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
Unit Overview
Introduction ..................................................................................................................................................4
Day 8: Review Addition and Subtraction with Unlike Denominators & Mid-Chapter Assessment.........20
Day 15 – 18: Work on Problem Solving Activity with Group and Presentation .......................................33
References ...................................................................................................................................................37
Appendix .....................................................................................................................................................38
Adding and Subtracting Fractions: Problem Solving Unit 4
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
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
Learning Objectives:
Add fractions and mixed numbers with unlike denominators using the properties.
Adding and Subtracting Fractions: Problem Solving Unit 6
Pre-assessment:
1. Students complete assessment of prerequisite skills and current knowledge of unit skills in
2. Students work on “Autumn Fun” problem to not only assess their fraction knowledge but also
*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
6 4
b. +7
7
4 3
c. −5
5
6 2
d. +9
9
c. Denominator – The number below the bar in a fraction that tells how many equal parts
g. Numerators – The number above the bar in a fraction that tells how many equal parts of
h. Simplest Form – A fraction is in simplest form when the numerator and denominator
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
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
2. Discuss the idea of equivalent fractions and how common denominators allow you to be able to
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
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
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
Essential Question: How can you make reasonable estimates of fraction sums and differences?
Lesson:
1. Introduce Problem
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.
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
fractions.
1 3 1 1 1
a. is close to 0 and 8 is close to 2. 0 + 2 = 2
6
Adding and Subtracting Fractions: Problem Solving Unit 11
3. Practice Problems
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
4. Formative Assessment
5 1
a. Aisha painted for 6 hour in the morning and 2 5 hours in the afternoon. Estimate how long
Aisha painted.
Adding and Subtracting Fractions: Problem Solving Unit 12
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
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
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
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.
2. In Google Docs students work in groups to answer questions about what they did and any
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
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
Essential Question: How can you use a common denominator to add fractions with unlike
denominators?
Lesson:
1. Introduce Problem
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
b. Students fill out problem solving worksheet in Google Docs with small group.
Adding and Subtracting Fractions: Problem Solving Unit 15
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
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
1𝑥2 2
=
4𝑥2 8
2 3 5
+8=8
8
3. Practice Problems
5 1
a. +3
12
2 3
b. +7
5
1 3
c. +4
6
4. Formative Assessment
1 2
a. Alexandria used cup of grapes and cup of raisins combined to make a fruit snack.
2 3
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
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
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?
Adding and Subtracting Fractions: Problem Solving Unit 17
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.
2. In Google Docs students work in groups to answer questions about what they did and any
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
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
Essential Question: How can you use a common denominator to subtract fractions with unlike
denominators?
Lesson:
1. Introduce Problem
7 1
a. Jennifer had a 8 -foot board. She cut off a 4 -foot piece that was for a project. In feet, how
b. Students fill out problem solving worksheet in Google Docs with small group.
i. https://goo.gl/JvB4p5
Adding and Subtracting Fractions: Problem Solving Unit 19
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
2. Discuss with students how then need to find common denominators in order to subtract fractions
Multiples of 4: 4, 8, 12, 16
7 2 5
−8=8
8
3. Practice Problems
3 1
a. -
4 8
1 1
b. -7
4
9 1
c. -4
10
4. Formative Assessment
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
Day 8: Review Addition and Subtraction with Unlike Denominators & Mid-Chapter Assessment
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
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
Lesson:
1. Review the process for adding and subtracting fractions with unlike denominators.
2. Mid-Chapter Assessment
3. Students work on “Eating Pie” problem to not only assess their fraction knowledge but also their
*Found in Grade 5: Stuffed with Pizza Unit from NYC Department of Education
https://goo.gl/npO1ca
4. If time allows work with students in small groups on skills that need reinforced or enriched.
Adding and Subtracting Fractions: Problem Solving Unit 21
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
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. Introduce Problem
4 1
a. Denise mixed 1 5 ounces of blue paint with 2 10 ounces of yellow paint. How many
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
2. Discuss with students how then need to find common denominators to add mixed numbers.
4 1
a. 1 5 + 2 10
4𝑥2 8
1 = 1
5𝑥2 10
8 1 9
1 10 + 2 10 = 3 10
3. Practice Problems
3 3
a. 2 4 + 3 10
3 1
b. 5 4 + 1 12
4 3
c. 3 5 + 2 10
4. Formative Assessment
1 2
a. Jill walked 8 8 miles to a park and then 7 5 miles home. How many miles did she walk?
