Tell students to unfold the strips and use a marker to show the 8 equal sections. Direct students to cut out each section. Ask them to name the fraction that represents each section.
7 2 5 on the board. Have students use their Write 8 8 2. strips to show that the difference is 8 1 Have them label each section. 3 84
What is another name for 8 ? 12 ? Explain your 8 6 thinking.
1 pieces Students should recognize that eight 1 pieces make make up 1 whole and that twelve 8
up 2 wholes.
Can you think of another way to show nding a difference on a number line? Students may mention adding up to subtract.
7 2 2 , you might start For example, to find
at 2 and think, What do I need to add to get to 7 ?

8 8
154
Part 3: Guided Practice

AT A GLANCE
Students demonstrate their understanding of adding and subtracting fractions as they talk through three problems.
Lesson 15
Lesson 15
Connect It
Talk through these problems as a class, then write your answers below.
2 1 13 Compare: Draw two dierent models to show 2 . 3 3
STEP BY STEP
Discuss each Connect It problem as a class using the discussion points outlined below. Compare: You may choose to have students work in pairs to encourage sharing ideas. Each partner draws a different model. For a quick and easy assessment, have students draw their models on small whiteboards or paper and hold them up. Choose several pairs to explain their models to the class. Use the following to lead the class discussion: Explain how you knew the number of parts to draw in the whole. How did you show subtraction in your model? How are the models the same? How are they different? Explain: The second problem focuses on the importance of the whole and the fact that you cannot add or subtract fractions unless they refer to the same whole. Read the problem together as a class. Ask students to continue to work in pairs to discuss and write their responses about what Rob did wrong. Begin the discussion by asking questions, such as: What fraction describes a slice of the larger pizza?
1 What fraction describes a slice of the 3 44 smaller pizza? 3 1 4 4 4
Possible answers:
0
14 Explain: Rob had a large pizza and
1 3
2 3
3 3
a small pizza. He cut each pizza into fourths. He took one fourth from each pizza and used the following problem
1 1 1 5 2. to show their sum: 4 4 4
What did Rob do wrong? Possible answer: Robs addition is correct, but he cannot add one fourth of the large pizza and one fourth of the small pizza in this way because the wholes are not the same.
15 Demonstrate: Think about how you would add three whole numbers. You add
two of the numbers rst, and then add the third to that sum. You add three fractions the same way.
1 1 3 1 4. Use the number line and area model below to show 10 10 10
1 10
2 10
3 10
4 10
5 10
6 10
7 10
8 10
9 10
10 10
140
Demonstrate: This discussion gives students an opportunity to think about problems that involve adding three fractions.
SMP Tip: Ask students to show how to use a number line as a tool to model the sum of three whole numbers. (SMP 5)
Discuss how you can add three (or more) fractions in the same way as adding whole numbers as long as you are talking about the same type of fractions. Have students explain how they used the models to show the sum. Remind students to start at 0 when labeling the number line.
Are both 1 s the same size? [no] Why not? [the whole pizzas are not the same size] Why doesnt it make sense to add these two fractions? [the wholes are not the same]
155
Part 4: Common Core Performance Task

