1. Objective: Strategize to solve multi- term problems.
Module 3 – lesson 14
Objective: Strategize to solve multi- term problems.

2. Fluency Practice - Sprint
2 4 = = =
2 6 = = =
4 8 = = =
3 12 = = =
6 30 = = =
7 42 = = =
9 27 = = =
8 24 = = =
= = =
8 10 = = =

3. Fluency Practice – happy counting with mixed numbers
Count by ½ with mixed numbers.
½, 1, 1 ½ , 2, 2 ½, 3, 3 ½, 4, 4 ½, 5, 5 ½, 6 6 ½, and 7
Count by 1/3 with mixed numbers.
1/3, 2/3, 1, 1 1/3, 1 2/3, 2, 2 1/3, 2 2/3, 3, 3 1/3, 3 2/3, 4, 4 1/3, 4 2/3, 5, 5 1/3, 5 2/3, 6, 6 1/3, 6 2/3, and 7
Count by ¼ with mixed numbers.
¼, 2/4, ¾, 1, 1 ¼, 1 2/4, 1 ¾, 2, 2 ¼, 2 2/4, 2 ¾, 3, 3 ¼, 3 2/4, 3 ¾, 4, 4 ¼, 4 2/4, 4 ¾, 5, 5 ¼, 5 2/4, 5 ¾, 6, 6 ¼, 6 2/4, 6 ¾, and 7

4. Application problem
For a large order, Mr. Magoo made kg of fudge in his bakery. He then got kg from his sister’s bakery. If he needs a total of kg, how much more fudge does he need to make?
During lunch, Charlie drinks cup of milk. Allison drinks cup of milk. Carmen drinks cup of milk. How much milk do the 3 students drink?

5. Application Problems 1/6 kg 3/8 cup 3/8 kg 2 ¾ cups needs 1 1/6 cups
Allison
Charlie
Carmen
1 ½ kg
(1 ½ kg – 3/8 kg) – 1/6 kg
( 1 (1/2 * 4/4) – 3/8) – 1/6
(1 4/8 – 3/8) – 1/6
1/8 – 1/6
1 (1/8 * 3/3) – (1/6 * 4/4)
1 3/24 – 4/24
27/24 – 4/24 = 23/24 or
1 (1/8 *6/6) – (1/6 * 8/8)
1 6/48 – 8/48
54/48 – 8/48 = 46/48 = 23/24
(2 ¾ cups + 3/8 cup) + 1 1/6 cups
(2 (3/4 * 2/2) + 3/ /6
(2 6/8 + 3/8) + 1 1/6
9/ /6
1/ /6
3 (1/8 * 3/3) + (1 1/6 * 4/4)
3/ /24 = 4 7/24 or
3 (1/8 * 6/6) + 1 (1/6 * 8/8)
3 6/ /48 = 4 12/48 = 4 7/24

6. Concept development – problem 1=
Using our prior knowledge and skills learned in lesson 13. What do you notice about this problem?
It is an addition problem, we are adding thirds and fifths, and there are 2 fractions with thirds and 2 with fifths.
What can we do with this problem to make it easier to solve mentally?
Rearrange the order of fractions to put the thirds together and the fifths together using the commutative property of addition.
What would it look like? =
Are we finding a part or whole? What is the answer to the problem?
Whole
= 1 and = or 2, so it equals = 3

7. Concept development – problem 2
– – – =
Using our prior knowledge and skills learned in lesson 13. What do you notice about this problem?
It is a subtraction problem, we are subtracting eighths and halves. I see that we have 2 halves and 2 eighths if I ignore the whole numbers.
What can we do with this problem to make it easier to solve mentally?
We could combine 1 2 , 7 8 , and before subtracting the
What would it look like?
– ( )
What is the whole part?
is the whole amount
What are we taking away that is a part?
7 8
What is the answer?
– = 5
What else do we need to take away?
1 2 and
What does and equal and what would be 5 – that answer?
2 and the final answer would be 3.

