Day 44: Adding and Subtracting Like Fractions

6th Grade Math Standards: 3.NF. 3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

The Learning Objective: Add and subtract like fractions

Quote of the Day: "The only must win was World War II." - Marv Levy

Question from Yesterday (as always from a student): Upon being asked to make 52/4 a mixed number. "Is 12 and 4/4 ok?"

Assessment: After a meeting with the other sixth grade math teachers, we decided to mad minutes. Students were timed for three minutes to see what they know on multiplication facts and to see equally as importantly how fast they could answer sixty questions. It was also great to circumvent the room as students worked with their partner to add and subtract different like fractions using the tiles.

This group was missing the fourths.

Agenda:

1. Estimation 180 tape measures
2. My favorite no (borrowing with fractions)
3. Fraction notes done simultaneously while playing with the fraction tiles
4. Pepper
5. Mad minutes
6. Unlike Fractions practice
7. Work on WQ #6

Glass-Half Full: I got a lot of great questions today from students that could be used as the next question of the day. Students asked about the decimal numbers that were on the fraction tiles (as well as the percent numbers). There was also a question as to whether 4/4 is an improper fraction or a proper fraction. During estimation 180 we were asking what was a bigger a foot or a meter. We also discussed how many yards were in 25 feet. All questions that I did not anticipate going into today.

Regrets: In one of my classes, I did not cover the idea of 11 and 3/5 minus 6 and 4/5 well enough. It appears that most students wish to borrow instead of making the fractions improper. As teachers last year, we decided to show the improper fractions as the preferred method. This year, based on the pre-assessment it is helpful to know I should teach borrowing.

Link of the Day: Get your labels right. Get your decimals right. Verizon doesn't have them right and that sort of thing isn't good for a brand.