AT A GLANCE
Students write two questions that can be answered using some or all of the given information about the problem situation. Then they answer one of the questions.
Part 4: Common Core Performance Task
Lesson 15
Lesson 15
Put It Together
16 Use what you have learned to complete this task.
Jen has 4 of a kilogram of dog food. Luis has 3 of a kilogram of dog food. A large dog eats 2 of a kilogram in one meal.
10 10 10
STEP BY STEP
Direct students to complete the Put It Together task on their own. Explain to students that the questions they write do not have to use all of the given information. As students work on their own, walk around to assess their progress and understanding, to answer their questions, and to give additional support, if needed. If time permits, have students share one of their questions with a partner and show how to nd the answer to their partners question using a visual model.
A Write two dierent questions about this problem that involve adding or subtracting fractions. i Possible answer: How much dog food do Jen and Luis have altogether?
ii Possible answer: How much more dog food does Jen have than Luis?
B Choose one of your questions to answer. Circle the question you chose. Show how to nd the answer using a number line and an area model. Possible answers:
1 10
2 10
3 10
4 10
5 10
6 10
7 10
8 10
9 10
10 10
10
10
SCORING RUBRICS
See student facsimile page for possible student answers. A
Points Expectations 2 The response demonstrates the students mathematical understanding of adding and subtracting fractions. Both questions can be answered using the information given in the problem. An effort was made to accomplish the task. The response demonstrates some evidence of verbal and mathematical reasoning, but the students questions may contain some misunderstandings. There is no response or the response shows little or no understanding of the task.
141
Points Expectations 2 Both a number line and an area model are correctly drawn and labeled to show the solution to the problem. Only one model is correctly drawn and labeled or the models drawn may contain minor errors. Evidence in the response demonstrates that with feedback, the student can revise the work to accomplish the task. There are no models drawn or the models show no evidence of providing visual support for solving the problem.
156
Dierentiated Instruction
Lesson 15
Intervention Activity
Use fraction strips to model adding and subtracting fractions.
Materials: fraction strips Write an addition expression on the board, such as
2 1 3 . Have students lay 1 fraction strips end-to-end 8 8 8
On-Level Activity
Decompose fractions in more than one way.
In this activity, students think of multiple ways to decompose fractions. Write the fraction 6 on the board. Ask students to think about 6 as a sum. Ask them to nd at least four ways they can put fths together to make 6 . Provide number lines, area models, or fraction strips for students to use. Provide at least one example: 6 5 1 1 1 1 2 1 2
5 5 5 5 5 5 5 5
to show the sum. Ask them to tell you how many
1 s there are in all. Continue with similar problems. 8
Include expressions whose sums are greater than one, such as 3 1 2 .

4 4
Write a subtraction expression on the board, such as 5 2 2 . Have students lay 1 fraction strips end-toend to show 5 . Then have them take away 2 . Ask them to tell you how many 1 s are left. Continue with similar problems. Be sure to provide expressions that include fractions greater than one, such as 6 2 3 .
5 5 6 6 6 6 6 6
Note the methods students use. Are they systematic or do they just guess and check their answers? Do they nd more than four ways? If time permits, give students (or pairs or groups) practice decomposing other fractions, such as 5 or 8 5 . This activity also gives students practice writing 10 number sentences.
Challenge Activity
Write a question for the answer given.
Write the following problem on the board: The answer is 7 . What could the question be?
8
Encourage students to think about both addition and subtraction. Provide number lines, area models, or fraction strips for support as necessary. Note the methods students use. Do they just guess, work out their problem, check to see if its correct, and then adjust their responses if necessary? Do they use a visual model or do they work symbolically? If time permits, give students (or pairs or groups) practice with similar problems. You might ask them to write two questions for each answer you supply, one using addition and one using subtraction.
157
Develop Skills and Strategies
Lesson 16
(Student Book pages 142151)
Add and Subtract Fractions

LESSON OBJECTIVES
Add fractions with like denominators. Subtract fractions with like denominators. Use fraction models, number lines, and equations to represent word problems.
THE LEARNING PROGRESSION

