Nicole Lang Final Project

Adding and Subtracting Fractions: Problem Solving Unit 1
Adding and Subtracting Fractions with Unlike Denominators:

A Problem Solving Unit
Nicole Lang
Bowling Green University

Abstract
This is unit about adding and subtracting fractions with unlike denominators that focuses on student
collaboration on problem solving skills. In this unit students will be given problems that allow them
to investigate and figure out their own way of attempting the problem. The unit is created with the
support of Go Math! Curriculum. The final step would be to create a presentation, using different
available means, such as Glogster, Prezi, web comic, etc., about a final problem that assesses the
knowledge gained throughout the unit. Students will work in groups and keep track of what they are
doing in a journal on google docs where everyone in the group can assess what they are completing
throughout the whole process. Students would then present and justify their findings to the class. As
different groups present hopefully students will see there are many different ways to solve the
problem and they will think critically about these different methods and continue the conversation
that was started within their small groups.

Unit Overview
Introduction ..................................................................................................................................................4
Day 1: Pre-assessment and Introduction .....................................................................................................6
Day 2: Common Denominators and Equivalent Fractions...........................................................................8
Day 3: Estimating Addition and Subtraction of Fractions .........................................................................10
Day 4: Addition with Unlike Denominators ...............................................................................................12
Day 5: Addition with Unlike Denominators ...............................................................................................14
Day 6: Subtraction with Unlike Denominators ..........................................................................................16
Day 7: Subtraction with Unlike Denominators ..........................................................................................18
Day 8: Review Addition and Subtraction with Unlike Denominators & Mid-Chapter Assessment.........20
Day 9: Add and Subtract Mixed Numbers ..................................................................................................21
Day 10: Add and Subtract Mixed Numbers................................................................................................23
Day 11: Subtracting with Renaming (Barrowing) ......................................................................................25
Day 12: Patterns with Fractions .................................................................................................................27
Day 13: Properties of Addition with Fractions...........................................................................................29
Day 14: Introduce Problem Solving Activity ..............................................................................................31
Day 15 – 18: Work on Problem Solving Activity with Group and Presentation .......................................33
Day 19&20: Presentations ..........................................................................................................................35
References ...................................................................................................................................................37
Appendix .....................................................................................................................................................38
Introduction
Grade Level: 5th
Standards:
CC.5.NF.A.1: Add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or
difference of fractions with like denominators.
CC.5.NF.A.2: Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators, e.g., by using visual fraction models or
equations to represent the problem. Use benchmark fractions and number sense of fractions to
estimate mentally and assess the reasonableness of answers.
MP.1: Make sense of problems and persevere in solving them.
MP.2: Reason abstractly and quantitatively.
MP.3: Construct viable arguments and critique the reasoning of others.
MP.4: Model with mathematics.
MP.5: Use appropriate tools strategically.
MP.6: Attend to precision.
MP.7: Look for and make use of structure.
MP.8: Look for and express regularity in repeated reasoning.
Learning Objectives:
 Find a common denominator or a least common denominator to write equivalent fractions.
 Make reasonable estimates of fraction sums and differences.
 Use equivalent fractions to add fractions.
 Use equivalent fractions to subtract fractions.

 Add and subtract mixed numbers with unlike denominators.
 Rename to find the difference of two mixed numbers.
 Identify, describe, and create numeric patterns with fractions.
 Add fractions and mixed numbers with unlike denominators using the properties.
Day 1: Pre-assessment and Introduction
Pre-assessment:
1. Students complete assessment of prerequisite skills and current knowledge of unit skills in
Google Forms. https://goo.gl/9vP0YV
2. Students work on “Autumn Fun” problem to not only assess their fraction knowledge but also
their problem solving. https://goo.gl/K2YmBy
*Found in Grade 5: Stuffed with Pizza Unit from NYC Department of Education
https://goo.gl/npO1ca
Introduction:
1. Put up the following problems on the board and discuss what students remember from 4th grade
about adding and subtracting fractions with like denominators.

