Activity 01
Pairs Activity: Fraction Strip Addition
Provide paper strips precut into equal parts for denominators like 4 or 5. Pairs select two like fractions, shade and join strips end-to-end to find the sum, then record as a fraction or whole. Repeat for subtraction by removing shaded parts.
What stays the same and what changes when you add or subtract like fractions?
Facilitation TipDuring Fraction Strip Addition, circulate and ask each pair to explain why two strips of the same size make one longer strip, reinforcing the idea that denominators stay the same.
What to look forPresent students with three addition problems and three subtraction problems involving like fractions (e.g., 3/8 + 4/8, 7/10 - 3/10). Ask them to calculate the answers and simplify if possible. Review answers to identify common errors, such as adding denominators.
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Activity 02
Small Groups: Number Line Jumps
Draw number lines on large paper divided into unit fractions. Groups use counters to jump forward for addition or backward for subtraction on problems like 1/4 + 2/4. They label endpoints and discuss why denominators do not change.
When does the sum of two fractions equal a whole number?
Facilitation TipFor Number Line Jumps, remind students to mark both the starting point and ending point after each jump, so they connect the visual movement to the arithmetic.
What to look forGive each student a card with a scenario, such as 'Sarah ate 2/5 of a pizza, and Tom ate 1/5 of the same pizza. What fraction of the pizza did they eat altogether?' Students write the calculation and the answer. Include a second card asking, 'When you add or subtract fractions with the same bottom number, what happens to the bottom number?'
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Activity 03
Whole Class: Fraction Share Circle
Students sit in a circle with fraction cards. One calls an addition problem, like 1/8 + 3/8; class solves using personal drawings or strips, then verifies together. Rotate roles for subtraction.
How can a fraction strip or number line support adding and subtracting fractions?
Facilitation TipIn the Fraction Share Circle, invite students to hold up their strips or number line drawings when sharing, so peers see multiple representations of the same sum or difference.
What to look forDisplay a fraction strip showing 7/7. Ask students: 'How can we use addition of like fractions to show that 7/7 is equal to one whole?' Facilitate a discussion where students propose combinations like 3/7 + 4/7 or 1/7 + 6/7, emphasizing that the sum of the numerators must equal the denominator.
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Activity 04
Individual: Fraction Match-Up
Distribute cards with problems and answers. Students match additions or subtractions to correct simplified fractions, drawing strips to verify one pair. Share matches in pairs afterward.
What stays the same and what changes when you add or subtract like fractions?
What to look forPresent students with three addition problems and three subtraction problems involving like fractions (e.g., 3/8 + 4/8, 7/10 - 3/10). Ask them to calculate the answers and simplify if possible. Review answers to identify common errors, such as adding denominators.
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Generate Complete Lesson→A few notes on teaching this unit
Start with fraction strips or paper strips cut to unit fractions because students can physically combine and separate equal parts. Avoid beginning with rules about adding numerators only, as this can feel arbitrary without concrete grounding. Research shows that students who experience fractions through partitioning and recombining develop stronger number sense and are less likely to misapply whole-number rules to fractions.
Successful learning shows when students explain their steps using the correct vocabulary, demonstrate procedures with models, and verify results by comparing to visual benchmarks. They should confidently state that the denominator remains unchanged and that the numerator reflects the total number of equal parts combined or removed.
Watch Out for These Misconceptions
During Fraction Strip Addition, watch for students who try to combine strips of different sizes or who add denominators when combining same-sized strips.
Have students line up two same-sized strips side by side and ask them to describe what changes when they slide one strip next to the other. Prompt them to notice that the length stays the same, so only the count of pieces (numerator) increases.
During Number Line Jumps, watch for students who believe sums of fractions cannot equal a whole number.
After students complete jumps that land exactly on 1, pause the group and ask them to explain why the numerator equals the denominator. Use their number line drawings to highlight this relationship.
During the Small Groups subtraction task with fraction strips, watch for students who remove parts from the wrong whole or who subtract the denominator.
Ask students to remove the specified number of strips from the original set and hold up what remains. Then have them count the remaining strips aloud to confirm the numerator reflects the count, not the denominator.
Methods used in this brief