Word (.docx)
Acrobat (.pdf)
Examples
Example: Megan is making pies and uses the equation
when baking. Describe a situation that can represent this equation. Example: Clay is running a 10K race. So far, he has run 
kilometers. How many kilometers does he have remaining?
Clarifications
Clarification 1: Problems include creating real-world situations based on an equation or representing a real-world problem with a visual model or equation.Clarification 2: Fractions within problems must reference the same whole.
Clarification 3: Within this benchmark, the expectation is not to simplify or use lowest terms.
Clarification 4: Denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, 16 and 100.
Benchmark Instructional Guide
Connecting Benchmarks/Horizontal Alignment
Terms from the K-12 Glossary
- Equation
Vertical Alignment
Previous Benchmarks
Next Benchmarks
Purpose and Instructional Strategies
The purpose of this benchmark is to connect procedures for adding and subtracting fractions with like denominators (MA.4.FR.2.2) to real-world situations. This builds on composing and decomposing fractions (MA.4.FR.2.1) to connect to addition and subtraction of fractions.- Instruction should include providing students with the opportunity to recognize models or equations based on a real-world situation.
- Models may include fraction bars, fraction circles, and relationship rods.
- Instruction should include allowing students to create world situations based on models or equations.
- Instruction should include having students connect adding and subtracting procedures to real-world situations.
Common Misconceptions or Errors
- Students tend to have trouble with addition and subtraction because much instruction focuses only on procedures. Students need to know how to treat the numerator and denominator when following the procedures to add and subtract. It is important for students to use models so they make sense of equations and real-world problems when they solve them.
Strategies to Support Tiered Instruction
- Instruction includes opportunities to engage in teacher-directed practice using visual representations to solve real-world problems involving addition and subtraction of fractions with like denominators. Students use models or equations based on real-world situations with an emphasis on how to treat the numerator and denominator when adding and subtracting.
- For example, the teacher displays and reads the following problem: “ Sara read of her book on Friday. On Saturday, she read of her book. How much of her book did she read on both days combined?” Using a number line, the teacher models solving this problem with explicit instruction and guided questioning. Students explain how to use the number line as a model to solve this question. Have students use an equation to represent the problem. This is repeated with similar real-world problems.
- For example, the teacher displays and reads the following problem: “ Jamal has a raised bed garden in his backyard. He planted tomatoes in of his garden and zucchini in of his garden. What fraction of his garden contains tomatoes and zucchini?” Using fraction bars or fraction strips, the teacher models solving this problem with explicit instruction and guided questioning. Students explain how to use fraction bars or fraction strips as a model to solve this question and create an equation to represent the problem. This is repeated with similar real-world problems.
Instructional Tasks
Instructional Task 1 (MTR.4.1)
Solve the following problem. Anna Marie has of a medium cheese pizza. Kent gives her of a medium pepperoni pizza. How much pizza does Anna Marie have now?Anna Marie has of a medium pizza. Kent gives her
Instructional Items
Instructional Item 1
Jose was completing an exercise program. of the exercise program was pull-ups. What fraction of the exercise program was not pull-ups?*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.
Related Courses
Related Access Points
Related Resources
Formative Assessment
Lesson Plans
Perspectives Video: Teaching Idea
Problem-Solving Tasks
Tutorials
MFAS Formative Assessments
Students are asked to solve a word problem that involves adding fractions with like denominators. Students then analyze a word problem involving addition of unlike unit quantities.
Student Resources
Problem-Solving Tasks
The focus of this task is on understanding that fractions, in an explicit context, are fractions of a specific whole. In this this problem there are three different wholes: the medium pizza, the large pizza, and the two pizzas taken together. This task is best suited for instruction. Students can practice explaining their reasoning to each other in pairs or as part of a whole group discussion.
Type: Problem-Solving Task
This task provides a context where it is appropriate for students to subtract fractions with a common denominator; it could be used for either assessment or instructional purposes. For this particular task, teachers should anticipate two types of solution approaches: one where students subtract the whole numbers and the fractions separately and one where students convert the mixed numbers to improper fractions and then proceed to subtract.
Type: Problem-Solving Task
The purpose of this task is to have students add mixed numbers with like denominators. This task illustrates the different kinds of solution approaches students might take to such a task. Two general approaches should be anticipated: one where students calculate exactly how many buckets of blocks the boys have to determine an answer, and one where students compare the given numbers to benchmark numbers.
Type: Problem-Solving Task
Tutorials
This Khan Academy video uses authentic pictures to present addition of two fractions with common denominators.
Type: Tutorial
This Khan Academy video solves two word problems using visual fraction models.
Type: Tutorial
Parent Resources
Problem-Solving Tasks
The focus of this task is on understanding that fractions, in an explicit context, are fractions of a specific whole. In this this problem there are three different wholes: the medium pizza, the large pizza, and the two pizzas taken together. This task is best suited for instruction. Students can practice explaining their reasoning to each other in pairs or as part of a whole group discussion.
Type: Problem-Solving Task
This task provides a context where it is appropriate for students to subtract fractions with a common denominator; it could be used for either assessment or instructional purposes. For this particular task, teachers should anticipate two types of solution approaches: one where students subtract the whole numbers and the fractions separately and one where students convert the mixed numbers to improper fractions and then proceed to subtract.
Type: Problem-Solving Task
The purpose of this task is to have students add mixed numbers with like denominators. This task illustrates the different kinds of solution approaches students might take to such a task. Two general approaches should be anticipated: one where students calculate exactly how many buckets of blocks the boys have to determine an answer, and one where students compare the given numbers to benchmark numbers.
Type: Problem-Solving Task
