Fraction Operations
Lesson 16
Objective
Solve word problems involving addition and subtraction of fractions.
Common Core Standards
Core Standards
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4.NF.B.3.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.
Criteria for Success
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- Make sense of a three-act task and persevere in solving it (MP.1).
- Solve one-, two-, and multi-step word problems that involve the addition and subtraction of fractions greater than one (MP.4).
Tips for Teachers
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- Let students work on each problem in the Problem Set independently and circulate to see whether students are solving correctly. If not, come back together to discuss how/what to draw on a tape diagram, then allow them to try again on their own.
- The Problem Set includes a task involving the perimeter of a rectangle with fractional side lengths, connecting the major work of fractions (4.NF.3) with the supporting work of area and perimeter (4.MD.3) across domains.
Remote Learning Guidance
This lesson does not have any identified priority Anchor Tasks, but students should complete the Problem Set independently rather than skipping the lesson entirely. Find more guidance on adapting our math curriculum for remote learning here.
Anchor Tasks
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Problem 1
Act 1: Look at the following images of two people's running paths -
Runner A went around the first path twice, and Runner B went around the second path once. Which person ran farther?
Guiding Questions
References
Map data ©Google. Accessed July 18, 2018, 12:39 p.m..
Modified by Fishtank Learning, Inc.Map data ©Google. Accessed July 18, 2018, 12:38 p.m..
Modified by Fishtank Learning, Inc.Problem 2
Act 2: Use the following information to solve.
- Runner A runs around the first path, which is $$2\frac{2}{10}$$ miles, twice.
- Runner B runs around the second path, which is $$7\frac{1}{10}$$ miles, once.
Guiding Questions
Problem 3
Act 3: Reveal the answer.
Runner B ran $$2\frac{7}{10}$$ more miles than Runner A.
Guiding Questions
Problem Set & Homework
Discussion of Problem Set
- What expression did you come up with in #1(a)? What made this tricky to figure out?
- Do Dennis and Cody have enough blocks to make their castle? How many buckets of blocks will they have left over after they build their castle?
- How much chocolate remains in #5? How did you solve? Is there another way you could have solved?
- How did you solve #6?
Target Task
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Problem 1
Solve. Show or explain your work.
Mrs. Cashmore bought a large melon. She cut a piece that weighed $${1{1\over8}}$$ pounds and gave it to her neighbor. The remaining piece of melon weighed $${2{5\over8}}$$ pounds. How much did the whole melon weigh?
References
Grade 4 Mathematics > Module 5 > Topic D > Lesson 19 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..
Modified by Fishtank Learning, Inc.Problem 2
Solve. Show or explain your work.
Mrs. Taylor’s class is measuring wingspans of butterflies, in inches. They record their results in this table.
| Butterfly | Wingspan (in.) |
| Monarch | $${3{2\over4}}$$ |
| Zebra | $${2{{{3\over4}}}}$$ |
| Checkered white | $${1{2\over4}}$$ |
| Tiger | ? |
The wingspan of the tiger butterfly is $${{3\over4}}$$ inch longer than that of the monarch butterfly.
What is the difference, in inches, between the longest and shortest wingspans?
References
Item #3451 from Smarter Balanced Assessments' Sample Items is made available by Smarter Balanced Assessment Consortium. © The Regents of the University of California – Smarter Balanced Assessment Consortium. Accessed July 16, 2018, 4:33 p.m..
Mastery Response
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Additional Practice
Unit Practice
With Fishtank Plus you can access our Daily Word Problem Practice and our content-aligned Fluency Activities created to help students strengthen their application and fluency skills.
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