In keeping with the Common Core goal of developing a deeper understanding of fractions, this lesson extends students understanding of fraction addition and subtraction. Students use visual models and equations to represent and solve word problems involving the addition and subtraction of fractions referring to the same whole and having like denominators.
Teacher Toolbox
Prerequisite Skills
Teacher-Toolbox.com
PREREQUISITE SKILLS
In order to be proficient with the concepts/skills in this lesson, students should: Understand addition as joining parts. Understand subtraction as separating parts. Know addition and subtraction basic facts. Understand the meaning of fractions. Identify numerators and denominators. Write whole numbers as fractions. Compose and decompose fractions.
4.NF.B.3a 4.NF.B.3d
Ready Lessons Tools for Instruction Interactive Tutorials
VOCABULARY
There is no new vocabulary. Review the following key terms. numerator: the top number in a fraction; it tells the number of equal parts that are being described denominator: the bottom number in a fraction; it tells the total number of equal parts in the whole
CCSS Focus
a with a . 1 as a sum of fractions 1 . 4.NF.B.3 Understand a fraction b b
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. 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.
STANDARDS FOR MATHEMATICAL PRACTICE: SMP 1, 2, 4, 5, 6, 7, 8 (See page A9 for full text.)
158
L16: Add and Subtract Fractions
AT A GLANCE
Students read a word problem and answer a series of questions designed to explore the connection between adding and subtracting fractions and adding and subtracting whole numbers.
Lesson 16
Lesson 16
Develop Skills and Strategies CCSS
4.NF.B.3a 4.NF.B.3d
Add and Subtract Fractions
In Lesson 15, you learned that adding fractions is a lot like adding whole numbers. Take a look at this problem. Lynn, Paco, and Todd split a pack of 12 baseball cards. Lynn got 4cards, Paco got 3cards, and Todd got the rest of the cards. What fraction of the pack did Todd get?
STEP BY STEP
Tell students that this page models building the solution to a problem one step at a time and writing to explain the solution. Have students read the problem at the top of the page. Work through Explore It as a class. Ask students to explain how they figured out the answers for how many cards Lynn and Paco received altogether, and for how many cards Todd received. Guide students to understand that they needed to join and take away the numbers of cards to answer the questions. Be sure to point out that 4 1 3 1 5 equals the total number of cards, 12. Remind students that the whole is represented by the set, or pack, of cards. Ask student pairs or groups to explain their answers for the remaining questions. Encourage students to explain the connection between adding and subtracting fractions and whole numbers. [When adding or subtracting whole numbers, you join or separate whole numbers. And, when adding or subtracting fractions, you join or separate parts of a set or whole.]
Explore It
Use the math you already know to solve the problem. How many cards did Lynn and Paco get altogether? How many cards did Todd get?
12
There are 12 cards in the pack. What fraction represents the whole pack of cards?
12
If Lynn got 4 cards out of 12, that means she got 4 of the pack. If Paco got 3 cards out of 12, what fraction of the pack did he get?
12 3 12 7
What fraction of the pack did Lynn and Paco get altogether?
12
Explain how you could find the fraction of the pack that Todd got. Possible answer: Todd got 5 cards. There are 12 cards in the pack. If the numerator tells the number of cards Todd got, and the denominator tells the number of cards in the pack, then Todd got 5 of the pack.
12
142
What does the denominator of a fraction tell you? Listen for responses that include the phrase equal parts of a whole or equal parts of a set. What does the numerator of a fraction tell you? Students responses should indicate an understanding that the numerator tells you the number of equal parts you are talking about.
159
AT A GLANCE
Students use fraction models to review adding and subtracting fractions.
Lesson 16
Lesson 16
Find Out More

We often use fractions in real life. Sometimes they refer to parts of a set of objects, like the baseball card problem. In that problem, the whole is the pack, and 12 cards means there are 12 parts of the whole. Each person got baseball cards from the same pack, so each fraction refers to the same whole. When you add or subtract baseball cards, the whole will stay the same because the cards are all from the same pack of 12.
STEP BY STEP
Read Find Out More as a class. Point out that when you have a set of objects, the denominator represents the total number of objects in the set. Since there are 12 baseball cards in the pack, that means there are 12 parts in the set. The number of cards that each person has represents the numerator of the fraction. Remind students that when you have a whole object that is divided into equal parts, the denominator shows the total number of parts. Note that the whole pizza was divided into 8 equal slices, so the denominator is 8. If there are 7 slices remaining, then the numerator of the fraction is 7. If 2 more slices are taken away, then there are 5 slices left, and the numerator of the fraction is 5. Have students read and reply to the Reflect directive.
4 12
3 12
5 12
Fractions in real life can also refer to equal parts of a whole object. Lynn, Paco, and Todd might share a pizza cut into 8 slices. The whole is the pizza, and 8 slices means there are 8 equal parts of the whole. Even if a person takes away 1 slice or 3 slices from the pizza, the whole will stay the same.
Reflect
1 Describe another example of a set of objects or a whole object divided into
fractions. Possible answer: You can think of a full egg carton as a set of objects. Each egg is 1 of the set.
12
143
Hands-On Activity
Use models to add fractions.
Materials: Drawing paper and notebook paper Distribute drawing paper and a piece of notebook paper to each student. Tell students to use scissors to cut out 12 equal-sized cards. Explain to students that the 12 cards represent one pack of cards, or one whole set, and that there are 12parts in the set. Tell students to hold up 2 cards. Have students write the name of the fraction represented by the 2 cards on their paper. Review the meaning of the fraction. [2 cards out of 12] Then, repeat with 7 cards. Tell students to add (join) the fractions and write the sum on their paper. Have a volunteer explain how they determined their answer. If time permits, repeat for additional fraction pairs.
Real-World Connection
Encourage students to think about everyday places or situations where people might need to add or subtract like fractions. Have volunteers share their ideas. Examples: cooking, construction site, distances on a map
160
Part 2: Modeled Instruction

