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What are we going to do?

Fraction. numerator. Name:________________ Monday 9.22.14. 2. 3. Learning Objective. denominator. We will add fractions with like denominators. What are we going to do?. CFU. Common Core Standards 7.NS.1 - 7.NS.3 Prerequisite Skills

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What are we going to do?

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  1. Fraction numerator Name:________________ Monday 9.22.14 2 3 Learning Objective denominator We will add fractions with like 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 Equivalent fractions are fractions that have the same value. Find the equivalent fractions below. 2 2 1 1. 2 4 =   2 2 8 6 3 4 Make Connection Students, you already know how to find equivalent fractions. Now, we will find equivalent fractions when adding fractions with like denominators. 2 2. =

  2. Fraction numerator 2 3 Learning Objective denominator We will subtract fractions with like 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 Equivalent fractions are fractions that have the same value. Find the equivalent fractions below. 6 4 4 6 1 1. =  ÷ 6 4 12 12 3 2 Students, you already know how to reduce fractions to the lowest terms. Now, we will use reducing fractions when subtracting fractions with like denominators. Make Connection 1 2. =

  3. Fraction numerator Concept Development 2 3 denominator • Fractions withlike denominatorshave the same number of equal parts. • To add fractions, both fractions must have a like denominator. • The sum of fractions must be reduced to the lowest terms. CFU Which addition problem has fractions with like denominators? How do you know? A B Adding Fractions Adolfo has four-twelfths of a pie. Carla has two-twelfths of a pie. How much of the pie do they have altogether? Animated 4 2 1 2 2 + + + = 5 3 5 5 12 2 6 4+2 + = 12 12

  4. Fraction numerator Concept Development (Clarification and CFU) 2 3 denominator • Equivalent fractions are fractions that have the same value. • Reducing a fraction is finding the equivalent fraction in the lowest terms. Reducing Fractions CFU Which of the following is an example of a reduced fraction? How do you know? A B In your own words what is reducing a fraction? Reducing a fraction is _______. =  =  3 4 8 8 “Not in the lowest terms.” “In the lowest terms.” 2 3 3 1 6 2 12 6 3 2

  5. Fraction numerator Concept Development 2 3 denominator • Fractions withlike denominatorshave the same number of equal parts. • To subtract fractions, both fractions must have a likedenominator. • The difference of fractions must be reduced to the lowest terms. CFU Which subtraction problem has fractions with like denominators? How do you know? A B Subtracting Fractions Adolfo has eight-twelfths of a pie. If he eats two-twelfths of the pie how much of the pie is left? Animated 8 4 2 6 4 - - - = 12 6 12 12 12 2 8-2 6 12 - = 12

  6. Fraction numerator Concept Development (Clarification and CFU) 2 3 denominator • Equivalent fractions are fractions that have the same value. • Reducing a fraction is finding the equivalent fraction in the lowest terms. Reducing Fractions CFU Which of the following is an example of a reduced fraction? How do you know? A B In your own words what is reducing a fraction? Reducing a fraction is _______. =  =  3 4 8 8 “Not in the lowest terms.” “In the lowest terms.” 2 3 3 1 6 2 12 6 3 2

  7. Fraction numerator Skill Development/Guided Practice 2 3 denominator • To add fractions, both fractions must have a like denominator. • The sum of fractions must be reduced to the lowest terms. How did I/you add the fractions? CFU Add fractions with like denominators. 1 Add the fractions. (write) Keep the same denominator. Add the numerators. Reduce the sum, if needed. Read the sum out loud. “___ plus ___ equals ___.” 1 a b 2 3 1. 2. 5 3 2 3 1 2 3 2 1 4 + + + = = = 10 10 8 6 5 5 8 6 5 6 8 10 3. 3 4. 7 + =

  8. Fraction numerator Skill Development/Guided Practice (continued) 2 3 denominator • To add fractions, both fractions must have a like denominator. • The sum of fractions must be reduced to the lowest terms. How did I/you add the fractions? How did I/you reduce the solution? CFU Add fractions with like denominators. 1 Add the fractions. (write) Keep the same denominator. Add the numerators. Reduce the sum, if needed. Read the sum out loud. “___ plus ___ equals ___.” 1 2 a b 2 3 5. 6. 2 2 2 4 1 2 2 1 3 4 1 2 2 1 2 1 3 4 =    =  = = + + + = = = 10 10 6 4 8 4 8 6 10 2 5 2 2 4 6 8 4 2 2 3 7. 8. 4 6 + =