Adding and Subtracting Fractions: Problem Solving Unit 23
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
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. Introduce Problem
1 1
a. Jacobi bought 7 2 pounds of meatballs. He decided to cook 1 4 pounds and freeze the rest.
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
2. Discuss with students how then need to find common denominators to subtract mixed numbers.
1 1
a. 7 2 − 1 4
1𝑥2 2
7 = 7
2𝑥2 4
2 1 1
74 − 14 = 64
3. Practice Problems
5 1
a. 9 6 − 2 3
5 1
b. 10 9 − 9 6
2 1
c. 7 3 − 3 6
4. Formative Assessment
1 9
a. Ming has a goal to jog 4 2 miles each day. On Monday she jogged 5 16 miles. By how
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
Essential Question: How can you use renaming to find the difference of two mixed numbers?
Lesson:
1. Introduce Problem
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?
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
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
Adding and Subtracting Fractions: Problem Solving Unit 26
1𝑥3 3
2 = 2
2𝑥3 6
3 5 9 5 4 2
26 − 16 = 16 − 16 = =
6 3
3. Practice Problems
1 4
a. 4 2 − 3 5
1 3
b. 9 6 − 2 4
2 11
c. 3 3 − 1 12
4. Formative Assessment
1 1
Carlene bought 8 16 yards of ribbon to decorate a shirt. She only used 5 2 yards. How much
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
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:
1. Introduce Problem
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?
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
2. Discuss with students how then need to find common denominators and then decide whether you
Multiples of 2: 2, 4, 6, 8, 10, 12
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. Practice Problems
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
4. Formative Assessment
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?
Adding and Subtracting Fractions: Problem Solving Unit 29
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
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. Introduce Problem
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
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
2. Discuss with students how then need to use the Associative Property of Addition to help solve
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
2𝑥2 4
=
3𝑥2 6
4 1 5
+ =
6 6 6
3. Practice Problems
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
4. Formative Assessment
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
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
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
Learning Objective: Solve a problem using problem solving skills, collaboration, and knowledge of
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
Adding and Subtracting Fractions: Problem Solving Unit 32
b. https://goo.gl/NUOliN
*Found in Grade 5: Stuffed with Pizza Unit from NYC Department of Education
https://goo.gl/npO1ca
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
4. Give students time to look at the problem individually to start getting ideas about how they want
5. Students get together with their group and fill out problem solving worksheet (planning portion)
on Google Docs.
Adding and Subtracting Fractions: Problem Solving Unit 33
Day 15 – 18: Work on Problem Solving Activity with Group and Presentation
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
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
Learning Objective: Solve a problem using problem solving skills, collaboration, and knowledge of
Lesson:
2. Once the problem is solved students work at finding a way to present their solution to the
class.
Adding and Subtracting Fractions: Problem Solving Unit 34
3. Once the presentation is finished students practice their presentation so they are ready to go
4. At the end of each day students record what they accomplished and what they still need to do
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
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
Learning Objective: Solve a problem using problem solving skills, collaboration, and knowledge of
Lessons:
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.
Adding and Subtracting Fractions: Problem Solving Unit 36
3. Students will also be assessing the group that is presenting. Each student will be assigned a
a. https://goo.gl/NUOliN
4. Once all the groups have gone students will complete the rubric for their own work.
Adding and Subtracting Fractions: Problem Solving Unit 37
References
B68F-95E6D714F357/0/NYCDOEG5MathStuffedwithPizza_Final.pdf
Houghton Mifflin Harcourt. (2015). Chapter 6: Adding and Subtracting Fractions with Unlike
Appendix
1.d. Implement strategies for initiating and sustaining technology innovations and manage the
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
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’
2.a. Design or adapt relevant learning experiences that incorporate digital tools and resources to
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
3.c. Curate information from digital resources using a variety of tools and methods to create
3.d. Build knowledge by actively exploring real-world issues and problems, developing ideas
4.a. Know and use a deliberate design process for generating ideas, testing theories, creating
4.b. Select and use digital tools to plan and manage a design process that considers design
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
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
7.c. Contribute constructively to project teams, assuming various roles and responsibilities to
P21 Initiatives