AT A GLANCE
Students use models and number lines to review adding fractions.
Lesson 16
Lesson 16
Read the problem below. Then explore different ways to understand it. Josie and Margo made 10 clay pots in art class. Josie painted 3 of the pots. Margo painted 4 of the pots. What fraction of the clay pots did they paint?
10 10
STEP BY STEP
Read the problem at the top of the page as a class. Read Picture It. Have a volunteer name the denominator of the fraction in the problem. [10] Point out that each pot is 1 of the total number of pots.
10
Picture It
You can use models to help understand the problem. The following model shows the pots. Each pot is 1 of the total number of pots.
10
Josie painted 3 pots, and Margo painted 4 pots. They painted a total of 7 pots.
J J J J M J M J M M J M J M J M M
Guide students to recognize that since Josie painted 3 of the pots and Margo painted 4 , the picture is shaded to represent the number of pots each girl painted, 3 for Josie and 4 for Margo. Have students count aloud to find the sum. Direct students to look at the number line in Model It. Emphasize that the number line is divided into tenths to represent the total number of pots. You may wish to draw the number line on the board and have a volunteer demonstrate the 4 jumps to the right to add 4 tenths to 3 .
10
144
3 tenths
4 tenths
7 tenths
10
10
Model It
You can also use a number line to help understand the problem. The following number line is divided into tenths, with a point at 3 .
10
1 10
2 10
3 10
4 10
5 10
6 10
7 10
8 10
9 10
Start at 3 and count 4 tenths to the right to add 4 . 10 10
1 10
2 10
3 10
4 10
5 10
6 10
7 10
8 10
9 10
SMP Tip: Help students make sense of the problem and generalize that the same properties that apply to whole numbers apply to fractions. (SMP 1)
How could you use fractions to label 0 and 1 on the number line? Students may suggest that you can write both as a number out of 10, so 0 and 10 .
10 10
Concept Extension
Illustrate the commutative property of addition.
Ask, What if I drew the starting point at 4 instead 10 of 3 ? Could I still solve the problem? 10 To emphasize the point, draw a number line on the board with a point at 4 . Then, have students explain how to count on from 4 to find the answer. Encourage a volunteer to come to the board and demonstrate how to find the sum.
10 10
What is another way you could solve the problem? Responses may mention using fraction strips.
10 1 strips in a single row. Then, you could 10
You could line up three 1 strips and four
count how many tenths you have altogether.
161

AT A GLANCE
Students revisit the problem on page 144 to learn how to add fractions using equations. Then, students solve addition word problems.
Lesson 16
Lesson 16
Connect It
Now you will solve the problem from the previous page using equations.
2 How do you know that each pot is 1 of the total number of pots? 10
STEP BY STEP
Read Connect It as a class. Be sure to point out that the questions refer to the problem on page 144. Review the meanings of numerator (the number of equal parts of a set you have) and denominator (the total number of equal parts the set is divided into). Ask, If Josie and Margo only made 8 pots, what fraction would represent 1 of the pots? 3 1 4
8
Possible answer: The denominator tells the total number of pots. The numerator tells the number of pots that you are talking about.
3 What do the numerators, 3 and 4, tell you? Possible answer: 3 tells the number
of pots that Josie painted. 4 tells the number of pots that Margo painted.
4 How many clay pots did Josie and Margo paint altogether?
5 Write equations to show what fraction of the clay pots Josie and Margo painted
altogether. Use words: Use fractions: 3 tenths

3 10
1 1
4 tenths
4 10
5 5
7 tenths 7
10
6 Explain how you add fractions with the same denominator.
Possible answer: Add the numerators and leave the denominator as is.
Emphasize that adding fractions is like adding whole numbers. Say, When nding the number of pots Josie and Margo painted altogether, you add the numerators of the fractions and write that sum over the denominator.
Try It
Use what you just learned to solve these problems. Show your work on a separate sheet of paper.
7 Lita and Otis are helping their mom clean the house. Lita cleaned 1 of the rooms. 3
Otis cleaned 1 of the rooms. What fraction of the rooms did Lita and Otis clean
3
altogether?
ELL Support
Write the word tenths on the board. Circle the letters that spell ten in the word and write the number 10 below it. Repeat using the word eighths. Have students write tenths and eighths on a piece of paper. Next to the words, have them write fractions associated with the words. If time allows, repeat with other fraction words.
8 Marks string is 1 of a meter long. Bobs string is 3 of a meter long. How long are 5 5 4 5 the two strings combined? of a meter
145
TRY IT SOLUTIONS
7 Solution: 2 ; Students may show 1 on a number line divided into thirds and count 1 mark to the right.
3 3 3 4 1 8 Solution: of a meter; Students may show on a 5 5 3 3
They also may write the equation 1 1 1 5 2 .
number line divided into fifths and count 3 marks to the right. They also may write the equation
1 1 3 5 4. 5 5 10
ERROR ALERT: Students who wrote 4 or 2 added both the numerators and the denominators.
( 5)
162

