# Fraction Operations

## Objective

Solve word problems involving addition and subtraction of fractions.

## Common Core Standards

### Core Standards

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• 4.NF.B.3.D — Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

## Criteria for Success

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1. Make sense of a three-act task and persevere in solving it (MP.1).
2. Solve one-, two-, and multi-step word problems that involve the addition and subtraction of fractions greater than one (MP.4).

## Tips for Teachers

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• Let students work on each problem in the Problem Set independently and circulate to see whether students are solving correctly. If not, come back together to discuss how/what to draw on a tape diagram, then allow them to try again on their own.
• The Problem Set includes a task involving the perimeter of a rectangle with fractional side lengths, connecting the major work of fractions (4.NF.3) with the supporting work of area and perimeter (4.MD.3) across domains.

#### Fishtank Plus

• Problem Set
• Student Handout Editor
• Vocabulary Package

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### Problem 1

Act 1: Look at the following images of two people's running paths -

Runner A went around the first path twice, and Runner B went around the second path once. Which person ran farther?

#### References

Modified by The Match Foundation, Inc.

Modified by The Match Foundation, Inc.

### Problem 2

Act 2: Use the following information to solve.

• Runner A runs around the first path, which is $2\frac{2}{10}$ miles, twice.
• Runner B runs around the second path, which is $7\frac{1}{10}$ miles, once.

### Problem 3

Runner B ran $2\frac{7}{10}$ more miles than Runner A.

## Discussion of Problem Set

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• What expression did you come up with in #1(a)? What made this tricky to figure out?
• Do Dennis and Cody have enough blocks to make their castle? How many buckets of blocks will they have left over after they build their castle?
• How much chocolate remains in #5? How did you solve? Is there another way you could have solved?
• How did you solve #6?

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### Problem 1

Solve. Show or explain your work.

Mrs. Cashmore bought a large melon. She cut a piece that weighed ${1{1\over8}}$ pounds and gave it to her neighbor. The remaining piece of melon weighed ${2{5\over8}}$ pounds. How much did the whole melon weigh?

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 5 > Topic D > Lesson 19Homework, Question #3

Grade 4 Mathematics > Module 5 > Topic D > Lesson 19 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by The Match Foundation, Inc.

### Problem 2

Solve. Show or explain your work.

Mrs. Taylor’s class is measuring wingspans of butterflies, in inches. They record their results in this table.

 Butterfly Wingspan (in.) Monarch ${3{2\over4}}$ Zebra ${2{{{3\over4}}}}$ Checkered white ${1{2\over4}}$ Tiger ?

The wingspan of the tiger butterfly is ${{3\over4}}$ inch longer than that of the monarch butterfly.

What is the difference, in inches, between the longest and shortest wingspans?

#### References

Smarter Balanced Assessment Consortium: Sample Items Item #3451

Item #3451 from Smarter Balanced Assessments' Sample Items is made available by Smarter Balanced Assessment Consortium. © The Regents of the University of California – Smarter Balanced Assessment Consortium. Accessed July 16, 2018, 4:33 p.m..

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