Planning Guide: Grade 7 Addition and Subtraction of Positive

Fractions and Mixed Numbers

Strand: Number
Outcome: 5

Curriculum Highlights
This sample targets the following changes in the curriculum:
• The General Outcome focuses on developing number sense, whereas the previous
mathematics curriculum focused on applying arithmetic operations on decimals and integers,
and illustrating their use in solving problems.
• The Specific Outcome focuses on understanding adding and subtracting positive fractions
and mixed numbers concretely, pictorially and symbolically, whereas the previous
mathematics curriculum did not include operations with fractions until Grade 8.

Step 1: Identify Outcomes to Address

Guiding Questions

• What do I want my students to learn?

• What can my students currently understand and do?
• What do I want my students to understand and be able to do, based on the Big Ideas and
specific outcomes in the program of studies?

Big Ideas

Operations with fractions build on operations with whole numbers. Van de Walle and Lovin
(2006, p. 66) reaffirm this in the following excerpt:
• The meanings of each operation on fractions are the same as the meanings for the operations on whole
numbers. Operations with fractions should begin by applying these same meanings to fractional parts. For
addition and subtraction, it is critical to understand that the numerator tells the number of parts and the
denominator the type of part.
• Estimation of fraction computations is tied almost entirely to concepts of the operations and of fractions. A
computation algorithm is not required for making estimates. Estimation should be an integral part of
computation development to keep students’ attention on the meanings of the operations and the expected
size of the results.
Reproduced from Van de Walle, John A., LouAnn H. Lovin, Teaching Student-Centered Mathematics, Grades 5–8 (p. 66).
Published by Allyn and Bacon, Boston, MA. Copyright © 2006 by Pearson Education. Reprinted by permission of the publisher.

Just as integers are an extension of the whole number system to include the opposite of every
number, so also fractions are an extension of the whole number system to represent numbers
between the whole numbers. Fractions include the whole numbers so the same properties apply
but, in addition, fractions are closed under division.

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Students need a solid conceptual foundation in fractions as a necessary prerequisite for fraction
computation. They must first understand the meaning of fractions, using different models—
region, set and length or measurement. To help students add and subtract fractions correctly and
with understanding, teachers must help them develop understanding of the numerator and
denominator, equivalence and the relation between mixed numbers and improper fractions.
Teachers must also encourage students to use benchmarks and estimations (NCTM 2000,
p. 218).

Students develop understanding of operations with fractions by making sense of the ideas
internally. To guide this process, it is necessary to encourage flexibility in thinking and provide
learning opportunities in connecting:
• operations with whole numbers to operations with fractions
• subtraction of fractions to addition of fractions
• concrete, pictorial and symbolic representations
• operations with fractions to real world problems (Alberta Education 2004, p. 3).

Sequence of Outcomes from the Program of Studies

See (Web address) for the complete program of studies.

Grade 6 Grade 7 Grade 8

Specific Outcomes Specific Outcomes Specific Outcomes
3. Demonstrate an 5. Demonstrate an 6. Demonstrate
understanding understanding of adding and an
of factors and subtracting positive fractions understanding
multiples by: and mixed numbers, with of multiplying
• determining like and unlike and dividing
multiples denominators, concretely, positive
and factors pictorially and symbolically fractions and
of numbers (limited to positive sums and mixed
less than differences). numbers,
100 concretely,
• identifying pictorially and
prime and symbolically.
composite
numbers
• solving
problems
using
multiples
and factors.
4. Relate
improper
fractions to
mixed numbers
and mixed
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 numbers to
improper
fractions.

Step 2: Determine Evidence of Student Learning

Guiding Questions

• What evidence will I look for to know that learning has occurred?
• What should students demonstrate to show their understanding of the mathematical concepts,
skills and Big Ideas?

As you begin planning lessons and learning activities, keep in mind ongoing ways to monitor and
assess student learning. One starting point for this planning is to consider the achievement
indicators listed in The Alberta K–9 Mathematics Program of Studies with Achievement
Indicators (Alberta Education 2007). You may also generate your own indicators and use these
to guide your observation of students.

The following achievement indicators may be used to determine whether students have met this
specific outcome.
• Use benchmarks to estimate the sum or difference of two positive fractions or mixed
numbers.
• Model addition and subtraction of two given positive fractions or mixed numbers, using
concrete representations, and record symbolically.
• Determine the sum of two given positive fractions or mixed numbers with like denominators.
• Determine the difference of two given positive fractions or mixed numbers with like
denominators.
• Determine a common denominator for a given set of positive fractions or mixed numbers.
• Determine the sum of two given positive fractions or mixed numbers with unlike
denominators.
• Determine the difference of two given positive fractions or mixed numbers with unlike
denominators.
• Write the sum or difference of two positive fractions or mixed numbers in simplest form,
dividing the numerator and the denominator by the greatest common factor.
• Simplify the solution to a given problem involving the sum or difference of two positive
fractions or mixed numbers.
• Solve a given problem involving the addition or subtraction of positive fractions or mixed
numbers and determine if the solution is reasonable.