AT A GLANCE
Students use models and number lines to review subtracting fractions.
Lesson 16
Lesson 16
Read the problem below. Then explore different ways to understand it.
5 of a liter in it. He drank 4 of a liter. What fraction Albertos water bottle had 6 6
STEP BY STEP
Read the problem at the top of the page as a class. Read Picture It. Guide students to recognize that Albertos water bottle is divided into 6 equal parts. Ask, What do the 6 equal parts represent? (the denominator) What do the 5 shaded parts represent? (the numerator, or how much water is in the bottle) Point out that 4 sixths are being taken away since Alberto drank 4 parts of the water bottle. Ask, What is 5 2 4? [1] Say, So, 1 sixth of Albertos water bottle still has water in it. Tell students to look at the number line in Model It. Point out that the number line is divided into sixths to represent the 6 equal parts of Albertos water bottle.
5 to Have a volunteer count 4 jumps to the left from 6
of the bottle still has water in it?
Picture It
You can use models to help understand the problem. The following model shows the water bottle divided into 6 equal parts. Each part is 1 of a liter. Five shaded parts show how much water is in the bottle.
6
Alberto drank 4 parts of the water in the bottle, so take away 4 shaded parts of the bottle. There is 1 part of the bottle left with water in it.
2 5 sixths 4 sixths
5 1 sixth
Model It
You can use a number line to help understand the problem. The following number line is divided into sixths, with a point at 5 .
6
0
6
1 6
2 6
3 6
4 6
5 6
1
6
Start at 5 and count 4 sixths to the left to subtract 4.
1 6
2 6
3 6
4 6
5 6
subtract 4 sixths. Ask, What number did [volunteers
line show that 1 sixth of Albertos water bottle still has water in it.
name] land on? 3 1 4 Say, So, both the model and number 6
146
Concept Extension
Help students see the relationship between the picture and the number line.
Draw the number line on the board. Then, draw 5 -full water bottle turned on its side above the the 6 number line, making sure each part of the water bottle is lined up with its tick mark on the number line.
5 on the number line lines up with Point out that 6 the top of the water bottle.
What is the difference between adding fractions and subtracting fractions on a number line? Responses may indicate direction, moving to the right to add and moving to the left to subtract. What is another way to solve this problem? Students may mention using fraction strips or writing an equation.
Then, cross out (or erase) one part of the water bottle at a time, moving from right to left along the number line. After 4 parts are crossed out (or erased) to show the water Alberto drank, point out to students that the remaining water is lined 1 -mark on the number line. up with the
6
163

AT A GLANCE
Students revisit the problem on page 146 to learn how to subtract fractions using equations. Then, students solve subtraction word problems.
Lesson 16
Lesson 16
Connect It
Now you will solve the problem from the previous page using equations.
9 How do you know that each part is 1 of a liter? 6
STEP BY STEP
Read page 147 as a class. Be sure to point out that Connect It refers to the problem on page 146.
Possible answer: The denominator tells the number of equal parts the bottle is divided into. The numerator tells the number of parts you are talking about.
10 What do the numerators, 5 and 4, tell you? Possible answer: 5 tells the
number of parts that have water. 4 tells the number of parts that Alberto drank.
11 How many parts of water are left in the bottle after Alberto drank 4 parts? 12 Write equations to show what fraction of the bottle has water left in it.
SMP Tip: Discuss with students how important it is

