1. LearnZillion Notes:
--This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific. For example, the hook could be “How do you know if 2/3 is greater than 5/8?” rather than something more generic such as “How do you compare fractions?”
--You can fill in an example using the blue text or you can delete that text box and include some other image that explains what you’re talking about.

2. In this lesson, you will learn how to add whole numbers and fractions by representing the whole number as an equivalent fraction

3. 1 2 4
We know that a mixed number is made up of a whole number and a fraction.
Here is a mixed number 1 2/4. We are going to represent this fraction on a number line. In order to show this mixed number on a number line, we need to know about this fraction.
1 2/4 is a fraction that has 1 whole and 2/4 of a whole. If we were to draw an area model we would have 1 whole and then the other model we will divide into four parts then show the 2 that the fraction has chosen.

4. is not the same as 12 4
A common mistake that we sometimes do is that when we see a mixed fraction like 1 2/4 we then change the fraction to mean 12/4. This is not correct because the 1 represents a whole number not a number to place in front of the 2 to change the value of the numerator.

5.
2 3 8
2 4 8
2 3/ /8 – In order to create an area model we need to take a look at the mixed number. Our denominator is 8 which means that we will need to equally divide our area model into 8 equal parts. Our first mixed number is 2 3/8. We are going to show 2 whole area models completely filled in. The fractional part of the mixed number is 3 out of 8, so we need to represent 3 by shading in three parts out of 8. Our second mixed number is 2 4/8. We need to create another area model this denominator is also 8 so we are going to be able to add these two area models together. The area model will be equally divided in 8 parts. We will represent 2 wholes by showing 2 area models completely shaded in. The fractional part of the mixed number is 4/8. We will show 4 out of 8 parts in order to determine the sum.

6. =
Using our area model we can see that we have 4 wholes and when we add 3 parts to the 4 parts we will have 7 parts out of 8. Our answer will then be 4 7/8

7.
3 1 3
2 2 3
3 1/ /3 – We have this problem here, we need to go through the same process of understanding. We take a look at the denominator, we notice that they are the same which means we will be able to add with accuracy. Our denominator tells us that we need to have 3 equal parts in each area model. Our first fraction 3 1/3 means that we will have 3 whole area models completely filled in, and 2 out of 3 parts in the additional area model. Our second fraction is 2 2/3 which means we will have 2 whole area models completely filled in and 2 out of 3 parts in the other area model. When we draw an area model we can see that we have 5 wholes and then we have these fractional parts that we need to put together. So if we take this 1/3 and add it to the 2/3 we will see that we now have 6 whole area models. So our answer would be 6

8. In this lesson, you will learn how to add whole numbers and fractions by representing the whole number as an equivalent fraction

9.
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.

10. Max was answering his math problem, and his answer was What did Max do to get this answer? Prove he is correct or incorrect.
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!

11. May was answering her math problem, and her answer was What did May do to get this answer? Use pictures, numbers or words to prove whether May is correct or incorrect.
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!

12. Roll the dice and create an addition number sentence.
Two or more players
You need: 3 dice
Roll the dice and create an addition
number sentence.
The denominator is the largest digit rolled out of the three dice.
Determine the sum of your number sentence. The largest sum wins the round.
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!

13. Use an area model to add these mixed numbers : 6 2 6 + 1 4 6