11 4
a. − 12
12
6 4
b. +7
7
4 3
c. −5
5
6 2
d. +9
9
2. Go over important vocabulary for the unit.
a. Common Denominator – A common multiple of two or more denominators
b. Common Multiple – A number that is a multiple of two or more numbers
c. Denominator – The number below the bar in a fraction that tells how many equal parts
are in the whole or in the group
d. Difference – The answer to a subtraction problem
e. Equivalent Fractions – Fractions that name the same amount or part
f. Mixed Numbers – A number that is made up of a whole number and a fraction

g. Numerators – The number above the bar in a fraction that tells how many equal parts of
the while or group are being considered
h. Simplest Form – A fraction is in simplest form when the numerator and denominator
have only 1 as a common factor

Day 2: Common Denominators and Equivalent Fractions
Standards:
Learning Objective: Find a common denominator or a least common denominator to write equivalent
fractions.
Essential Question: How can you rewrite a pair of fractions so that they have a common denominator?
Lesson:
1. Introduce Problem
a. Sarah planted two 1-acre gardens. One had three sections of flowers and the other had 4
sections of flowers. She planes to divide both gardens into more sections so that they
have the same number of equal-sized sections. How many sections will each garden
have?
b. Students fill out problem solving worksheet in Google Docs with small group.
i. https://goo.gl/JvB4p5
ii. Give them time to try and figure out the answer using their own methods.
c. Come together as a class and discuss the different ways in which students went about
solving the problem.
2. Discuss the idea of equivalent fractions and how common denominators allow you to be able to
compare the different gardens.

3. Discuss how you can use LCM in order to find a common denominator and then create
equivalent fractions.
1 1
a. and 4
3
Multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30
Multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40

1𝑥4 4 1𝑥3 3
= 12 and = 12
3𝑥4 4𝑥3
4. Practice Problems
1 1
a. and 5
3
2 5
b. and 9
3
2 1
c. and 15
9
5. Formative Assessment
5 3
a. Mindy bought 8 pound of almonds and 4 pound of walnuts. Write a pair of fractions that
are equivalent to the amounts that Mindy bought.

Day 3: Estimating Addition and Subtraction of Fractions
Standards:
CC.5.NF.A.2: Solve word problems involving addition and subtraction of fractions referring to the same
whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to
represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and
assess the reasonableness of answers.
Learning Objective: Make reasonable estimates of fraction sums and differences.
Essential Question: How can you make reasonable estimates of fraction sums and differences?
Lesson:
a. Kimberly will be riding her bike to school this year. The distance from her house to the
1 3
end of the street is 6 mile. The distance from the end of the street to the school is 8 mile.
About how far is Kimberly’s house from school?

1
2. Discuss how you can use benchmark fractions 0, 2, 1 to estimate sums and differences of
fractions.
1 3 1 1 1
a. is close to 0 and 8 is close to 2. 0 + 2 = 2
6
9 5
a. Estimate. 10 − 8
1 4
b. Estimate. 6 + 5
7 2
c. Estimate. 2 8 − 5
8 8
d. Estimate. 1 9 + 4 10
5 1
a. Aisha painted for 6 hour in the morning and 2 5 hours in the afternoon. Estimate how long
Aisha painted.
Day 4: Addition with Unlike Denominators
Standards:
Learning Objective: Use equivalent fractions to add fractions.
Essential Question: How can you use a common denominator to add fractions with unlike
denominators?
Lesson:
1. Investigate
a. Hilary is making a tote bag for her friend. She uses ½ yard of blue fabric and ¼ yard of
red fabric. How much fabric does Hilary use?

1 1 1 1
i. Find 2 + 4 . Place 2 and 4 strip under the 1-whole strip.
1 1
ii. Find fraction strips, all with the same denominator, that are equivalent to and 4
2
1 1
and fit exactly under the sum + 4 . Record the addends, using like
2
denominators.
iii. Record the sum in simplest form.
2. In Google Docs students work in groups to answer questions about what they did and any
connections they made. https://goo.gl/lG9tZL
3. Students present their findings to the rest of the class.

