Transcript Engage NY Math Module 1 - Mrs. Neubecker's 5th Grade

Lesson 9: Add fractions making like
units numerically.
Adding and Subtracting Fractions
with Like Units
 2 fifths + 1 fifth =

3 fifths
 2 fifths – 1 fifth =

1 fifth
 2 fifths + 2 fifths =

4 fifths
 2 fifths – 2 fifths =

0
 3 fifths + 2 fifths =

5 fifths
Adding and Subtracting Fractions
with Like Units
Are the following addition sentences true or false?

3
2
5
+ =
7
7
7

True
3
3
6

+ =
7
7
14

False
 Say the answer that makes this addition sentence true.

3 sevenths + 3 sevenths = 6 sevenths
Adding and Subtracting Fractions
with Like Units

5
2
7
+ =
9
9
18
 False
 Say the answer that makes this addition sentence true.
 5 ninths + 2 ninths = 7 ninths
5
4

+ =
9
9

True
1
SPRINT
 Add or subtract.
𝟏
𝟐
𝟏
𝟐
+ =
𝟓
𝟐
+
=
𝟏𝟐 𝟏𝟐
𝟑 𝟏
- =
𝟒 𝟒
𝟔
𝟒
−
=
𝟗
𝟗
𝟓
𝟒
−
=
𝟏𝟐
𝟏𝟐
𝟏
𝟏
𝟏
+
+
=
𝟏𝟎 𝟏𝟎 𝟏𝟎
𝟖
𝟒
𝟒
−
=
𝟏𝟐
𝟏𝟐 𝟏𝟐
𝟏 𝟐
+ =
𝟓 𝟓
𝟐
𝟖
𝟏
𝟖
+ =
𝟒 𝟑
+ =
𝟖 𝟖
𝟑
𝟑
−
=
𝟔
𝟔
𝟓
𝟑
−
=
𝟗
𝟗
𝟗
𝟔
−
=
𝟏𝟐
𝟏𝟐
𝟕
𝟐
𝟒
=
𝟏𝟎 𝟏𝟎 𝟏𝟎
𝟏
𝟐
𝟒
+
+
=
𝟏𝟎 𝟏𝟎 𝟏𝟎
𝟔 𝟏
+ =
𝟖 𝟖
𝟐
𝟖
𝟑
𝟖
+ =
𝟒
𝟑
−
=
𝟖
𝟖
𝟑 𝟑
+ =
𝟗 𝟗
𝟐 𝟐
+ =
𝟗 𝟗
𝟔
𝟒
=
𝟏𝟎 𝟏𝟎
𝟏
𝟔
𝟐
+
+
=
𝟏𝟐 𝟏𝟐 𝟏𝟐
𝟏
𝟏
𝟔
+
+
=
𝟏𝟎 𝟏𝟎 𝟏𝟎
𝟗
𝟕
𝟏
=
𝟏𝟎 𝟏𝟎 𝟏𝟎
𝟐
𝟏
−
=
𝟏𝟐
𝟏𝟐
𝟏 𝟓
+ =
𝟖 𝟖
𝟐 𝟏
+ =
𝟑 𝟑
𝟏
𝟑
+
=
𝟏𝟐 𝟏𝟐
𝟐 𝟐 𝟐
+ + =
𝟖 𝟖 𝟖
𝟒
𝟑
𝟑
+
+
=
𝟏𝟐 𝟏𝟐 𝟏𝟐
𝟐
𝟒
𝟒
+
+
=
𝟏𝟎 𝟏𝟎 𝟏𝟎
𝟐
𝟓
𝟐
+
+
=
𝟏𝟎 𝟏𝟎 𝟏𝟎
Application Problem:
Use the RDW (read, draw, write) process to solve the following problem.

Hannah and her friend are training to run a 2 mile race. On Monday,
1
1
Hannah runs mile. On Tuesday, she runs mile further than she ran on
2
5
Monday.

How far did Hannah run on Tuesday?

