(08) Fractions 2: Whole & Fraction Arithmetic
Topic outline

Essential Questions
 How does arithmetic change when a fraction is involved?
 How does arithmetic stay the same when a fraction is involved?
 How should I represent my thinking for whole & fraction arithmetic?
Course Sequence
[coming soon]
Whole Course Resources

I will...
 Master the Prior Knowledge / New Knowledge Pairs for addition and subtraction with fractions.
 Add & Subtract Fractions on Number Lines [under construction]
 Sketch and reason when exact values are too difficult to draw. Fraction & Wholes, Sketching & Calculations
 Practice Multiple Representations of Whole & Fraction Addition & Subtraction.
So I can...
 Compare and contrast addition and subtraction of two whole numbers vs one whole number and one fraction, given quantities are easy to draw and visualize.
 Do simple calculations in my head and check them with a calculator or software.
 Solve word problems and represent my thinking in a variety of ways, including visuals and equations.
 Infer exact values of solutions when drawing and visualizing are too difficult. [Standard algorithms not intended yet.]
 Sketch reasonably to show my thinking.
As assessed by...
[coming soon]

I will...
 JUMP Multiply Fractions & Wholes
 Wholes to Fractions
 Games
 Payroll
 Fraction & Whole, Direction of Multiplication and Division
 The Coffee Cake Recipe
 The Green Tile Supply
 Coming soon: Garden Plots & Freezie Pricing
I can...
 Compare and contrast multiplication and division with two whole numbers vs one whole number and one fractional number, as long as the quantities are easy to draw and visualize. This includes equal groups, areas and arrays, comparisons. Optional: Ratios and rates.
 Reasonably interpret situations involving remainders or fractional quotients.
 Create examples to show when order matters and when it does not.
As assessed by...
[coming soon]

I will...
[coming soon]
So I can...
 Explain in a variety of ways why
 multiplying by 1/n is equivalent to dividing by n.
 dividing by 1/n is equivalent to multiplying by n.
 Explain my reasoning for both of the above using common English and math symbols. E.g. “One third of 60 is 60 divided by 3.”
 Do simple calculations in my head and check them with a calculator or software.
 Generate examples with stories and pictures to show when “multiply” and “divide” do or do not mean “increase” vs “decrease”.
As assessed by...
[coming soon]
 Explain in a variety of ways why

I will...
[coming soon]
So I can...
 Estimate solutions when drawing and visualizing are too difficult. [Standard algorithms not intended yet.]
As assessed by...
[coming soon]

I will...
I can...
 Select appropriate operations and representations of singlestep SSDDs.
As assessed by...
[coming soon]

I will...
[coming soon]
So I can...
 Select appropriate operations and representations of multistep SSDDs.
 Generate my own examples to demonstrate my learning.
As assessed by...
[coming soon]

I will...
[coming soon]
So I can...
 Succeed at rich problems and numeracy tasks by myself.
As assessed by...
[coming soon]