  9. Fraction numerator Skill Development/Guided Practice 2 3 denominator • To subtract fractions, both fractions must have a like denominator. • The difference of fractions must be reduced to the lowest terms. How did I/you subtract the fractions? CFU Subtract fractions with like denominators. 1 Subtract the fractions. (write) Keep the same denominator. Subtract the numerators. Reduce the difference, if needed. Read the difference out loud. “___ minus ___ equals ___.” 1 a b 2 3 1. 2. 1 1 3 8 5 2 2 2 1 3 - - - = = = 8 8 8 6 5 5 8 6 5 6 8 8 3. 3 4. 5 - =

  10. Fraction numerator Skill Development/Guided Practice (continued) 2 3 denominator • To subtract fractions, both fractions must have a like denominator. • The difference of fractions must be reduced to the lowest terms. How did I/you subtract the fractions? How did I/you reduce the difference? CFU Subtract fractions with like denominators. 1 Subtract the fractions. (write) Keep the same denominator. Subtract the numerators. Reduce the difference, if needed. Read the difference out loud. “___ minus ___ equals ___.” 1 2 a b 2 3 5. 6. 2 1 1 2 4 2 3 1 2 2 3 5 9 7 1 3 3 3 =     = = = - - - = = = 10 10 6 4 8 4 8 6 10 2 5 2 2 4 6 8 4 2 2 3 7. 8. 4 6 - =

  11. 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 4 Juanito has of a pound of almonds. He also has of a pound of cashews. How many pounds of nuts does he have?? 5 2 8 1 5 3 3 = 1 + = = + Juanito has 1 pound of nuts. 8 5 5 8 5 8 Fareed spent of an hour on his math homework. He then spent of an hour on his English homework. How much time did he spend on his homework? Fareed spent of an hour on his homework.

  12. 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 4 Jan has a piece of ribbon that is of an inch long. She cuts the ribbon into two pieces. One piece is of an inch long. How long is the other piece of ribbon? 5 1 1 2 4 9 5 5 2 5 3 -   = = - = = The other piece of ribbon is an inch long. 8 10 8 10 10 8 4 5 2 2 Angela has of a pie. Her family eats of the pie. How much of the pie is left? Angela has of the pie left.

  13. Fraction numerator 2 3 denominator • To add fractions, both fractions must have a like denominator. • The sum of fractions must be reduced to the lowest terms. Skill Closure Add fractions with like denominators. Add the fractions. (write) Keep the same denominator. Add the numerators. Reduce the sum, if needed. Read the sum out loud. “___ plus ___ equals ___.” 1 a b 2 3 Word Bank 1 3 1 2 2 1 2. 1. 3 3 fraction numerator denominator reduce =  5 1 + + = = + = 6 5 8 5 8 6 3 6 5 2 Access Common Core Arianna has added the fractions below. Mr. Babbage says that her answer is incorrect. Explain the mistake that Arianna made. Arianna’s math is correct, but she did not reduce her answer. The correct answer is . Summary Closure What did you learn today about adding fractions with like denominators? (Pair-Share) Use words from the word bank.

  14. Fraction numerator 2 3 • To subtract fractions, both fractions must have a like denominator. • The difference of fractions must be reduced to the lowest terms. denominator Skill Closure Subtract fractions with like denominators. Subtract the fractions. (write) Keep the same denominator. Subtract the numerators. Reduce the difference, if needed. Read the difference out loud. “___ minus ___ equals ___.” 1 a b 2 3 1 4 5 8 1 1 2. 1. Word Bank 7 4  = 7 2 - - = = fraction numerator denominator reduce - = 12 10 10 10 12 10 12 10 4 3 Access Common Core Ruby has subtracted the fractions below. Mr. Allen says that the answer is incorrect. Explain the mistake that Ruby made. Ruby’s math is correct, but he did not reduce his answer. The correct answer is . Summary Closure What did you learn today about subtracting fractions with like denominators? (Pair-Share) Use words from the word bank.