to communicate clearly and precisely by reviewing the meanings of numerator (the number of equal parts youre talking about) and denominator (the total number of equal parts in the whole). Ask, If Albertos water bottle was divided into 3 equal parts, what fraction would represent 1 of those parts? 3 1 4 (SMP 6)
3
Use words: Use fractions:
5 sixths
5 6
2 2
4 sixths
4 6
5 5
1 sixth 1
6
13 Explain how you subtract fractions with the same denominator.
Possible answer: Subtract the numerators and leave the denominator as is.
Try It
Use what you just learned to solve these problems. Show your work on a separate sheet of paper.
14 Mrs. Kirk had
Remind students that subtracting fractions is like subtracting whole numbers. Say, When nding the number of parts of the water bottle that still have water, you subtract the numerators of the fractions and write the difference over the denominator.
What fraction of the carton of eggs does Mrs. Kirk have left?
15 Carmen had
3 of a carton of eggs. She used 2 of the carton to make breakfast. 4 1 4
10
of the yard is left to mow?
8 of the yard left to mow. She mowed 5 of the yard. What fraction 10 3 10
147
Hands-On Activity
Use paper plates to subtract fractions.
Materials: paper plates, markers, rulers, scissors Distribute paper plates, markers, and scissors to each student. Model how to use the ruler to divide the plate into 8 equal sections. Students should draw 4 lines.
5 of the plate and then Direct students to color
TRY IT SOLUTIONS
14 Solution: 1; Students may show 3 on a number line divided into fourths and count 2marks to the left.
4 4 2 1 ERROR ALERT: Students who wrote or 4 2 subtracted from a full carton of eggs 4 rather than 4 the 3 of a carton that Mrs. Kirk had. 4 4 4
They also may write the equation 3 2 2 5 1 .

4
( ) ()
cut out that fraction of the plate. Ask students to name the fraction of the plate they have. 3 5 4
8
Tell students to subtract 2 more eighths. Guide students to cut 2 more sections from the color portion of the plate they are holding. Ask students to name the fraction of the plate
5 2 2 5 3 on the board. Write 8 8 8
15 Solution: 3 ; Students may show 8 on a number line divided into tenths and count 5 marks to the left. They also may write the equation 8 2 5 5 3 .
10 10 10 10 10
they are left with. 3 3 4

8
If time allows, repeat for other subtraction problems.
164
Lesson 16
Lesson 16

3 of the balloons are red. 10 2 of the balloons are blue. What fraction of the balloons are 10
Lesson 16
Study the model below. Then solve problems 1618.

Student Model
17 Mr. Chang has a bunch of balloons.
The student used labels and jump arrows to show each part of the hike on a number line. It is just like adding whole numbers!
2 mile on a trail before she stopped to get a drink Jessica hiked 2 mile. How far of water. After her drink, Jessica hiked another 5 5
neither red nor blue? Show your work. Possible student work using a model:
r r r b b
I think that there are at least two different steps to solve this problem.
did Jessica hike in all? Look at how you could show your work using a number line.
before drink
2 5 2 5
after drink
Pair/Share
How else could you solve this problem?
4 mile 5 Solution:
1 5
2 5
3 5
4 5
red
3 10 10 Solution: 5
blue
2 10
neither red nor blue

10 5
Pair/Share
How is this problem different from the others youve seen in this lesson?
What fraction represents the whole fruit smoothie?
16 Ruth made a fruit smoothie. She drank
1 of it. What fraction of the

18 Emily ate
fruit smoothie is left? Show your work. Possible student work using an equation:
32152 3 3 3
1 of a bag of carrots. Nick ate 2 of the bag of carrots. 6
What fraction of the bag of carrots did Emily and Nick eat altogether? Circle the letter of the correct answer. A 1 B C D
1 3 6 3 6 12 3
To find the fraction of the bag Emily and Nick ate altogether, should you add or subtract?
Rob chose D as the correct answer. How did he get that answer?
Pair/Share
How did you and your partner decide what fraction to start with?
2 of a smoothie 3 Solution:
Rob added both the numerators and the denominators.
Pair/Share
Does Robs answer make sense?
148
149
AT A GLANCE
Students use models, number lines, or equations to solve word problems involving addition and subtraction of fractions.
SOLUTIONS
Ex A number line is shown as one way to solve the problem. Students could also solve the problem by drawing a model that is divided into fifths and shading 4 sections (2 sections out of 5 plus 2sections out of 5). 16 Solution: 2 of a smoothie; Students could solve the
3 3 3 5 17 Solution: ; Students could solve the problem by 10 3 2 1 5 2 . (DOK 2) problem by using the equation 3
STEP BY STEP
Ask students to solve the problems individually and label fractions in their drawings. When students have completed each problem, have them Pair/Share to discuss their solutions with a partner or in a group.
drawing a picture of 10 balloons and labeling 3 as red and 2 as blue. (DOK 2)
18 Solution: C; Rob added the numerators correctly, but he mistakenly added the denominators together, too. Explain to students why the other two answer choices are not correct: A is not correct because you are not subtracting 1 from 2 ; this is an addition problem. B is not correct because 1 is not equivalent to 3 . 3 6 (DOK 3)
165
Part 5: Common Core Practice
Lesson 16

