Grade 4 Math Lesson 4NF3a, Day 2
Standard: Understand addition and subtraction of fractions as joining and separating parts referring
to the same whole. (The whole can be a set of objects.)
Objective: I can add and subtract fractions with like denominators.
Instructional learning video to support the objective:
https://learnzillion.com/lesson_plans/8191-add-and-subtract-fractions-with-like-denominators/
Practice Worksheet: Grade 4 EnVisions Topic 9, Lesson 9-6 (2- pages to be printed and 1-page answer
sheet)
Problem of the Day (POD):
Digital Activities to Support Skill:
Insect Olympics: https://learnzillion.com/lesson_plans/18822-9-insect-olympics-add-and-subtract-
fractions-with-like-denominators-in-word-problems-a/
Printable Center Game: Toss and Talk (Subtracting Fractions) (print 2 pages)
Additional Online Resources:
STMath.org Imagine Math (via Clever)
Tools AssessmentPractice
Buddy
*
0
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1
1
6
2
6
3
6
4
6
5
6
0
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1
1
5
2
5
3
5
4
5
0
Start
1
1
10
2
10
3
10
4
10
5
10
6
10
7
10
8
10
9
10
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1
5
2
5
3
5
4
5
0
Start
1?
6
8
4
8
Do You Know How?Do You Understand?
Name
*For another example, see Set C on page 533.
1. In the example above, how is the
denominator illustrated on the
number line?
For 3–4, write the equation shown by
each number line.
For 5–8, write the equation shown by each number line.
Find
6
8
-
4
8
.
Start at
6
8
. To subtract, move
4
8
to the left.
The ending point is
2
8
.
So,
-
=
.
2.
MP.4 Model with Math Draw a
number line to represent
3
12
+
5
12
.
Another Example!
3.
4.
5. 6.
7.
0 1
1
4
2
4
3
4
Start
8.
0
Start
1
1
6
2
6
3
6
4
6
5
6
497Topic 9 Lesson 9-6
Lookout
Tower
Picnic Area
•
3
__
4
mile
2
__
4
mile
© Pearson Education, Inc. 4
Common Core Assessment
13. Higher Order Thinking Sarah and Jenny
are running an hour long endurance
race. Sarah ran
2
6
hour before passing the
baton to Jenny. Jenny ran
3
6
hour, then
passed the baton back to Sarah. What
fraction of the hour does Sarah still need
to run to complete the race?
14. Choose numbers from the box to fill in
the missing numbers in each equation.
Use each number once.
a.
□
4
+
2
□
=
3
4
b.
8
12
-
□
12
=
2
□
c.
□
8
+
2
□
=
5
8
15. Choose numbers from the box to fill in
the missing numbers in each equation.
Use each number once.
a.
3
1
0
+
□
10
=
9
□
b.
9
12
-
6
□
=
□
12
c.
1
4
+
□
4
=
3
□
9. Number Sense How do you know
the quotient of
639 , 6
is greater than
100 before you actually divide?
11. Isaac started his bike ride at the trailhead.
He reached the picnic area and continued
to the lookout tower. If Isaac rode his bike
for a total of
10
4
miles, how much farther
did he ride beyond the lookout tower?
10.
MP.2 Reasoning Maria saved
1
4
of
her allowance. Tomas saved
1
6
of his
allowance. Who saved a greater part of his
or her allowance? Explain your reasoning.
12.
MP.4 Model with Math Ricky
completely filled a bucket to wash his car.
After he finished washing the car,
5
8
of the
water remained in the bucket. Write and
solve an equation to show the fraction of
the water Ricky used.
1 3
4 6
8 12
2 3
4 6
10 12
498 Topic 9 Lesson 9-6