  15. Fraction numerator Independent Practice (Add) 2 3 denominator • To add fractions, both fractions must have a like denominator. • The sum of fractions must be reduced to the lowest terms. Add fractions with like denominators. Add the fractions. (write) Keep the same denominator. Add the numerators. Reduce the sum, if needed. Read the sum out loud. “___ plus ___ equals ___.” 1 a b 2 3 1. 2. 4 10 4 2 2 2 2 1 2 3 1 1 7 1 3 1 7 1 =  = =   =  + + + = = = 10 8 10 8 10 6 10 6 6 8 10 10 10 3 4 5 2 2 2 3. 4. 10 8 + =

  16. Fraction numerator Independent Practice (Subtract) 2 3 denominator • To subtract fractions, both fractions must have a like denominator. • The difference of fractions must be reduced to the lowest terms. Subtract fractions with like denominators. Subtract the fractions. (write) Keep the same denominator. Subtract the numerators. Reduce the difference, if needed. Read the difference out loud. “___ minus ___ equals ___.” 1 a b 2 3 1. 2. 2 2 2 1 2 1 2 2 1 2 3 7 4 7 5 3 1 2 =  =   =  = - - - = = = 10 8 10 8 10 6 10 6 6 8 10 10 2 4 5 3 2 2 5 2 3. 4. 4 2 - =

  17. CLASSWORK 1. 2. 8 6 Access Common Core 3 2 2 4 5 2 3 4 Which of the following fractions are correctly added and reduced?  =  = 5 6 6 3 + + = = 8 8 10 12 12 12 12 10 3 5 6 3 9 2 5 3 + + + + = = = = Yes No 12 12 12 12 6 4 3 12 10 8 2 4 5 2 Yes No Yes No Yes No

  18. CLASSWORK 1. 2. 2 2 Access Common Core 1 2 1 2 5 4 3 2 Which of the following fractions are correctly subtracted and reduced? =   = 11 6 5 6 - - = = 8 8 10 12 12 12 12 10 3 6 3 3 1 3 5 3 - - - - = = = = Yes No 12 12 12 12 4 12 0 6 10 8 4 2 5 2 Yes No Yes No Yes No

  19. CLASSWORK 1. 2. 7 8 Access Common Core Bradley added the fractions below. Some of his answers are incorrect. Circle all the incorrect answers and write the correct solutions. Solutions should be in lowest terms. 2 4 3 4 5 3  = + + = = 6 3 1 1 6 3 4 1 3 1 3 4 12 12 12 8 8 10 4 10 6 12 8 10 4 10 6 12 2 5 1 3 3 6 3 5 2 2 2 1 + + + + + + + + + + + + = = = = = = = = = = = = 4 10 6 4 10 12 8 6 10 8 8 10 12 12 3 4

  20. CLASSWORK 1. 2. 1 0 = 0 Access Common Core Bradley subtracted the fractions below. Some of his answers are incorrect. Circle all the incorrect answers and write the correct solutions. Solutions should be in lowest terms. 4 5 5 3 - - = = 3 5 2 5 6 3 3 3 3 6 2 9 12 12 12 12 10 6 10 8 4 4 10 10 8 8 6 12 1 3 1 1 1 4 2 4 1 1 3 3 - - - - - - - - - - - - = = = = = = = = = = = = 4 10 8 6 8 12 10 8 10 10 4 6 12 12

  21. CLASSWORK 1. 2. 8 6 Access Common Core Choose Yes or No to show whether each choice represents the sum of . 4 6 2 1 4 5 4 1  = =  3 9 + + = = 4 5 + 12 12 12 4 24 12 12 12 Yes No 12 12 3 6 4 2 Yes No Yes No Yes No

  22. CLASSWORK 1. 2. 0 4 = 0 Access Common Core Choose Yes or No to show whether each choice represents the difference of . 4 1 5 4 4 1 =  6 3 - - = = 4 10 - 12 12 12 6 0 12 12 12 Yes No 12 12 3 4 Yes No Yes No Yes No

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