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4-N-2-4

Page history last edited by Tashe Harris 6 years, 2 months ago

4.N.2.4 Use fraction models to add and subtract fractions with like denominators in real- world and mathematical situations.

In a Nutshell

Students will use concrete and pictorial models to represent addition and subtraction of fractions in equations and real-world situations.

Student Actions	Teacher Actions
Develop a deep and flexible conceptual understanding of addition and subtraction of fractions by modeling these operations using a variety of representations (i.e., fraction strips, fraction circles or bars, number lines, pictures). Develop the ability to communicate mathematically by explaining their models of fraction addition and subtraction, using appropriate vocabulary, and by recording their work symbolically.	Use and connect mathematical representations by modeling fraction addition and subtraction. Implement tasks that promote reasoning and problem solving by asking students to model and represent situations involving the addition and subtraction of fractions. Facilitate meaningful mathematical discourse by inviting students to compare and contrast solutions to real-world addition and subtraction problems involving fractions.
Key Understandings	Misconceptions
Fractions can represent parts of a set, parts of a whole, a point on a number line, or distance on a number line. When adding and subtracting fractions with like denominators, the denominator does not change. The sum of added fractions can be greater than one; there are fractions in which the numerator is greater than the denominator.	Adding fractions means adding the numerator and denominator. The numerator must always be less than the denominator. When modeling addition of fractions, the sum cannot equal more than a one whole.