If her friend ran
Tuesday?
3
4
mile on Tuesday, how many miles did the girls run in all on
Concept Development – Problem 1:
• How did you decide to use tenths in the first part of the application problem?
• We used tenths because the common denominator between 2 and 5 is
tenths.
• We drew our rectangle and split it first into halves, then into fifths, creating
halves.
• What happened to the number of units we selected when we split our
rectangle?
• The total number of parts became 10.
• What happened to the size?
• The units got smaller.
• Let me record what I hear you saying. Does this equation say the same thing?
• Yes!
Concept Development – Problem 1:
• We can also write an equation to explain what happened to the fifths. What
would this equation look like?
• Now we can add our units together.
Concept Development – Problem 1:
• Are there other units we could have used to make these denominators the same?
Another way to ask the question is: Do 2 and 5 have other common multiples?
• Yes. We could also use 20ths, 30ths, 40ths, 50ths,…
1
2
• If we had used 20ths, how many slices would we need to change ? To change
1
?
5
• 10 slices for half and 4 slices for fifths.
• Let’s look at the equation form.
Concept Development – Problem 1:
• Is
14
20
the same amount as
7
?
10
• Yes. They are equivalent.
1
1
7
10
is simplified.
• Express + using another unit. Write an equation to do this.
2
5
• Look at this statement. What do the types of units we used have in common?
1 1 7 14 21 35
 



2 5 10 20 30 50
• All of the units are smaller than halves and fifths.
• All are common multiples of 2 and 5.
• All are multiples of 10.
• Will the new units always be a multiple of the original units?
Concept Development – Problem 2:
1 2
+
2 3
• How does this problem compare with our first?
1
• It’s still adding to something.
2
• The first problem was two unit fractions. This one only has one unit fraction.
1
2
• We are adding an amount less than half to in the first, but is more than
2
3
half.
• Will our answer be greater than or less than one?
• Greater than one.
• Work out the problem in your journal. Show what you are multiplying both
fractions by to find a common denominator.
• Was our prediction correct?
• Do these units follow the pattern we saw in
our earlier work? Let’s keep looking for
evidence.
Concept Development – Problem 3:
Solve this problem in your math notebook. Use an equation to
show your thinking.
5 5
+
9 6
Concept Development – Problem 4:
2
3
+
1
4
+
1
2
• This problem has three addends. Will this affect our approach to
solving?
• No. We still have to use a common unit. It has to be a multiple of
all three denominators.
• Find the sum using an equation.
• To wrap up, let’s review our question from problem 1. “Will the new unit
always be a multiple of the original units?”
• Yes, all the new units will always be multiples of the original units.
We don’t always have to multiple the original units to find a
common multiple. We can use the LEAST common multiple of the
denominators.
Exit Ticket
• Make like units, then add.
1.
1
6
3
+ 4=
1
2. 1 2 +
2
5
=
Problem Set
1. First make like units. Then add.
3
4
1
7
b) + =
3
8
3
7
d) + =
1
5
2
3
f) + =
2
3
1
11
a) + =
c) + =
e) + =
g) +
=
1
4
9
8
4
9
4
7
3
4
5
6
3
4
h) + 1
1
10
=
Problem Set
2. Whitney says that to add fractions with different denominators,
you always have to multiply the denominators to find the common
unit, for example:
1 1
6
4
+ =
+
4 6 24 24
Show Whitney how she could have chosen a denominator smaller
than 24, and solve the problem.
3. Jackie brought
7
8
3
4
of a gallon of iced tea to the party. Bill
brought
of a gallon of iced tea to the same party. How much
iced tea did Jackie and Bill bring to the party?
Problem Set
4. Madame Curie made some radium in her lab. She used
1
2
5
kg of
the radium in an experiment and had 1 kg left. How much radium
4
did she have at first? (Bonus: If she performed the experiment
twice, how much radium would she have left?)
HOMEWORK TASK
Assign Homework Task. Due Date: ______________
Homework Task
1. Make like units, then add. Use an equation to show your thinking.
a)
𝟑
𝟏
+
𝟓
𝟑
=
b)
𝟑
𝟓
+
c)
𝟐
𝟗
+ =
d)
𝟐
𝟓
+ +
e)
𝟏
𝟕
+
𝟑
𝟓
=
f)
𝟓
𝟖
+
𝟏
𝟑
𝟑
𝟒
h)
𝟓
𝟔
+𝟏 =
𝟓
𝟔
g) 𝟏 + =
𝟏
𝟏𝟏
=
𝟏
𝟒
𝟕
𝟏𝟐
𝟏
𝟏𝟎
=
𝟏
𝟒
=
Homework Task
2. On Monday, Ka practices guitar for
𝟑
𝟒
𝟐
𝟑
of one hour. When she’s
finished, she practices piano for of one hour. How much
time did Ka spend practicing instruments on Monday?
3. Ms. How buys a bag of rice to cook dinner. She used
𝟏
𝟒
𝟑
𝟓
kg of
rice and still had 𝟐 kg left. How heavy was the bag of rice
that Ms. How bought?
4. Joe spends
𝟐
𝟓
𝟑
𝟖
of his money on a jacket and of his money
on a shirt. He spends the rest on a pair of pants. What
fraction of his money does he use to buy the pants?