Day 5: Addition with Unlike Denominators
Standards:
Learning Objective: Use equivalent fractions to add fractions.
Essential Question: How can you use a common denominator to add fractions with unlike
denominators?
Lesson:
a. Malia bought shell beads and glass beads to weave into designs in her baskets. She
1 3
bought 4 pound of shell beads and 8 pound of glass beads. How many pounds of beads
did she buy?
2. Discuss with students how then need to find common denominators in order to add fractions with
unlike denominators.
1 3
a. +8
4
Multiples of 4: 4, 8, 12, 16
Multiples of 8: 8, 16, 24, 32
1𝑥2 2
=
4𝑥2 8
2 3 5
+8=8
8
5 1
a. +3
12
2 3
b. +7
5
1 3
c. +4
6
1 2
a. Alexandria used cup of grapes and cup of raisins combined to make a fruit snack.
2 3
How many cups of grapes and raisins did she use?

Day 6: Subtraction with Unlike Denominators
Standards:
Learning Objective: Use equivalent fractions to subtract fractions.
Essential Question: How can you use a common denominator to subtract fractions with unlike
denominators?
Lesson:
1. Investigation
3
a. Mario fills a hummingbird feeder with 4 cup of sugar water on Friday. On Monday,
1
Mario sees that 8 cup of sugar water is left. How much sugar water did the hummingbirds
drink?
3 1 1
i. Find – 8. Place three 4 strips under the 1-whole strip on your MathBoard. Then
4
1 1
place a 8 strip under the 4 strips.
ii. Find fraction strips, all with the same denominator, that fit exactly under the
3 1
difference 4 – 8.
iii. Record the difference
2. In Google Docs students work in groups to answer questions about what they did and any
connections they made. https://goo.gl/4r6Y4J
3. Students present their findings to the rest of the class.

Day 7: Subtraction with Unlike Denominators
Standards:
Learning Objective: Use equivalent fractions to subtract fractions.
Essential Question: How can you use a common denominator to subtract fractions with unlike
denominators?
Lesson:
7 1
a. Jennifer had a 8 -foot board. She cut off a 4 -foot piece that was for a project. In feet, how
much of the board was left?
2. Discuss with students how then need to find common denominators in order to subtract fractions
with unlike denominators.

7 1
a. −4
8
Multiples of 4: 4, 8, 12, 16
Multiples of 8: 8, 16, 24, 32

1𝑥2 2
=8
4𝑥2
7 2 5
−8=8
8
3 1
a. -
4 8
1 1
b. -7
4
9 1
c. -4
10
7
a. Margie had 8 yard left over from a roll of construction paper that measured one yard. She
3
will use yard of paper to make a poster. How much paper she will have remaining after
4
making the poster

Day 8: Review Addition and Subtraction with Unlike Denominators & Mid-Chapter Assessment
Standards:
Lesson:
1. Review the process for adding and subtracting fractions with unlike denominators.
2. Mid-Chapter Assessment
a. Assessment of current knowledge of unit skills in Google Forms. https://goo.gl/EO4OTd
3. Students work on “Eating Pie” problem to not only assess their fraction knowledge but also their
problem solving. https://goo.gl/xHpbIx
4. If time allows work with students in small groups on skills that need reinforced or enriched.
Day 9: Add and Subtract Mixed Numbers
Standards:
Learning Objective: Add and subtract mixed numbers with unlike denominators.
Essential Question: How can you add and subtract mixed numbers with unlike denominators?
Lesson:
4 1
a. Denise mixed 1 5 ounces of blue paint with 2 10 ounces of yellow paint. How many
ounces of paint did Denise mix?
2. Discuss with students how then need to find common denominators to add mixed numbers.
4 1
a. 1 5 + 2 10
Multiples of 5: 5, 10, 15, 20
Multiples of 10: 10, 20, 30, 40

4𝑥2 8
1 = 1
5𝑥2 10
8 1 9
1 10 + 2 10 = 3 10
3 3
a. 2 4 + 3 10
3 1
b. 5 4 + 1 12
4 3
c. 3 5 + 2 10
1 2
a. Jill walked 8 8 miles to a park and then 7 5 miles home. How many miles did she walk?
Day 10: Add and Subtract Mixed Numbers
Standards:
Learning Objective: Add and subtract mixed numbers with unlike denominators.
Essential Question: How can you add and subtract mixed numbers with unlike denominators?
Lesson:
1 1
a. Jacobi bought 7 2 pounds of meatballs. He decided to cook 1 4 pounds and freeze the rest.
How many pounds did he freeze?
2. Discuss with students how then need to find common denominators to subtract mixed numbers.
1 1
a. 7 2 − 1 4
Multiples of 2: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20
Multiples of 4: 4, 8, 12, 16, 20

