Objective

To introduce addition and subtraction of

simple fractions.
California Standards
NS 3.2 Add and subtract simple fractions (e.g., determine that 18 38 is the same as 12).

Doing the Project

Recommended Use: After Lesson 8 8

Key Activities
Children use pattern blocks to partition 2-dimensional shapes and they name fractional
parts of regions. Children model fraction sums and differences with pattern blocks.

Key Concepts and Skills

Identify the whole or the ONE.
[Number and Numeration Goal 2]

Find fractional parts of polygonal regions.

materials
Math Journal, pp. CA12CA14
Student Reference Book,
pp. 74K and 74L
pattern blocks
Pattern-Block Template
pattern blocks for overhead
(optional)
slate

[Number and Numeration Goal 2]

Use pattern blocks to model addition and subtraction of fractions with like and
unlike denominators.
[Number and Numeration Goal 2]

Identify equivalent fractions.

[Number and Numeration Goal 5]

Identify triangles, hexagons, trapezoids, rhombuses, and parallelograms.

[Geometry Goal 2]

Key Vocabulary
whole ONE unit

Extending the Project

materials

Children determine fractional parts of a new whole. They add and subtract fractions with
like and unlike denominators.

Math Journal, pp. CA15 and CA16

pattern blocks

Children practice skills through Home Link activities.

pattern blocks for overhead

(optional)

Technology
See the iTLG.

501M

California Project 9 Adding and Subtracting Fractions

Student Page

1 Doing the Project

Date

Time

PROJECT

Adding Fractions

Modeling Fraction Sums to 1

with Pattern Blocks

WHOLE-CLASS
ACTIVITY

Cover each hexagon with pattern blocks in a different way. Use your
Pattern-Block Template to record your work and label each part with a Whole
fraction. Then write an addition number model to show what you did.

Example:

1.
1
2

(Math Journal, p. CA12)

1
2

Write the following on the board:

1
1
+ = 1
2
2

Whole

2.

Remind children that a fraction is always a part or fraction of

something. We refer to this something as the whole, or ONE;
for measures and counts, it is considered the unit.
Ask: If the hexagon pattern block is the whole, what fractions are
represented by the trapezoid, the rhombus, and the triangle?
1
1
The trapezoid represents 2, the rhombus represents 3, and the
1
triangle represents 6.

4.

1
6
1

1
6

1
6
1

5.

1
3

1
3

1
3
1

1
2

1
6

1
6

1
6
1
6

1
6
1

1
3

3.

1
6

1
6
1
6

1
3

1
3

1
6
1

1
6
1
6

1
6

Math Journal, p. CA12

Have children use a trapezoid, a rhombus, and a triangle to cover

the hexagon. Ask them to write an addition number model on
their slates to show what they did.

1
2

1
3

1
6

Review the example on journal page CA12. Then have children

complete Problems 15 as a class or in partnerships by
determining the remaining combinations of pattern blocks that
sum to 1. For each combination, children record the pattern
blocks used and write an addition number model to show what
they did.

Modeling Fraction Sums with

Pattern Blocks

WHOLE-CLASS
ACTIVITY

(Student Reference Book, p. 74K)

Use pattern blocks on the overhead projector while children

use pattern blocks at their desks to work through more fraction
addition problems. Do not expect children to give the sum in
simplest form at this time. Suggestions:

6
1

6
1

6 6 or 2
6 6 or 3
3 3

3
2

3
5

2 6
6 6
1

3 6 or 16

California Project
Project 59

581
501N

Student Page
Operations and Computation

Adding and Subtracting Fractions

Like Denominators
Adding or subtracting fractions that have the same
denominator is easy: Just add or subtract the
numerators and keep the same denominator.

1

7

 4  5
7
7

You can either let children devise their own methods, or

demonstrate the step-by-step procedure shown below.
1

Example: 3  2  ?

Step 1: Model the two fractions to be added with pattern blocks.

6
2
4
    
7
7
7

Unlike Denominators
When you are adding or subtracting fractions that have
unlike denominators, you must be especially careful.
One way is to model the problem with pattern blocks.
Remember that different denominators mean the whole
is divided into a different number (and different sizes)
of parts.

1
3

1
2

Step 2: Combine the pattern blocks to show the sum.

1
1
    ?
3
6
If the hexagon is the whole, then the rhombus is
triangle is 16.

1

3

and the

1
3

When you put one rhombus and one triangle together,

you will find that they form a trapezoid. If the hexagon is
the whole, then the trapezoid is 12.

1
1
1
So, 3  6  2.

1
1
1
    
3
6
2

1
2

Step 3: Trade for one kind of pattern block.

Student Reference Book, p. 74K

1
3

1
2

Step 4: Name the fraction for the sum.

