1. Sally sells sea shells by the sea shore
Sally sells sea shells by the sea shore. She picked up of a basket of shells today and picked up of a basket of shells yesterday. How many sea shells does Sally have all together to sell?

3. 1 4
1 4
1 2
2 4
3 4
such as using fraction bars by finding the equivalent fractions.
We know that ¼ + ½ is the same as ¼ + 2/4 which = ¾
We can see this modeled using fraction bars.

4. We can estimate that the answer will be close to 30.
Estimated answer: 30
We have been using estimation of whole numbers since 2nd grade to check the reasonableness of our answers.
If we estimate that our answer will be close to 30 but when we do the math our answer is 45, we know there has been a mistake and we need to calculate again.
You have already learned how to estimate an equation using whole numbers such as
We can round 18 to 20
We can round 9 to 10
We can estimate that the answer will be close to 30.
Since = 27, our answer is reasonable.

5. 1 4 2 4 Students often mix models when adding, subtracting
We model fractions to have a visual understanding of the math we are computing. It is difficulty to visually see the comparisons if we do not use the same models.
Once we add or subtract these fractions, how will we model our answer?
Adding and subtracting fractions of a whole need to have equivalent fractions with a common denominator
Since they are part of a whole, only the numerators are added. The whole needs to be the same in order to add, subtract, compare, etc fractions

6. Sally sells sea shells by the sea shore
Sally sells sea shells by the sea shore. She picked up of a basket of shells today and picked up of a basket of shells yesterday. How many sea shells does Sally have all together to sell?
Discuss with students that there are 4 main steps to solving any story problem. Step 1: we read the problem carefully, maybe even twice. We underline, highlight, or circle important information.
We also can eliminate any unnecessary information.
In step 1, we want to make sure that we understand what the problem is asking. What are we solving for?
The information we have left is all the information we need: Sally picked ¼ a basket of shells, and another ½ of a basket of shells. How many sea shells does Sally have all together.

7. Sally sells sea shells by the sea shore
Sally sells sea shells by the sea shore. She picked up of a basket of shells today and picked up of a basket of shells yesterday. How many sea shells does Sally have
all together to sell?
Now that we understand what we are solving for, what steps do we need to take to solve? What data is given? What key word in the story problem tells us which calculation we will use? Great job! We now know that we need to add ¼ + ½ to answer the question!
Discuss estimating here, before adding. Discuss how both ¼ and ½ are benchmark fractions which easily allows us to estimate by rounding up or down to the nearest whole or half.
One out of four is the same as one quarter of a dollar. It is a pretty small amount. One out of two is the same as two quarters, fifty cents, or half of a dollar. If I add a quarter of a dollar and a half of a dollar, I think I will have almost a whole dollar – three quarters of a dollar or 75 cents.

8. Sally has 3 4 of a bucket of shells! 1 2 2 4
1 4
1 4
Sally has of a bucket of shells!
1 2
2 4
3 4
Step 3: Carry out the plan.
¼ + ½ we need to create our equivalent fractions so that our denominators are the same before we can add. ¼ = ¼ and ½ = 2/4 We can see this using fraction bars
¼ + 2/4 = ¾
Does the solution answer the question?
she has some shells in her bucket, she added some more, so now there is more, and we are looking for what is altogether.  If we have some and add some, we need to add

9. • Does the answer seem reasonable? • Check for careless mistakes.
Was your estimation reasonable?
We know the answer is reasonable because our estimate was “almost one whole” or “three quarters of a dollar”.

10. LearnZillion Notes:
--This is the lesson conclusion. On this slide you’ll change your original lesson objective to past tense and explain what the student has just learned. You can retype it here or you can delete the text on this slide and then just copy and paste the text box from the original Lesson Objective slide and then edit it to make it past tense!

11. Elizabeth and Eli are participating in a walk-a-thon to help raise money for their local pet shelter. Elizabeth has pledged to walk of a mile and Eli has pledged to walk of a mile.
LearnZillion Notes:
--The “Guided Practice” should include 1 practice problem that targets the skill that was used in the Core Lesson. Use the same vocabulary and process you used in the original lesson to solve this problem. You’ll be making a video in which you solve this question using your tablet and pen, so all you need to do is write the question on this slide.

12. Elizabeth has pledged to walk 4 3 of a mile and Eli has pledged to walk 7 6 of a mile.
4 3 = 8 6
7 6 = 7 6
15 6 =
Using our 4 steps, we understand what the problem is asking and we have eliminated the unnecessary information
Elizabeth has pledged to walk of a mile
and Eli has pledged to walk of a mile.
Using estimation and reasoning we know that Elizabeth has pledged to walk one whole mile and 1/3 of another or one whole and less than one half of another
Using estimation and reasoning we know that Eli has pledged to walk one whole mile and 1/6 of another or one whole and less than one half of another
So, What is their total distance pledged to walk? We can estimate that they have pledged to walk 2 whole miles and almost one half a mile.
We know that in order to add fractions, we must find the equivalent fractions using a common denominator. We must have the same size pieces before we can solve.
Our 4/3 is = to 8/6 and our 7/6 is equal to 7/6. Now that they have the same common denominator, we can just add the numerator.
Using our fraction bars, we can see that Elizabeth and Eli have pledged to walk 2 3/6 miles or 2 ½ miles.
Is our answer reasonable? Yes. We estimated that they would walk about 2 ½ miles so our answer is reasonable.

13. You are creating your own addition story problem to help teach students how to solve adding fractions in word problems.
Include the story, steps for solving, explain how to estimate, and draw pictures or models to illustrate.
LearnZillion Notes:
--On the Extension Activities slide(s) you should describe 2-3 activities written with students as the audience (not teachers). Each extension activity should push the students a bit further with the lesson but in a different application or context. Each activity should be designed to take roughly minutes. Teachers will likely display the slide in class and then assign an activity to a student or group for additional practice and differentiation. Ideally, these Extension Activities will be created such that a teacher can differentiate instruction by giving more difficult extension activities to students who have shown mastery of the lesson, and less difficult activities to students who are not yet proficient.
--If you need more than one slide to list your extension activities, feel free to copy and paste this slide!

14. You are creating your own addition story problem to help teach students how to solve adding fractions in word problems.
Include the story, steps for solving, explain how to estimate, and draw pictures or models to illustrate.
Add in extra information to the story that will not be needed to solve.
LearnZillion Notes:
--On the Extension Activities slide(s) you should describe 2-3 activities written with students as the audience (not teachers). Each extension activity should push the students a bit further with the lesson but in a different application or context. Each activity should be designed to take roughly minutes. Teachers will likely display the slide in class and then assign an activity to a student or group for additional practice and differentiation. Ideally, these Extension Activities will be created such that a teacher can differentiate instruction by giving more difficult extension activities to students who have shown mastery of the lesson, and less difficult activities to students who are not yet proficient.
--If you need more than one slide to list your extension activities, feel free to copy and paste this slide!

15. Henry has 6 8 of his bone left and found 2 4 of another
Henry has of his bone left and found of another. How much bone does Henry have left to chew on?
Sherrie spent of her dollar on a gum ball. Her mom gave her another dollar to spend. How much of a dollar does Sherrie have?
LearnZillion Notes:
--”Quick Quiz” is an easy way to check for student understanding at the end of a lesson. On this slide, you’ll simply display 2 problems that are similar to the previous examples. That’s it! You won’t be recording a video of this slide and when teachers download the slides, they’ll direct their students through the example on their own so you don’t need to show an answer to the question.