options: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
problem_activity: Narrative
The purpose of this True or False is for students to demonstrate strategies they have for using equivalent fractions to add and subtract fractions with different denominators. These mental calculations prepare students for working with more complex common denominators during this lesson.
Launch
Display one statement.
“Give me a signal when you know whether the statement is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategy.
Repeat with each statement.
Student Facing
Decide if each statement is true or false. Be prepared to explain your reasoning.
\(\frac{1}{4}+\frac{2}{4}=\frac{3}{4}\)
\(\frac{1}{2}+\frac{1}{4}=\frac{2}{4}\)
\(\frac{3}{4}-\frac{1}{2}=\frac{2}{4}\)
Student Response
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Activity Synthesis
“How can we find the correct value of
\(\frac{3}{4}-\frac{1}{2}\)
?” (
\(\frac{1}{2}=\frac{2}{4}\)
so
\(\frac{3}{4}-\frac{2}{4}=\frac{1}{4}\)
.)


correct_option_index: 1