1
3

1
2

5
6

Have the children look over Student Reference Book, page 74K
and summarize with a partner how to add fractions with the same
denominator. Be sure to point out that when adding fractions that
have the same denominator, just add the numerators and keep the
same denominator.
PARTNER
ACTIVITY

Solving Fraction Addition

Problems
(Math Journal, p. CA13)

Children work in partnerships to complete journal page CA13.

Problems 810 involve adding fractions with unlike
denominators. Some children may note that they can use
equivalent fractions to change the fractions to fractions with
like denominators.
For example:
1

Problem 8: 2 is equivalent to 6. Change the problem to 6  6

3

so both fractions have the same denominator. 6  6  6

1

Problem 9: 3 is equivalent to 6. Change the problem to 6  6

3

so both fractions have the same denominator. 6  6  6

501O

California Project 9 Adding and Subtracting Fractions

Problem 10: 2 is equivalent to 2. Change the problem to 2 1

4

so both fractions have the same denominator.

2
4

1 3
4
4

Date
PROJECT

Extend the activity by asking children to identify the irrelevant

information in Problems 10 and 11. Conchita used red and blue
pens. Snack was at 10:30 A.M. Taylor sat with 4 friends.

Modeling Fraction Differences

with Pattern Blocks

Student Page

Time

Adding Fractions

continued

Use pattern blocks to help you solve the problems below. If you wish,
use the hexagons to record your work for Problems 69.
6.

WHOLE-CLASS
ACTIVITY

7.

2
1
1
6
6
6

or

8.

4
1

6
6

3
1

6
3

9.

(Student Reference Book, p. 74L)

2

Ask children how they could use pattern blocks to solve 3 6.

After a few minutes, have children share their approaches.
Subtraction can be more difficult to model than addition, so
childrens methods may be awkward. Below are two approaches
that work well.

4
1
1
6
2
6

or

10. Conchita used her ruler and a blue pen to draw

a line segment that was 12 inch long. Then she
used a red pen to add 14 inch to the line
3

segment. How long is the line segment now?

inch

1
11. Taylor drank 1 cups of juice when her
2

class had snack at 10:30 A.M. At lunch she

Cover-Up Method
Model both fractions with pattern blocks. Then lay the blocks
representing the smaller fraction on top of the blocks representing
the larger fraction. The part of the larger fraction that remains
uncovered is the difference.
2

sat with 4 of her friends and drank another 12

cup of juice. How much juice did she drink in all?

cups

Math Journal, p. CA13

Example: 3 6 ?
Step 1: Model the fractions with pattern blocks.

2
3

1
6

Step 2: Lay the pattern blocks of the smaller fraction on top of

the pattern blocks of the larger fraction, covering it up as much
as possible.

2
3

1
6

Step 3: The uncovered part of the larger fraction is the

1

difference. The uncovered part is 12 rhombuses or three

3

triangles representing 6. So, 3 6 6.

California Project 9

501P

EM3TLG1_G3_501M-R_CA.qxd

12/3/07

1:52 PM

Take-Away Method
Model the larger fraction with pattern blocks. Then take away
blocks representing the smaller fraction, trading for pattern blocks
of the proper size if necessary. The remaining pattern blocks
represent the difference.

Student Page
Operations and Computation

5
6

1
3

If the hexagon is the whole, then

and

1
3

is 1 rhombus. To take away

5
6

from

5
6 is 5 triangles
1
3 (1 rhombus)

(5 triangles), you would need to take

away 2 triangles.
Then there would be 3 triangles or
3
6

Page 584

3
6

1
3

5
6

left.

is equivalent to 12 .

1
3

So, 6

Example: 3  6  ?

Step 1: Model the larger fraction with pattern blocks.

3
1
6 , or 2 .
5
6

1
3

3
6,

1
2

or

Add and subtract fractions with like denominators.

1

2
5

1. 5

2. 10

4
10

1
5

3. 5

7
10

4. 10

2
3

Add and subtract fractions with unlike denominators.

Use pattern blocks to help you.
1

1
3

5. 2

6. 6

2
3

1
6

7. 3

8. 2

1
3

Check your answers on page 343A.

Step 2: Remove the pattern blocks representing the smaller

1
fraction. The smaller fraction, 6, can be represented by
1 triangle. Since there are no triangles, trade 2 rhombuses for
4 triangles. Then remove 1 triangle.

Student Reference Book, p. 74L

Trade 2 rhombuses for 4 triangles.

Student Page
Date

Take away 1 triangle.

Time

PROJECT

Subtracting Fractions

Step 3: The pattern block(s) that are left represent the difference.

Use pattern blocks to help you solve the problems below. If you wish,
use the hexagons to record your work for Problems 14.
1.

2.

4
6

3
6

1
6

or

1
2

3.