1𝑥2 2
7 = 7
2𝑥2 4
2 1 1
74 − 14 = 64
5 1
a. 9 6 − 2 3
5 1
b. 10 9 − 9 6
2 1
c. 7 3 − 3 6
1 9
a. Ming has a goal to jog 4 2 miles each day. On Monday she jogged 5 16 miles. By how
much did she exceed her goal for that day?

Day 11: Subtracting with Renaming (Barrowing)
Standards:
Learning Objective: Rename to find the difference of two mixed numbers.
Essential Question: How can you use renaming to find the difference of two mixed numbers?
Lesson:
1
a. To practice for a race, Kara is running 2 2 miles. When she reaches the end of her street,
5
she knows that she has already run 1 6 miles. How many miles does Kara have left to
run?
2. Discuss with students how then need to find common denominators and borrow to solve some
subtraction problems.
1 5
a. 2 2 − 1 6
Multiples of 2: 2, 4, 6, 8, 10, 12
Multiples of 6: 6, 12, 18, 24, 30
1𝑥3 3
2 = 2
2𝑥3 6
3 5 9 5 4 2
26 − 16 = 16 − 16 = =
6 3
1 4
a. 4 2 − 3 5
1 3
b. 9 6 − 2 4
2 11
c. 3 3 − 1 12
1 1
Carlene bought 8 16 yards of ribbon to decorate a shirt. She only used 5 2 yards. How much
ribbon does she have left over?

Day 12: Patterns with Fractions
Standards:
Learning Objective: Identify, describe, and create numeric patterns with fractions.
Essential Question: How can you use addition or subtraction to describe a pattern or create a sequence
with fractions?
Lesson:
a. Mr. Patrick wants to develop a new chili recipe for his restaurant. Each batch he makes
1
uses a different amount of chili powder. The first batch uses 3 2 ounces, the second batch
5 1 1
uses 4 6 ounces, the third uses 6 6 ounces, and the fourth uses 7 2 ounces. If this pattern
continues, how much chili powder will he use in the sixth batch?

2. Discuss with students how then need to find common denominators and then decide whether you
are adding or subtracting and by what.

1 5 1 1
a. 3 2 ,4 6, 6 6, 7 2
Multiples of 2: 2, 4, 6, 8, 10, 12
Multiples of 6: 6, 12, 18, 24, 30
1𝑥3 3
3 = 3
2𝑥3 6
1𝑥3 3
7 = 7
2𝑥3 6
3 5 1 3 5 1
3 6 ,4 6, 6 6, 7 6, 8 6, 10 6
2 1
Adding 16 𝑜𝑟 1 3
3 2 3 7
a. , , ___, ,
10 5 5 10
2 11 5 4
b. 10 3 ,9 18, 8 9, ___, 6 9
3 3 1 7
c. 1 8 ,1 4, 2 8, ___, 2 8
3 1
a. Jarett’s puppy weighed 3 4 ounces at birth. At one week old, the puppy weighed 5 8
1
ounces. At two weeks old, the puppy weighed 6 ounces. If the weight gain continues in
2
this pattern, how much will the puppy weigh at three weeks old?
Day 13: Properties of Addition with Fractions
Standards:
Learning Objective: Add fractions and mixed numbers with unlike denominators using the properties.
Essential Question: How can properties help you add fractions with unlike denominators?
Lesson:
1
a. Jane and her family are driving to Big Lagoon State Park. On the first day, they travel 3
1
of the total distance. On the second day, they travel 3 of the total distance in the morning
1
and then 6 of the total distance in the afternoon. How much of the total distance has
Jane’s family driven by the end of the second day?
2. Discuss with students how then need to use the Associative Property of Addition to help solve
this problem. Go over the Commutative Property of Addition as well.