Solve the problems.
Lesson 16 4
Lesson 16
5 of a yard for a school project. He has 2 of a yard Liang bought some cloth. He used } } 8 8 left. How much cloth did Liang buy?
Lucy and Margot are mowing the lawn. They divided the lawn into 8 equal sections. Lucy mowed 2 sections and Margot mowed 4 sections. Which model can be used to nd the total fraction of the lawn they mowed? Circle the letter of all that apply.
A B C
A B C D
of a yard } 8 of a yard }} 16 7 of a yard } 8 8 of a yard } 8 7
1 8
2 8
3 8
4 8
5 8
6 8
7 8
1 8
2 8
3 8
4 8
5 8
6 8
7 8
2 of the cake, and her brother Carmela cut a cake into 12 equal-sized pieces. She ate }} 12 3 of the cake. What fraction of the cake is left? ate }} 12 1 of the cake A }} 12 5 B }} of the cake 12 7 of the cake C }} 12 12 D }} of the cake 12 2 cup of milk, 1 cup of oil, and 1 cup of sugar. How much Lees mufn mix calls for } } } 3 3 3 more milk than oil does she need for the mufn mix? 1 cup 3
9 of a bucket of blueberries. Cole picked 3 of the In all, Cole and Max picked }} }} 10 10 bucket of blueberries. What fraction of the bucket of blueberries did Max pick?
Possible student work using a number line:

Show your work.
0
Answer Max picked
1 10
2 10
6 10
3 10
4 10
5 10
6 10
7 10
8 10
9 10
of the bucket of blueberries.
5 of the pizza. A pizza is cut into 8 equal slices. Together, Regan and Juanita will eat } 8 What is one way the girls could eat the pizza? Show your work.
R J J
Possible student work using a model:

2
R J
Answer Regan could eat Juanita could eat
of the pizza, and of the pizza.
Self Check Go back and see what you can check o on the Self Check on page 119. 150
L16: Add and Subtract Fractions L16: Add and Subtract Fractions
151
AT A GLANCE
Students add and subtract fractions to solve word problems that might appear on a mathematics test.
4 Solution: A; The model shows 2 shaded in light gray for Lucys sections and 4 shaded in dark gray for Margots sections. The total shaded sections represent the total fraction of the lawn they mowed. D; The number line starts at Margots fraction ( 4 ) and adds 2 for Lucys fraction, for a total of 6 . (DOK 2)
8 8 8 8 8
SOLUTIONS
1 Solution: C; Possible student work using an equation: 5 1 2 5 7 (DOK 1)
8 8 8
2 Solution: C; Possible student work using equations:

2 1 3 5 5 ; 12 2 5 5 7 (DOK 1) 12 12 12 12 12 12 3 Solution: 1 cup; Possible student work using 3 an equation: 2 2 1 5 1 (DOK 1) 3 3 3
5 Solution: 6 ; Possible student work using an equation: 9 2 3 5 6 (DOK 1)

10 10 10 10
6 Solution: Possible student work using equations:

0 1 5 5 5, 1 1 4 5 5, 2 1 3 5 5, 3 1 2 5 5, 8 8 8 8 8 8 8 8 8 8 8 4 1 1 5 5 , 5 1 0 5 5 (DOK 2) 8 8 8 8 8 8 8
166
Dierentiated Instruction
Lesson 16
Assessment and Remediation