8. Concept development – Problem 3
Solve –
What are we going to do first? Why?
We could take first, so we don’t have to find a common denominator?
( ) – 1 3
3 – =
We could also complete it in the original form by finding a common denominator first and completing it left to right.
– ( 1 3 * 2 2 ) – =
What do you notice?
We came up with the same answer.

9. Concept development – Problem 4
Solve ____ =
What do you notice about this equation?
It is an addition problem, the answer is , I am missing a part to make the whole. I know 2 parts.
What can you do to find the missing part?
Add the 2 parts I know and then subtract from the whole. ( – ( )
What do you get when you add the 2 parts? What should we do before adding them together?
Change them to a mixed number and find a common denominator.
What are the mixed numbers and answer?
( 4 ( 2 3 * 4 4 ) + (2 ( 1 4 * 3 3 ) = =
What is – ? 2

10. Concept development – Problem 5
Solve. _____ - 15 – =
What do you notice about this equation?
It is a subtraction problem, the answer is , I am missing the whole. I know 2 parts.
What can you do to find the missing whole?
Add the answer and 2 parts I to find the whole part.
What do you get when you add the 3 parts? What should we do before adding them together?
Find a common denominator.
What is the common denominator and new problem?
Common denominator is ( 1 2 * 5 5 ) + 7 ( 3 5 * 2 2 ) = = =
What is the missing number?
How can we check to see if it is correct?
Replace the missing number and then do the subtraction problems to see if it equals the original answer.

11. Concept development – problem 6
Solve _____ = 5 (Show your work.)
6 ( 3 4 * 5 5 ) + ( 3 5 * 4 4 ) - _____ = 5
______ = 5
_____ = 5
______ = 5
– _____ = 5
– 5 = _______ or = 5 + ______

12. End of Lesson activities
Problem Set
Exit Ticket
Homework

13. Exit Ticket #14
Fill in the blank to make the statement true. Show your work.
______ =
– ______ =

14. Problem set
Rearrange the terms so that you can add or subtract mentally, then solve.
A) 1/ /3 + 7/4 + 1/3
B) 2 3/5 – 3/4 + 2/5
C) 4 3/7 – 3/4 – 2 1/4 – 3/7
D) 5/6 + 1/3 – 4/3 – 1/6
Fill in the blank to make the statement true.
E) 11 2/5 – 3 2/3 – 11/3 = ________
F) 11 7/ /5 - _______ = 15
G) 5/12 - _______ + 5/4 = 2/3
H) ______ - 30 – 7 1/4 = 21 2/3
I) 24/5 + _____ + 8/7 = 9
J) /10 - ______ = 99/10

15. Problem set
DeAngelo needs 100 lbs of garden soil to landscape a building. In the company’s storage area, he finds 2 cases holding lbs of garden soil each, and a third case holding lbs. How much gardening soli does DeAngelo still need in order to do the job?
Volunteers helped clean up 8.2 kg of trash in one neighborhood and kg in another. They sent kg to be recycled and threw the rest away. How many kilograms of trash did they throw away?

16. Homework #14
Rearrange the terms so that you can add or subtract mentally, then solve.
A) 1 3/4 + 1/2 + 1/4 + 1/2
B) 3 1/6 – 3/4 – 5/6
C) 5 5/8 – 2 6/7 – 2/7 – 5/8
D) 7/9 + 1/2 – 3/2 + 2/9
Fill in the blank to make the statement true.
E) 7 3/4 – 1 2/7 – 3/2 = ________
F) 9 5/ /4 + ______ = 14
G) 7/10 - ______ + 3/2 =
H) ______ - 20 – 3 1/4 = 14 5/8
I) 17/3 + _____ + 5/2 = 10 4/5
J) /10 - ______ = 66/10

17. Homework #14
Laura bought yd of ribbon. She used yd to tie a package and to make a bow. Joe later gave her yds. How much ribbon does now have?
Mia bought lb of flour. She used lb of flour to bake a banana cake and some to bake a chocolate cake. After baking the two cakes, she had lb of flour left. How much flour did she use to bake the chocolate cake?