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What are we going to do?

Fraction. numerator. 2. 3. Learning Objective. denominator. We will add fractions with unlike denominators. What are we going to do?. CFU. Activate Prior Knowledge. The least common denominator ( LCD ) is the lowest multiple shared by a set of denominators.

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What are we going to do?

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  1. Fraction numerator 2 3 Learning Objective denominator We will add fractions with unlike denominators. What are we going to do? CFU Activate Prior Knowledge The least common denominator(LCD) is the lowest multiple shared by a set of denominators. Find the least common denominator of the fractions below. 2. 1. Students, you already know how to find the least common denominator of fractions. Now, we will use that skill to add fractions with unlike denominators. Make Connection 2: 2, 4, 6, 8, 10 3: 3, 6, 9, 12 5: 5, 10, 15, 20 2: 2, 4, 6, 8 The LCD of and is 10. The LCD of and is 6.

  2. Fraction numerator Concept Development 2 3 denominator • Fractions with unlikedenominators have a different number of equal parts. • Fractions with likedenominators have the same number of equal parts. • To add fractions, both fractions must have likedenominators. • To add fractions with unlike denominatorsuse the least common denominator (LCD) to create equivalent1 fractionswithlike denominators. CFU Which pair of fractions is ready to be added? How do you know? A B In your own words, how do you add fractions with unlike denominators? “To add fractions with unlike denominators ________.” Adding Fractions with Unlike Denominators + + = = 9 1 5 4 2 10 10 10 2 5 + = TheLCDof is10. and = = 4 1 2 5 2 1 2 5 10 2 2 2 10 5 5 5 Equivalent Fractions 1 equal value Vocabulary

  3. Skill Development/Guided Practice To add fractions, both fractions must have likedenominators. How did I/you find the least common denominator? How did I/you create equivalent fractions? How did I/you add fractions? CFU Add fractions with unlike denominators. Find the least common denominator. Hint: Find the lowest shared multiple. Create equivalent fractions with like denominators. Hint: Use the least common denominator. Add fractions. Hint: Add the numerators, keep the denominators the same. Reduce the sum2, if possible. Interpret3 the sum. “____ plus ____ equals _____.” 1 1 2 2 3 3 a 4 1. 2. 2: 2, 4, 6, 8 2: 2, 4, 6, 8, 10 3: 3, 6, 9, 12 5: 5, 10, 15, 20 4. 3. 8: 8, 16, 24, 32 4: 4, 8, 12, 16 6: 6, 12, 18, 24 12: 12, 24, 36, 48 2 answer to an addition problem 3 explain Vocabulary

  4. Skill Development/Guided Practice (continued) Add fractions with unlike denominators. How did I/you determine what the question is asking? How did I/you determine the math concept required? How did I/you determine the relevant information? How did I/you solve and interpret the problem? How did I/you check the reasonableness of the answer? CFU Find the least common denominator. Hint: Find the lowest shared multiple. Create equivalent fractions with like denominators. Hint: Use the least common denominator. Add fractions. Hint: Add the numerators, keep the denominators the same. Reduce the sum, if possible. Interpret the sum. “____ plus ____ equals _____.” 1 1 2 2 3 a 3 4 4 5 5. Sierra had of a pint of water left in her water bottle. She poured another of a pint more water into her bottle. How much water does Sierra have? 4: 4, 8, 12, 16 Adding Fractions 2: 2, 4, 6, 8 __________________________________________________________________ Sierra has of a pint of water. 6. Theodore bought of a pound of apples and of a pound of oranges. How much fruit did he buy? Adding Fractions 3: 3, 6, 9, 12, 15 5: 5, 10, 15, 20 __________________________________________________________________ Theodore bought of a pound of fruit

  5. Relevance To add fractions, both fractions must have like denominators. Adding fractions will help solve real-life problems. 1 of one pie was left over after the party. There was of another pie left over. How much pie is there? + = There is of a pie left. + = 2 Adding fractions will help you do well on tests. Sample Test Question: CFU Does anyone else have another reason why it is relevant to add fractions with unlike denominators? (Pair-Share) Why is it relevant to add fractions with unlike denominators? You may give me one of my reasons or one of your own. Which reason is more relevant to you? Why?

  6. A B To add fractions, both fractions must have likedenominators. Skill Closure Add fractions with unlike denominators. Find the least common denominator. Hint: Find the lowest shared multiple. Create equivalent fractions with like denominators. Hint: Use the least common denominator. Add fractions. Hint: Add the numerators, keep the denominators the same. Reduce the sum, if possible. Interpret the sum. “____ plus ____ equals _____.” 1 2 3 a 4 4: 4, 8, 12, 16 Word Bank 1. 8: 8, 16, 24, 32 fractions like/unlike denominator least common denominator equivalent 2. Carmen bought of a pound of grapes and of a pound of nectarines. How many pounds of fruit did Carmen buy? 4: 4, 8, 12, 16 8: 8, 16, 32, 40 __________________________________________________________ Carmen bought pound of fruit Access Common Core Which pair of fractions is ready to be added? Explain your answer. Summary Closure What did you learn today about adding fractions with unlike denominators? (Pair-Share) Use words from the word bank.

  7. Independent Practice To add fractions, both fractions must have likedenominators. Add fractions with unlike denominators. Find the least common denominator. Hint: Find the lowest shared multiple. Create equivalent fractions with like denominators. Hint: Use the least common denominator. Add fractions. Hint: Add the numerators, keep the denominators the same. Reduce the sum, if possible. Interpret the sum. “____ plus ____ equals _____.” 1 2 3 a 4 1. 2. 6: 6, 12, 18, 24 8: 8, 16, 24, 32 3: 3, 6, 9, 12 12: 12, 24, 36, 48 3. The Smith family bought some pizzas. One pizza had left over. The other had left. How much pizza is there left over? 7: 7, 14, 21, 28, 35 4: 4, 8, 12, 16, 20, 24, 28 __________________________________________________________________ There is of the pizza left over.

  8. Periodic Review 1 1. 2. 12: 12, 24, 36 6: 6, 12, 18, 24, 32 4: 4, 8, 12, 16 12: 12, 24, 36, 48 3. Geoff has of a pound of cashews and buys of a pound of pecans. How many pounds of nuts does he have? 4: 4, 8, 12, 16 6: 6, 12, 18 Geoff has of a pound of nuts __________________________________________________________ Access Common Core Anita added the fractions below. Her teacher, Mrs. Caudill, says that her answer is incorrect. Explain the mistake that Anita made. Anita did not make sure that the fractions had like denominators before adding. Instead, she just added both the numerators and denominators.

  9. Periodic Review 2 1. 2. 6: 6, 12, 18, 24 10: 10, 20, 30, 40 × × 8: 8, 16, 24 4: 4, 8, 12, 16, 20 × × Access Common Core For each addition problem, place a check mark in the box to classify the sum as less than ½ or greater than ½.

  10. Periodic Review 3 1. 2. 12: 12, 24, 36 5: 5, 10, 15, 20 × × 4: 4, 8, 12, 16 10: 10, 20, 30 × × Access Common Core Choose Yes or No to show whether each choice represents the sum of . Yes No Yes No Yes No Yes No

  11. EDI – Cognitive, Teaching, and English Learner Strategies Cognitive Strategies Teaching Strategies Language Strategies Content Access Strategies

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