1 1 1
a. + (3 + 6)
3
1 1 1
( + )+
3 3 6
2 1
+
3 6
Multiple of 3: 3, 6, 9, 12, 15
Multiples of 6: 6, 12, 18, 24, 30
2𝑥2 4
=
3𝑥2 6
4 1 5
+ =
6 6 6
1 3 5
a. 5 4 + (4 + 1 12)
1 3 2
b. (5 + 10) + 5
5 5 1
c. (2 8 + 6) + 1 8
1 2
a. Elizabeth rode her bike 6 2 miles from her house to the library and then another 2 5 miles
1
to her friend Milo’s house. If Carson’s house is 2 2 miles beyond Milo’s house, how far
would she travel from her house to Carson’s house?

Day 14: Introduce Problem Solving Activity
Standards:
Learning Objective: Solve a problem using problem solving skills, collaboration, and knowledge of
adding and subtracting fractions with unlike fractions.
Lesson:
1. Put students into the groups they are going to be working with for the next week.
2. Pass out “Stuffed with Pizza” and rubric for students to look at.
a. https://goo.gl/5Ndr9D
b. https://goo.gl/NUOliN
3. Explain the different methods that students can use to present their final project
a. Glogster: http://edu.glogster.com/?ref=com
b. Prezi: https://prezi.com/
c. Comix: http://www.makebeliefscomix.com/Comix/
d. GoAnimate: https://goanimate4schools.com/public_index
e. Other method that is pre-approved
4. Give students time to look at the problem individually to start getting ideas about how they want
to solve the problem.
5. Students get together with their group and fill out problem solving worksheet (planning portion)
on Google Docs.
Day 15 – 18: Work on Problem Solving Activity with Group and Presentation
Standards:
Lesson:
1. Students work with their groups to solve the problem.
2. Once the problem is solved students work at finding a way to present their solution to the
class.
3. Once the presentation is finished students practice their presentation so they are ready to go
for day 19 and 20.
4. At the end of each day students record what they accomplished and what they still need to do
in their project journal. https://goo.gl/8PSUqO

Day 19&20: Presentations
Standards:
Lessons:
1. Each group presents.
2. At the end of each presentations students are to ask questions about the method used to solve
the problem and if there was anything else that stuck out to them.
3. Students will also be assessing the group that is presenting. Each student will be assigned a
student in the group to assess using the rubric.
a. https://goo.gl/NUOliN
4. Once all the groups have gone students will complete the rubric for their own work.
References
De La Cruz, M., Hashim, S., & Santino, H. (2010-2011).
NYCDOEG5MathStuffedwithPizza_Final.pdf. Retrieved from New York City
Department of Education: http://schools.nyc.gov/NR/rdonlyres/D0A70F2D-1133-418C-
B68F-95E6D714F357/0/NYCDOEG5MathStuffedwithPizza_Final.pdf
Houghton Mifflin Harcourt. (2015). Chapter 6: Adding and Subtracting Fractions with Unlike
Denominators. In Go Math! Grade 5 (pp. 349-418). Orlando, Florida: Houghton Mifflin
Harcourt Publishing Company.

Appendix
ISTE NETS-C Standards
1.d. Implement strategies for initiating and sustaining technology innovations and manage the
change process in schools and classrooms.
2.d. Coach teachers in and model design and implementation of technology-enhanced learning
experiences emphasizing creativity, higher order thinking skills and processes, and mental habits
of mind.
2.g. Coach teachers in and model effective use of technology tools and resources to continuously
assess student learning and technology literacy by applying a rich variety of formative and
summative assessments aligned with content and student technology standards
ISTE NETS-T Standards
1.a. Promote, support, and model creative and innovative thinking and inventiveness
1.c. Promote student reflection using collaborative tools to reveal and clarify students’
conceptual understanding and thinking, planning, and creative processes
2.a. Design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity

ISTE NETS-S Standards
1.a. Articulate and set personal learning goals, develop strategies leveraging technology to
achieve them and reflect on the learning process itself to improve learning outcomes.
1.b Build networks and customize their learning environments in ways that support the learning
process.
1.c. Use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.
3.c. Curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.
3.d. Build knowledge by actively exploring real-world issues and problems, developing ideas
and theories and pursuing answers and solutions.
4.a. Know and use a deliberate design process for generating ideas, testing theories, creating
innovative artifacts or solving authentic problems.
4.b. Select and use digital tools to plan and manage a design process that considers design
constraints and calculated risks.
4.c. Develop, test and refine prototypes as part of a cyclical design process.
4.d. Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended
problems.
6.a. Choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication.
6.b. Create original works or responsibly repurpose or remix digital resources into new creations.
6.c. Communicate complex ideas clearly and effectively by creating or using a variety of digital
objects such as visualizations, models or simulations.

