1 / 21

9 15

Fraction. numerator. 2. 3. Learning Objective. denominator. We will add fractions with unlike denominators. What are we going to do?. CFU. Common Core Standards 7.NS.1 - 7.NS.3 Prerequisite Skills

tarik-baldwin
Download Presentation

9 15

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Fraction numerator 2 3 Learning Objective denominator We will add fractions with unlike denominators. What are we going to do? CFU Common Core Standards 7.NS.1 - 7.NS.3 Prerequisite Skills Apply and extend previous understandings of addition, subtraction, multiplication, and division of integers (AND other rational numbers); Students will reinforce skills learned in 6th grade. Introduction Equivalent fractionsare fractions that have the same value. Which fraction is equivalent to ? 2 5 1 2 93 153 3 5 42 102 2 5 9 15 4 10 = = = = Students, you already know how to generate equivalent fractions. Now, we will use that skill to add fractions with unlike denominators. Make Connection Which fraction is equivalent to ? 55 105 1 2 22 82 1 4 5 10 2 8 = = = =

  2. Fraction numerator 2 3 Learning Objective denominator We will subtract fractions with unlike denominators. What are we going to do? CFU Common Core Standards 7.NS.1 - 7.NS.3 Prerequisite Skills Apply and extend previous understandings of addition, subtraction, multiplication, and division of integers (AND other rational numbers); Students will reinforce skills learned in 6th grade. Introduction Equivalent fractionsare fractions that have the same value. Which fraction is equivalent to ? 1 2 3 5 124 204 3 5 63 153 2 5 12 20 6 15 = = = = Students, you already know how to generate equivalent fractions. Now, we will use that skill to subtract fractions with unlike denominators. Make Connection Which fraction is equivalent to ? 66 186 1 3 22 42 1 2 6 18 2 4 = = = =

  3. Fraction numerator 2 3 Learning Objective denominator We will add fractions with unlike denominators. What are we going to do? CFU Common Core Standards 7.NS.1 - 7.NS.3 Prerequisite Skills Apply and extend previous understandings of addition, subtraction, multiplication, and division of integers (AND other rational numbers); Students will reinforce skills learned in 6th grade. 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 6. The LCD of and is 10.

  4. Fraction numerator 2 3 Learning Objective denominator We will subtract fractions with unlike denominators. What are we going to do? CFU Common Core Standards 7.NS.1 - 7.NS.3 Prerequisite Skills Apply and extend previous understandings of addition, subtraction, multiplication, and division of integers (AND other rational numbers); Students will reinforce skills learned in 6th grade. 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. 5: 5, 10, 15, 20 Students, you already know how to find the least common denominator of fractions. Now, we will use that skill to subtract fractions with unlike denominators. Make Connection 2: 2, 4, 6, 8, 10 2: 2, 4, 6, 8 3: 3, 6, 9, 12 The LCD of and is 6. The LCD of and is 10.

  5. 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

  6. 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 subtract fractions, both fractions must have likedenominators. • To subtract fractions with unlike denominatorsuse the least common denominator (LCD) to create equivalent fractionswithlike denominators. CFU Which pair of fractions is ready to be subtracted? How do you know? A B In your own words, how do you subtract fractions with unlike denominators? “To subtract fractions with unlike denominators ________.” Subtracting Fractions with Unlike Denominators - - = = 1 3 1 5 6 10 10 10 5 2 - = TheLCDof is10. and × × = = 3 6 1 2 5 3 1 5 10 5 10 2 2 5 5 2 Equivalent Fractions 2 5 1 3 2 3 2 3

  7. Skill Development/Guided Practice To add fractions, both fractions must have likedenominators. How did I/you find a like denominator? How did I/you create equivalent fractions? How did I/you add fractions? CFU Add fractions with unlike denominators. Find a like denominator by multiplying both denominators. Create equivalent fractions with like denominators. Add fractions. Hint: Add the numerators, keep the denominator the same. Interpret1 the sum2. “____ plus ____ equals _____.” 1 1 2 2 3 3 4 + = + = + = 1. 1 2 3 4 1 6 2 5 3 10 1 3 3×3 10×3 9 30 4 24 5 10 18 24 4 10 10 30 1×10 3×10 19 30 22 24 9 10 1 3 1 2 2 6 3 6 5 6 2×2 5×2 1×4 6×4 1×5 2×5 1×2 3×2 1×3 2×3 3×6 4×6 2×3 + = + = + = 2. 2×5 + = + = + = 3. 6×4 1 explain 2 answer to an addition problem Vocabulary = + = + = + 4. 10×3