5
6

2
6

1
2

or

2
3

1
3

1
6

3
6

4.

Pose fraction subtraction problems for children to solve with

pattern blocks. Suggestions:
5
6
5.

1
6

2
3

1
2

Nikko bought an apple at lunch for 30. He

shared 1 with his friend Paul who is 8 years
3

old. What fraction of the apple did Nikko have left?

6.

1
6

1
3

2
3

of an apple

There were 15 boys and girls at the pizza party.

The boys ate 3 pizzas and the girls ate 1 14 pizzas.
How much more pizza did the boys eat than the girls?

Math Journal, p. CA14

14

more pizza

56  26  36 or 12

46  26  26 or 13
23  13  13

23  12  16

112  23  56
113 56  36 or 12

Have the children look over Student Reference Book, page 74K
and summarize with a partner how to subtract fractions with the
same denominator. Be sure to point out that when subtracting
fractions that have the same denominator, just subtract the
numerators and keep the same denominator.

584
501Q
Project
California
0 Projet
Project
Title9 Adding and Subtracting Fractions

Solving Fraction Subtraction

Problems

PARTNER
ACTIVITY

Student Page
Date

For the problems on pages CA15 and CA16, the parallelogram below
is the new whole.

Children work in partnerships to solve the fraction subtraction

problems on journal page CA14. Problems 2, 3, and 4 involve
subtracting fractions with unlike denominators. Some children
may note that they can use equivalent fractions to change these
problems to problems with like denominators. For example:

1. Cover the parallelogram with blue rhombuses. What fraction of the shape is

covered by

1
3
Problem 2: 2 is equivalent to 6. Change the problem to

6
3

so both fractions have the same denominator.

6
4

6
so both fractions have the same denominator.

1
3
1
2
Problem 4: 2 is equivalent to 6 and 3 is equivalent to 6.
2

b. 2 rhombuses?

or

c. 3 rhombuses?

d. 4 rhombuses?

or 1

a. 1 triangle?

b. 2 triangles?

or

c. 3 triangles?

d. 4 triangles?

or

e. 5 triangles?

f. 6 triangles?

or

3. 1 1
4
4

6. 1 1
8
8

9.

Change the problem to 6 6 so both fractions have the

3

Use pattern blocks to help you solve the fraction addition problems below.

6
3

a. 1 rhombus?

2. Cover the parallelogram with triangles. What fraction of the shape is covered by

2
4
Problem 3: 3 is equivalent to 6. Change the problem to
5

6
5

More Adding Fractions

(Math Journal, p. CA14)

6
5

Time

PROJECT

or

or

2 3
4

4.

2 1
4

7. 3 2
8
8

10. 1 1
2
4

5. 1 3
4
4

8.

or 1

4 1
8

11. 1 1
2
8

Math Journal, p. CA15

same denominator. 6 6 6
Extend the activity by asking children to identify the irrelevant
information in Problems 5 and 6.

2 Extending the Project

Solving More Fraction Addition
and Subtraction Problems

PARTNER
ACTIVITY

Student Page

(Math Journal, pp. CA15 and CA16)

Date

Time

PROJECT

Point out to children that there is a new whole (ONE) at the top
of journal pages CA15 and CA16. This new whole (ONE) is to be
used when solving the problems on those pages.

Encourage students to use pattern blocks to help them solve the

problems involving addition and subtraction of halves, fourths,
and eighths. When children have completed the journal pages,
have them use overhead pattern blocks, to describe strategies.

Home Link Suggestions

INDEPENDENT
ACTIVITY

Adding and Subtracting Fractions

For the problems on pages CA15 and CA16, the parallelogram below
is the new whole.

Use pattern blocks to help you solve the fraction subtraction problems below.
3

12. 1 1
4
15.

18.

1 1

3
4

14.

2 1

17. 7
8

5
8

19. 1 3
2
8

20. 2 1
4
8

13. 3 1
4
4

2
4

16. 1

3
8

or

or

21. Explain how you solved Problem 20.

I covered the parallelogram with 2 blue rhombuses to

2

show 4. Then I put 1 green triangle on top of the blue

Children look for recipes at home. Ask them to write

number stories about the ingredients. For example: How
much more flour is in the cake than sugar? If you add
the amount of baking soda to the amount of salt, what fraction of
a teaspoon do they equal?

rhombuses to show 8. So,

are

8 8 because there

left uncovered.

22. Jamie solved the following problem. 3 1 4

4
2
6
a. Explain the mistake he made.

Sample answer: Jamie just added the numerators

and denominators.
5

b. What is the correct answer? 4

or 1 4

Math Journal, p. CA16

California Project 9

501R

Operations and Computation

Adding and Subtracting Fractions

Like Denominators
Adding or subtracting fractions that have the same
denominator is easy: Just add or subtract the
numerators and keep the same denominator.