6.d. Publish or present content that customizes the message and medium for their intended
audiences.
7.b. Use collaborative technologies to work with others, including peers, experts or community
members, to examine issues and problems from multiple viewpoints.
7.c. Contribute constructively to project teams, assuming various roles and responsibilities to
work effectively toward a common goal.
P21 Initiatives
 Learning and Innovation skills
 Information, Media and Technology Skills
 Life and Career Skills

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Adding and Subtracting Fractions: Problem Solving Unit 1

Adding and Subtracting Fractions with Unlike Denominators:

Bowling Green University

that was started within their small groups.

Day 1: Pre-assessment and Introduction .....................................................................................................6

Day 2: Common Denominators and Equivalent Fractions...........................................................................8

Day 3: Estimating Addition and Subtraction of Fractions .........................................................................10

Day 4: Addition with Unlike Denominators ...............................................................................................12

Day 5: Addition with Unlike Denominators ...............................................................................................14

Day 6: Subtraction with Unlike Denominators ..........................................................................................16

Day 7: Subtraction with Unlike Denominators ..........................................................................................18

Day 9: Add and Subtract Mixed Numbers ..................................................................................................21

Day 10: Add and Subtract Mixed Numbers................................................................................................23

Day 11: Subtracting with Renaming (Barrowing) ......................................................................................25

Day 12: Patterns with Fractions .................................................................................................................27

Day 13: Properties of Addition with Fractions...........................................................................................29

Day 14: Introduce Problem Solving Activity ..............................................................................................31

Day 19&20: Presentations ..........................................................................................................................35

difference of fractions with like denominators.

estimate mentally and assess the reasonableness of answers.

MP.1: Make sense of problems and persevere in solving them.

MP.2: Reason abstractly and quantitatively.

MP.3: Construct viable arguments and critique the reasoning of others.

MP.4: Model with mathematics.

MP.5: Use appropriate tools strategically.

MP.6: Attend to precision.

MP.7: Look for and make use of structure.

MP.8: Look for and express regularity in repeated reasoning.

 Find a common denominator or a least common denominator to write equivalent fractions.

 Make reasonable estimates of fraction sums and differences.

 Use equivalent fractions to add fractions.

 Use equivalent fractions to subtract fractions.

 Add and subtract mixed numbers with unlike denominators.

 Rename to find the difference of two mixed numbers.

 Identify, describe, and create numeric patterns with fractions.

Day 1: Pre-assessment and Introduction

Google Forms. https://goo.gl/9vP0YV

their problem solving. https://goo.gl/K2YmBy

about adding and subtracting fractions with like denominators.

2. Go over important vocabulary for the unit.

a. Common Denominator – A common multiple of two or more denominators

b. Common Multiple – A number that is a multiple of two or more numbers

are in the whole or in the group

d. Difference – The answer to a subtraction problem

e. Equivalent Fractions – Fractions that name the same amount or part

f. Mixed Numbers – A number that is made up of a whole number and a fraction

the while or group are being considered

have only 1 as a common factor

Day 2: Common Denominators and Equivalent Fractions

difference of fractions with like denominators.

MP.1: Make sense of problems and persevere in solving them.

MP.2: Reason abstractly and quantitatively.

solving the problem.

compare the different gardens.

Multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30

Multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40

are equivalent to the amounts that Mindy bought.

Day 3: Estimating Addition and Subtraction of Fractions

assess the reasonableness of answers.

MP.1: Make sense of problems and persevere in solving them.

MP.7: Look for and make use of structure.

Learning Objective: Make reasonable estimates of fraction sums and differences.

About how far is Kimberly’s house from school?