# In have learned how to add, they

In order for the students to succeed in this learning

segment, they will have to have a large amount of background knowledge. They will have to know what a fraction

represents, what a mixed number represents, how add/subtract/multiply/divide

correctly, and be able to use critical thinking to figure out what the problems

are asking them to find. In Unit 8, Lesson 1, the students reviewed what

fractions represent. Then in Lesson 2,

the students worked on a Study Link (8.2) on how to convert improper fractions

into mixed numbers. Using this as a base

for the students, they will continue to progress through the unit. Along with

this Study Link, the students worked on using benchmarks (0, ½, 1) to estimate

fractions based on Houghton Mifflin 10.1. In the next few lessons, they will learn about

how to make equivalent fractions, making common denominators, and

adding/subtracting fractions. You don’t

always need common denominators to add/subtract fractions, but we are stressing

that our students need to make common denominators. It is important for the students to develop

routines and mathematical reasoning in 5th grade, so they need to

make common denominators so they can be successful learners in the future. The students did a hands-on activity to get

comfortable with making equivalent fractions. They were asked to use

illustrations or number lines to show their work. Along with this activity, the students also

used fraction sticks and different shapes to represent equivalent fractions. Now

that the students know how to make common denominators, they are able to add

and subtract with unlike denominators.

The students will begin to add with unlike denominators (Houghton

Mifflin 10.3) because it is the easier of the two operations. These problems will be very basic and the

central focus of today is using our mathematical reasoning skills we have been

developing over the past few lessons.

The students need to know how to turn improper fractions into mixed

numbers if the numerator is larger than the denominator. Now that we have learned how to add, they

will begin to subtract unlike denominators (Houghton Mifflin 10.6). To be

successful in this lesson, the students will be able to borrow from the whole

number in order to make the number sentence work. This is a new concept for many of the students,

so they will still be learning how to do this skill as the unit progresses. Lastly,

now that we have all these new tools in our tool belt, we can figure out word

problems that relate to the real world. As our learning segment wraps-up, the

students will be able to add and subtract different fractions confidently. They will continue developing their knowledge

on reducing fractions and using keywords to evaluate what problems are asking

them to find.