  8. Skill Development/Guided Practice To subtract fractions, both fractions must have likedenominators. How did I/you find a like denominator? How did I/you create equivalent fractions? How did I/you subtract fractions? CFU Subtract fractions with unlike denominators. Find a like denominator by multiplying both denominators. Create equivalent fractions with like denominators. Subtract fractions. Hint: subtract the numerators, keep the denominator the same. Interpret1 the difference2. “____ minus ____ equals _____.” 1 1 2 2 3 3 4 – = – = – = 1. 1 2 3 4 1 6 2 5 1 3 3 10 1×10 3×10 10 30 18 24 5 10 4 24 4 10 9 30 3×3 10×3 1 30 14 24 1 10 1 3 1 2 2 6 3 6 1 6 2×2 5×2 3×6 4×6 1×5 2×5 1×2 3×2 1×3 2×3 1×4 6×4 2×3 – = – = – = 2. 2×5 – = – = – = 3. 6×4 Vocabulary 1 explain 2 answer to a subtraction problem = – = – = – 4. 3×10

  9. 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

  10. Skill Development/Guided Practice (continued) 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 1 2 3 required = needed relevant = has to do with problem reasonableness = possible 4 5 5. Sherry bought of a pound of milk chocolate and of a pound of white chocolate. How much more milk chocolate than white chocolate does Sherry have? 4: 4, 8, 12, 16 × × 2: 2, 4, 6, 8 Sherry bought ____ of a pound more ______________ than _______________. milk chocolate white chocolate 6. Tom bought of a pound of cauliflower and of a pound of celery. How much more cauliflower than celery did he buy? 3: 3, 6, 9, 12, 15 × × 5: 5, 10, 15, 20 Tom bought ____ of a pound more __________ than ___________. cauliflower celery

  11. Relevance To add fractions, both fractions must have like denominators. Adding fractions will help solve real-life problems. 1 of the pie was left over after the party. Erick just ate of the pie. How much pie is left? of one pie was left over after the party. There was of another pie left over. How much pie is there? + = + = There is of the pie left. = There is of a pie left. + = Subtracting fractions will help solve real-life problems. 2 = -

  12. 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.

  13. A B To subtract fractions, both fractions must have likedenominators. Skill Closure Subtract fractions with unlike denominators. Read the problem and identify fractions, if necessary. (circle) Find the least common denominator. Hint: Find the lowest shared multiple. Create equivalent fractions with like denominators. Hint: Use the least common denominator. Subtract fractions. Hint: Subtract the numerators, keep the denominators the same. Reduce the difference, if possible. Interpret the difference. “___ minus ____ equals ____.” 1 2 3 4 a 5 Word Bank 4: 4, 8, 12, 16 1. × × fractions like/unlike denominator least common denominator equivalent 8: 8, 16, 24, 32 2. Carmen bought of a pound of grapes and of a pound of nectarines. How many more pounds of nectarines than grapes did Carmen buy? 4: 4, 8, 12, 16 × × 2: 2, 4, 6, 8 Carmen bought ____ of a pound more __________ than ___________. grapes nectarines Access Common Core Which pair of fractions is ready to be subtracted? Explain your answer. Summary Closure What did you learn today about subtracting fractions with unlike denominators? (Pair-Share) Use words from the word bank.

  14. 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.

  15. Independent Practice To subtract fractions, both fractions must have likedenominators. Subtract fractions with unlike denominators. Read the problem and identify fractions, if necessary. (circle) Find the least common denominator. Hint: Find the lowest shared multiple. Create equivalent fractions with like denominators. Hint: Use the least common denominator. Subtract fractions. Hint: Subtract the numerators, keep the denominators the same. Reduce the difference, if possible. Interpret the difference. “___ minus ____ equals ____.” 1 2 3 4 a 5 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 a pizza. Jason ate of the pizza and Jamie ate of the pizza. How much more pizza did Jason eat than Jamie? 7: 7, 14, 21, 28, 35 × × 4: 4, 8, 12, 16, 20, 24, 28 _________ ate ____ of a pizza more than _________. Jamie Jason

  16. 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.

  17. 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 more pounds of cashews does he have than pecans? 4: 4, 8, 12, 16 × × 6: 6, 12, 18 Geoff has ____ of a pound more ___________ than __________. cashews pecans Access Common Core Abdul subtracted the fractions below. His teacher, Mrs. Treadwell, says that his answer is incorrect. Explain the mistake that Abdul made. ¼ was not converted to a common denominator first. Also, denominators are incorrectly subtracted.

  18. 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.

  19. 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 Horatio added the fractions below. Some of his answers are incorrect. Circle all the incorrect answers and write the correct solutions.

  20. 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

  21. Periodic Review 3 (THIS PAGE IS HOMEWORK) 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 is equal to the difference of . Yes No Yes No Yes No Yes No

More Related