Maryland Math 4.NOS.E.12.d
The Standard
- 4.NOS.E.12
- Apply and extend previous understanding of addition and subtraction of whole numbers to add and subtract fractions with like denominators.
Solve problems in context involving addition and subtraction of fractions using visual fraction models and equations to represent the problem.
Maryland College and Career Ready Standards for Mathematics (2025) · BUILD FRACTIONS FROM UNIT FRACTIONS BY APPLYING AND EXTENDING PREVIOUS UNDERSTANDINGS OF OPERATIONS ON WHOLE NUMBERS.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students solve stories about adding or taking away parts of the same whole. They draw a fraction model and write an equation that matches what happened.
What Mastery Looks Like
- Students show both amounts on a fraction bar divided into equal parts. They write a matching equation, find the answer, and explain what it means in the story.
Common Misconceptions
- Students may add the denominators, writing 3/8 + 2/8 = 5/16. They may draw unequal parts or use different-sized bars for amounts from the same whole. They may add in a story that asks how much is left.
How to Assess It
- Exit ticket: A ribbon is 7/8 meter long. Ana cuts off 3/8 meter. Draw a fraction bar, write an equation, and find how much ribbon remains.
Lesson moves
Ways to Teach It
Give pairs a paper strip marked in eighths; shade 3/8 blue and 2/8 green, then draw and write the total.
Ask partners why the denominator stays 6 when a baker adds 3/6 cup of flour and 2/6 cup more; have them use a sketch.
Play card match with ribbon stories, eighths bar drawings, and equations for 2/8 + 3/8 and 7/8 - 4/8.
Use a 1/4-cup scoop to put 3/4 cup of dry rice in a bowl, remove 1/4 cup, then model and record what remains.
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Printable 4.NOS.E.12.d Worksheet
A ready-to-print activity worksheet aligned to 4.NOS.E.12.d, with an answer key for the teacher on its own page. No account needed.
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Related Standards
- 4.NOS.E.13.d
Solve problems in context involving multiplication of a fraction by a whole number, using visual fraction models and equations to represent the problem.
- 5.NOS.D.16.d
Represent and explain the computation by connecting visual fraction models and/or equations to the meaning of division with unit fractions.
- 5.NOS.C.9
Solve problems in context involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators using visual fract...
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