4.3.E
The Standard
represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students combine or remove equal-sized fractional parts using objects, drawings, and number lines. They connect each model to an equation and use operation properties to explain or check their work.
What Mastery Looks Like
- Students use fraction strips, drawings, and number lines to find accurate sums and differences. They keep the denominator fixed, combine or remove equal-sized parts, and explain how their model matches the equation.
Common Misconceptions
- Students may add or subtract the denominators along with the numerators. They may also count fraction marks instead of intervals on a number line or ignore the whole when a sum exceeds one.
How to Assess It
- Exit ticket: Draw a number line to solve 5/8 minus 2/8, then write one sentence explaining why the denominator stays 8.
Lesson moves
Ways to Teach It
Give pairs fraction strips and have them model 3/8 plus 4/8, record the equation, then show the sum on a number line.
Ask students to explain in writing why 2/6 plus 3/6 does not equal 5/12, using a labeled drawing.
Play Fraction Line Race by drawing equal-denominator cards, adding or subtracting, and moving a marker to the matching number line point.
Use a one-cup measuring cup diagram to find how much juice remains after 3/8 cup is poured from 7/8 cup.
Keep exploring
Related Standards
- 3.3.F
represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines
- 3.3.A
represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, includin...
- 5.3.H
represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and propertie...
- 5.3.I
represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models
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