Lesson 12

Workshop: Problem Solving with Fractions

Est. Class Sessions: 2–3
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Mathematical Standards

5.NF.A
Use equivalent fractions as a strategy to add and subtract fractions. (5.NF.A.1, 5.NF.A.2)

Standards for Mathematical Practice

MP1.
Make sense of problems and persevere in solving them.
MP2.
Reason quantitatively.
MP3.
Construct viable arguments and critique the reasoning of others.
MP4.
Model with mathematics.
MP5.
Use appropriate tools strategically.
MP8.
Look for and express regularity in repeated reasoning.

This Workshop provides opportunities for students to address missing concepts, practice skills, or extend their learning as needed. Students compare fractions to benchmarks. They use tools such as fraction circle pieces and drawings to estimate fraction sums and differences. Then they practice adding and subtracting fractions with like and unlike denominators.

Content in this Lesson

  • Comparing and ordering fractions using tools (e.g., area models, number lines), benchmarks, and multiplication and division strategies to find common denominators [E6].
  • Adding and subtracting fractions including those with unlike denominators [E7].
  • Using visual models or equations to represent the solution for word problems involving adding and subtracting fractions [E8].
  • Using benchmark fractions to estimate sums and differences and assess the reasonableness of answers [E9].
  • Choosing good tools and efficient strategies for solving problems [MPE2].
  • Estimating to check for reasonableness [MPE3].
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Materials for Students

Daily Practice and Problems Lesson Homework Assessment

Student Books

 Student Guide
Student Activity Book

Teacher Resources

 Teacher Guide - digital

Supplies for Students

  • fraction circle pieces

Materials for the Teacher

Materials Preparation

Prepare Fraction Cards for Game. Use the Comparing and Ordering Fractions Game Cards Master to prepare a set of cards for an activity in which students use benchmarks to compare and order fractions. Make copies of the Master and cut out the individual cards. You may choose to use heavier paper or cardstock so that you can use the cards again. Write one fraction on each card. Be sure to include the benchmarks 0, 1/2, 1, 11/2, and 2. Below is a list of suggested fractions, but choose fractions that are suited to the comparisons your students are prepared to make.

Make Copies for Optional Activity. Make copies of the Greater Than, Less Than, or Equal To Master from Lesson 7 if you choose to have them available for students to use after they complete their Workshop problems. Have paper clips for spinners available.

Assessment in this Lesson

Assessment Expectation Assessed Math Practices Expectation Assessed

Workshop: Problem Solving with Fractions
Self-Check: Questions 1–2
Student Guide
Page 105
E6.
Compare and order fractions using tools (e.g., area models, number lines), benchmarks, and multiplication and division strategies to find common denominators.

Workshop: Problem Solving with Fractions
Self-Check: Question 14
Student Guide
Page 108
E7.
Add and subtract fractions including those with unlike denominators.
E9.
Use benchmark fractions to estimate sums and differences and assess the reasonableness of answers.

Sharing Paper
Check-In: Questions 1–3
with Feedback Box
Student Activity Book
Pages 109–110
E6.
Compare and order fractions using tools (e.g., area models, number lines), benchmarks, and multiplication and division strategies to find common denominators.
E7.
Add and subtract fractions including those with unlike denominators.
E8.
Use visual models or equations to represent the solution for word problems involving adding and subtracting fractions.
E9.
Use benchmark fractions to estimate sums and differences and assess the reasonableness of answers.
MPE2.
Find a strategy. I choose good tools and an efficient strategy for solving the problem.
MPE3.
Check for reasonableness. I look back at my solution to see if my answer makes sense. If it does not, I try again.
MPE5.
Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking.