### 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.

**Subject Area:**Mathematics (B.E.S.T.)

**Grade:**4

**Strand:**Algebraic Reasoning

**Standard:**Represent and solve problems involving the four operations with whole numbers and fractions.

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

## Related Courses

## Related Access Points

## Related Resources

## Formative Assessment

## Lesson Plans

## 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