Ask students to find 4 1 2 . 3 6 or 3 4
10 10 10 5
For students who are still struggling, use the chart below to guide remediation. After providing remediation, check students understanding. Ask students to explain 2 1 3 . 5 or 1 their thinking while finding 3 4
5 5 5
If a student is still having difficulty, use Ready Instruction, Level 4, Lesson 15.
If the error is . . .
20 6
Students may . . . have added both the numerators and the denominators. have added numerators, added denominators, and then simplified. have subtracted the fractions. have subtracted the fractions and simplified.
To remediate . . . Remind students that the denominator tells the kind of parts you are adding. Explain that just as 4 apples 1 2 apples 5 6 apples, 4 tenths 1 2 tenths 5 6 tenths. Remind students that the denominator tells the kind of parts you are adding. Explain that just as 4 apples + 2 apples = 6 apples, 4 tenths + 2 tenths = 6 tenths. Remind students to read the problem carefully to be sure theyre using the correct operation. Remind students to read the problem carefully to be sure theyre using the correct operation.
10
10 5 1
Hands-On Activity
Use fraction strips to add fractions.
Materials: strips of paper, markers Distribute paper and markers to each student. Direct students to fold a strip of paper in half, and then in half again. Tell them to unfold the strips and use the marker to show the 4 equal sections. Tell students to color 1 of the strip. Then have them color another 1 of the strip. Write 1 1 1 on the board. Challenge
4 4 4 4
Challenge Activity
Write a problem for a given sum.
Tell students that the sum of two fractions is 2. However, the original fractions did not have
5
denominators of 5. Challenge students to write a

3 1 1 3 Possible answer: 10 10 4 2. fraction addition problem that has a sum of 5
them to use their fraction strips to show that the sum is 2 or 1 . If time allows, repeat for other denominators by folding another strip of paper three or four times.
4 2
167
NOTES
NOTES
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Common Core Math Grade 4 Fraction Addition Subtraction

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Common Core Math Grade 4 Fraction Addition Subtraction

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2014

Teacher Resource Book

Using Ready Common Core

CCSS Focus - 4.NBT.A.2

Add and Subtract Whole Numbers

CCSS Focus - 4.NBT.B.4

Round Whole Numbers

CCSS Focus - 4.NBT.A.3

Unit 1 Interim Assessment

Unit 2: Operations and Algebraic Thinking

CCSS Focus - 4.OA.A.2 Embedded SMPs - 25, 7

Unit 2: Operations and Algebraic Thinking (continued)

Number and Shape Patterns

CCSS Focus - 4.OA.C.5

Model Multi-Step Problems

CCSS Focus - 4.OA.A.3 Embedded SMPs - 1, 2, 47

Lesson 10 Solve Multi-Step Problems

Unit 2 Interim Assessment

Unit 3: Number and Operations in Base Ten, Part 2

Lesson 12 Divide Whole Numbers

Unit 3 Interim Assessment

Unit 4: Number and OperationsFractions

Lesson 14 Compare Fractions

Lesson 15 Understand Fraction Addition and Subtraction

Lesson 16 Add and Subtract Fractions

Lesson 17 Add and Subtract Mixed Numbers

Lesson 18 Understand Fraction Multiplication

Lesson 19 Multiply Fractions

Lesson 20 Fractions as Tenths and Hundredths

Unit 4: Number and OperationsFractions (continued)

Lesson 22 Compare Decimals

Unit 4 Interim Assessment

Unit 5: Measurement and Data

Lesson 24 Time and Money

Lesson 25 Length, Liquid Volume, and Mass

Lesson 26 Perimeter and Area

Lesson 27 Line Plots

Lesson 28 Understand Angles

Lesson 29 Measure and Draw Angles

Lesson 30 Add and Subtract With Angles

Unit 5 Interim Assessment

Lesson 32 Classify Two-Dimensional Figures

Unit 6 Interim Assessment

Answering the Demands of the Common Core with Ready

HOW READY DELIVERS

Curriculum Associates, LLC

Copying is not permitted.

The Standards for Mathematical Practice

Curriculum Associates, LLC

Copying is not permitted.

Depth of Knowledge Level 3 Items in Ready Common Core

Depth of Knowledge Level 3 Items in Ready Common Core

Curriculum Associates, LLC

Copying is not permitted.

Cognitive Rigor Matrix

DOK Level 1 Recall & Reproduction

DOK Level 2 Basic Skills & Concepts

DOK Level 3 Strategic Thinking & Reasoning

DOK Level 4 Extended Thinking

Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept

Generate conjectures or hypotheses based on observations or prior knowledge and experience

Develop an alternative solution Synthesize information within one data set

SBAC, 2012; adapted from Hess et al., 2009

Using Ready Common Core