# 1 What are we going to do? CFU Students, you already know how to find equivalent fractions. Now, we will find equivalent fractions when adding fractions.

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

What are we going to do? CFU 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 Learning Objective Activate Prior Knowledge We will subtract fractions with like denominators. 1 Equivalent fractions are fractions that have the same value. Find the equivalent fractions below. 1. 6 12 ÷ 2  6 6 2. 4 12  3  4 4 1 2 3 numerator denominator Fraction 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 6 th grade.

4  24  2 6  Fractions with like denominators have 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. Which addition problem has fractions with like denominators? How do you know? A B CFU Adding Fractions Concept Development Adolfo has four-twelfths of a pie. Carla has two-twelfths of a pie. How much of the pie do they have altogether? 2 3 numerator denominator Fraction 12 4 2  2 5 1 5  2 5 2 3  Animated

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 _______. CFU Reducing Fractions Concept Development (Clarification and CFU) Equivalent fractions are fractions that have the same value. Reducing a fraction is finding the equivalent fraction in the lowest terms. “Not in the lowest terms.” “In the lowest terms.” 2 3 numerator denominator Fraction 12 6  2 2  6 3  3 3  2 1 3 8 4 8

Concept Development Fractions with like denominators have the same number of equal parts. To subtract fractions, both fractions must have a like denominator. The difference of fractions must be reduced to the lowest terms. Subtracting Fractions Adolfo has eight-twelfths of a pie. If he eats two-twelfths of the pie how much of the pie is left? 2 3 numerator denominator Fraction Animated Which subtraction problem has fractions with like denominators? How do you know? A B CFU 6 12 2  4 4 6  8  28  2 6 8 2 

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 _______. CFU Reducing Fractions Concept Development (Clarification and CFU) Equivalent fractions are fractions that have the same value. Reducing a fraction is finding the equivalent fraction in the lowest terms. “Not in the lowest terms.” “In the lowest terms.” 2 3 numerator denominator Fraction 12 6  2 2  6 3  3 3  2 1 3 8 4 8

Add the fractions. (write) Keep the same denominator. Add the numerators. Reduce the sum, if needed. Read the sum out loud. “___ plus ___ equals ___.” Add fractions with like denominators. 1 2 3 a b How did I/you add the fractions? CFU 1 Skill Development/Guided Practice 1.2. 4.3. To add fractions, both fractions must have a like denominator. The sum of fractions must be reduced to the lowest terms. 2 3 numerator denominator Fraction 2 5  1 5  2 6  3 6  1 8  2 8  3 10  4  3 5 5 6 3 8 7

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

Subtract the fractions. (write) Keep the same denominator. Subtract the numerators. Reduce the difference, if needed. Read the difference out loud. “___ minus ___ equals ___.” Subtract fractions with like denominators. 1 2 3 a b Skill Development/Guided Practice How did I/you subtract the fractions? CFU 1 To subtract fractions, both fractions must have a like denominator. The difference of fractions must be reduced to the lowest terms. 1.2. 4.3. 2 3 numerator denominator Fraction 2 5  1 5  3 6  2 6  5 8  2 8  8 8  3 8  1 5 1 6 3 8 5 8

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

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 2 1 3 4 5 3 8 5 8  8 8  1  Juanito has 1 pound of nuts. 2 5 1 5  3 5  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. Juanito has of a pound of almonds. He also has of a pound of cashews. How many pounds of nuts does he have??

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 2 1 3 4 5 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? Angela has of a pie. Her family eats of the pie. How much of the pie is left? 9 10 4  5  5 5  1 2  The other piece of ribbon is an inch long. 5 8 3 8  2 8  2 2  1 4  Angela has of the pie left.

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

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

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

CLASSWORK Access Common Core Which of the following fractions are correctly added and reduced? YesNo 1. 5 10  3  8 2. 2 8  4 8  2 2  4 5  6 8 2 2  3 4  6 12  3 9  5  6 5 6  6  3 3 4  3  5 2 3 

CLASSWORK Access Common Core Which of the following fractions are correctly subtracted and reduced? 1. 5 10  3  2 2. 4 8  2 8  2 2  1 5  2 8 2 2  1 4  YesNo 6 12  3 3  11 12  6 5 0  6  3 3 4  5  3 1 6 

CLASSWORK 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. 1. 4 12  3  7 2. 3 12  5  8 4 4  2 3  3 8  3 8  1 10  2  3 6  1 6  1 4  2 4  4 12  5  6 10  2  3 6  3 6  3  5  1 4  2 4  4  6  1 8  3 8  6 8  1 8 

CLASSWORK 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. 1. 4 12  3  1 2. 5 12  5  0 = 0 3 8  3 8  2 10  1  3 6  1 6  2 4  1 4  5 12  4  6 10  2  3 6  3 6  5  3  3 4  1 4  9  4  3 8  1 8  6 8  1 8 

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

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

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