1

7

 4  5
7

6
2
4
    
7
7
7

Unlike Denominators
When you are adding or subtracting fractions that have
unlike denominators, you must be especially careful.
One way is to model the problem with pattern blocks.
Remember that different denominators mean the whole
is divided into a different number (and different sizes)
of parts.
1
1
    ?
3
6
If the hexagon is the whole, then the rhombus is
triangle is 16.

1

3

and the

When you put one rhombus and one triangle together,

you will find that they form a trapezoid. If the hexagon is
the whole, then the trapezoid is 12.

1
1
1
So, 3  6  2.

1
1
1
    
3
6
2

Number Sense 3.2

Number Sense 3.1; Number Sense 3.2

74K

Operations and Computation

5
1
?
6
3
If the hexagon is the whole, then 56 is 5 triangles
1
is 1 rhombus.
3
from 56 (5 triangles),

and

To take away

(1 rhombus)

you would need to take

away 2 triangles.
Then there would be 3 triangles or
3

is equivalent to

1
3

5
6

left.

1
.
2

5
1
3
1
So, 6 3 6, or 2.
5
1 3
,
6
3 6

1
or 2

Add and subtract fractions with like denominators.

1

1. 5 5

2.
10 10

3. 5 5

4.
10 10

Add and subtract fractions with unlike denominators.

Use pattern blocks to help you.
1

5. 2 3

6. 6 3

7. 3 6

8. 2 3

Check your answers on page 343A.

74L

Number Sense 3.1; Number Sense 3.2

Date
PROJECT

Time

Adding Fractions

Cover each hexagon with pattern blocks in a different way. Use your
Pattern-Block Template to record your work and label each part with a Whole
fraction. Then write an addition number model to show what you did.

Example:

1.
1
2
1
2

1
1
+ = 1
2
2
2.

3.

4.

5.

CA12

Number Sense 3.2

Date
PROJECT

Time

Adding Fractions

continued

Use pattern blocks to help you solve the problems below. If you wish,
use the hexagons to record your work for Problems 69.
6.

7.

1
1

6
6
8.

4
1

6
6
9.

1
1

2
6

3
1

6
3

10. Conchita used her ruler and a blue pen to draw

a line segment that was 12 inch long. Then she
used a red pen to add 14 inch to the line

segment. How long is the line segment now?

inch

1
11. Taylor drank 1 cups of juice when her
2

class had snack at 10:30 A.M. At lunch she

sat with 4 of her friends and drank another 12
cup of juice. How much juice did she drink in all?

Number Sense 3.2

cups

CA13

Date

Time

PROJECT

Subtracting Fractions

Use pattern blocks to help you solve the problems below. If you wish,
use the hexagons to record your work for Problems 14.
1.

2.

4
1

6
6
3.

5
1

6
2
4.

5
2

6
3
5.

1
1

2
3

Nikko bought an apple at lunch for 30. He

shared 1 with his friend Paul who is 8 years
3

old. What fraction of the apple did Nikko have left?

6.

of an apple

There were 15 boys and girls at the pizza party.

The boys ate 3 pizzas and the girls ate 114 pizzas.
How much more pizza did the boys eat than the girls?

CA14

more pizza

Number Sense 3.2

Date
PROJECT

Time

More Adding Fractions

For the problems on pages CA15 and CA16, the parallelogram below
is the new whole.

1. Cover the parallelogram with blue rhombuses. What fraction of the shape is

covered by
a. 1 rhombus?

b. 2 rhombuses?

c. 3 rhombuses?

d. 4 rhombuses?

2. Cover the parallelogram with triangles. What fraction of the shape is covered by
a. 1 triangle?

b. 2 triangles?

c. 3 triangles?

d. 4 triangles?

e. 5 triangles?

f. 6 triangles?

Use pattern blocks to help you solve the fraction addition problems below.
3. 1 1
4
4

4.

6. 1 1
8
8

7. 3 2
8
8

2 3

9.

Number Sense 3.2

10. 1 1
2
4

2 1
4

5. 1 3
4
4
8.

4 1
8

11. 1 1
2
8

CA15

Date
PROJECT

Time

Adding and Subtracting Fractions

For the problems on pages CA15 and CA16, the parallelogram below
is the new whole.

Use pattern blocks to help you solve the fraction subtraction problems below.
12. 1 1
4

13. 3 1
4
4

14.

15.

3 2
4

16. 1 3
8

17. 7 5
8
8

18.

1 1

19. 1 3
2
8

20. 2 1
4
8

2 1
4

21. Explain how you solved Problem 20.

22. Jamie solved the following problem. 3 1 4

4
2
6
a. Explain the mistake he made.

b. What is the correct answer?

CA16

Number Sense 3.2