*For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.*

### Clarifications

**Examples of Opportunities for In-Depth Focus**

When students meet this standard, they bring together the threads of fraction equivalence (grades 3–5) and addition and subtraction (grades K–4) to fully extend addition and subtraction to fractions.

**Subject Area:**Mathematics

**Grade:**5

**Domain-Subdomain:**Number and Operations - Fractions

**Cluster:**Level 2: Basic Application of Skills & Concepts

**Cluster:**Use equivalent fractions as a strategy to add and subtract fractions. (Major Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

**Date Adopted or Revised:**02/14

**Date of Last Rating:**02/14

**Status:**State Board Approved

**Assessed:**Yes

**Assessment Limits :**

Fractions greater than 1 and mixed numbers may be included. Expressions may have up to three terms. Least common denominator is not necessary to calculate sums or differences of fractions. Items may not use the terms “simplify” or “lowest terms.” For given fractions in items, denominators are limited to 1-20. Items may require the use of equivalent fractions to find a missing term or part of a term.**Calculator :**No

**Context :**Required

**Test Item #:**Sample Item 1**Question:**John and Sue are baking cookies. The recipe lists cup of flour. They only have cup of flour left.

How many more cups of flour do they need to bake the cookies?

**Difficulty:**N/A**Type:**EE: Equation Editor

**Test Item #:**Sample Item 2**Question:**Javon, Sam, and Antoine are baking cookies. Javon has cup of flour, Sam has cups of flour, and Antoine has cups of flour.

How many cups of flour do they have altogether?

**Difficulty:**N/A**Type:**EE: Equation Editor

**Test Item #:**Sample Item 3**Question:**Richard and Gianni each bought a pizza. The pizzas are the same size.

- Richard cut his pizza into 12 slices.
- Gianni cut his pizza into 6 slices, and ate 2 slices.
- Together, Richard and Gianni ate

How many slices of his pizza did Richard eat?

**Difficulty:**N/A**Type:**MC: Multiple Choice

**Test Item #:**Sample Item 4**Question:**Jasmine has cup of flour in a mixing bowl. After adding more flour to the mixing bowl, Jasmine says that she now has cup of flour.

Which of the following explains why Jasmine's statement is incorrect?

**Difficulty:**N/A**Type:**MC: Multiple Choice

## Related Courses

## Related Access Points

## Related Resources

## Assessments

## Formative Assessments

## Lesson Plans

## Problem-Solving Tasks

## Teaching Idea

## MFAS Formative Assessments

Students are asked to estimate the sum of two mixed numbers and then calculate the sum.

Students are given a word problem involving subtraction of fractions with unlike denominators. Students are asked to determine if a given answer is reasonable, explain their reasoning, and calculate the answer.

Students are given a word problem involving fractions with unlike denominators and are asked to estimate the sum, explain their reasoning, and then determine the sum.

Students are asked to estimate the difference between two fractional lengths and then calculate the difference.

## Student Resources

## Problem-Solving Tasks

The purpose of this task is to have students add fractions with unlike denominators and divide a unit fraction by a whole number. This accessible real-life context provides students with an opportunity to apply their understanding of addition as joining two separate quantities.

Type: Problem-Solving Task

This task addresses common errors that students make when adding fractions. It is very important for students to recognize that they only add fractions when the fractions refer to the same whole, and also when the fractions of the whole being added do not overlap. This set of questions is designed to enhance a student's understanding of when it is and is not appropriate to add fractions.

Type: Problem-Solving Task

## Parent Resources

## Problem-Solving Tasks

The purpose of this task is to have students add fractions with unlike denominators and divide a unit fraction by a whole number. This accessible real-life context provides students with an opportunity to apply their understanding of addition as joining two separate quantities.

Type: Problem-Solving Task

This task addresses common errors that students make when adding fractions. It is very important for students to recognize that they only add fractions when the fractions refer to the same whole, and also when the fractions of the whole being added do not overlap. This set of questions is designed to enhance a student's understanding of when it is and is not appropriate to add fractions.

Type: Problem-Solving Task