Some sample behaviours to look for in relation to these indicators are suggested for many of the
instructional activities in Step 3, Section C, Choosing Learning Activities.

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Step 3: Plan for Instruction
Guiding Questions

• What learning opportunities and experiences should I provide to promote learning of the
outcomes and permit students to demonstrate their learning?
• What teaching strategies and resources should I use?
• How will I meet the diverse learning needs of my students?

A. Assessing Prior Knowledge and Skills

Before introducing new material, consider ways to assess and build on students' knowledge and
skills related to factors, multiples, improper fractions and mixed numbers. For example:
• Philly runs around a racetrack every 6 minutes while Lightning runs around the same
racetrack every 8 minutes. If both horses start the race at the same time and continue at the
same pace, in how many minutes will they be side by side again on the racetrack? Explain
your thinking.
• Jamie said that the same number can be both a multiple and a factor of a given number. Is
Jamie correct? Explain.
• Explain how 24 and 18 are different from 29 and 17.
• There are 24 candies of one kind in the first bag and 32 candies of another kind in the second
bag. What is the greatest number of people who could share equally the candies from both
bags? Explain.
17
• There are pizzas left after a party. Express this number as a mixed number. Draw a
8
diagram to show the pizzas.
3
• Susie has 4 Kit Kat chocolate bars. Write this mixed number as an improper fraction to
4
show how many quarter bars (Kit Kat pieces) she has in all. Draw a diagram to show the
chocolate bars.

If a student appears to have difficulty with these tasks, consider further individual assessment,
such as a structured interview, to determine the student's level of skill and understanding. See
Sample Structured Interview: Assessing Prior Knowledge and Skills.

B. Choosing Instructional Strategies

Consider the following strategies when planning lessons.

• Access prior knowledge on fractions outlined in the achievement indicators for grades 5 and
6.
• Focus on the meaning of a fraction—the numerator counts and the denominator shows what
is counted.
• Use a problem-solving context that relates to students and applies the addition and
subtraction of fractions.

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• Connect problems applying the addition and subtraction of fractions to similar problems with
whole numbers. Review the types of problems for addition and subtraction, such as part-part-
whole, comparison and join or separate.
• Connect the subtraction of fractions to the addition of fractions.
• Estimate sums and differences of fractions before calculating by using benchmarks such as
1 1
, 1, 1 and 2.
2 2
• Encourage the use of informal methods in developing strategies for finding sums and
differences of fractions.
• Have students explore sums and differences of fractions by using a variety of manipulatives,
such as fraction strips and fraction blocks.
• Emphasize that students connect the concrete, pictorial and symbolic representations for
sums and differences of fractions.
• Encourage students to look for similarities between different types of problems and between
solution strategies to add and subtract fractions (Mack 2004).
• Have students justify the strategies they use in finding sums and differences of fractions and
critique strategies used by others.
Adapted from Alberta Education, Fractions: Learning Strategies to Enhance Understanding (unpublished workshop handout)
(Edmonton, AB: Alberta Education, 2004), pp. 8–9.

C. Choosing Learning Activities

The following learning activities are examples of activities that could be used to develop student
understanding of the concepts identified in Step 1.

Sample Activities for Teaching Adding and Subtracting Positive Fractions and Mixed
Numbers

1. Estimating Sums and Differences Look For …

Do students:
Develop students' number sense by having them think about … understand the meaning
the meaning of fractions as they respond to open-ended of a fraction?
questions, such as, "What can you tell me about two fractions … use the relative size of
that have a sum between 0 and 1?" (Reys 1992, p. 6). fractions in terms of
benchmarks to estimate
Build on students' understanding of fractions and using sums and differences?
benchmarks on a number line to place specific fractions. In … use the associative
the following activity, have students think about each fraction property in estimating
sums of mixed
1
relative to in making their estimates of sums. numbers?
2 … clearly explain the
strategies used in
estimating?

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 Place the following number lines on the board or overhead projector. Provide students with
cut-out arrows that can be moved along the number line and placed in an appropriate position
to mark the sum of the two fractions in each case. Put each addition into a contextual
problem and have students describe their thinking in solving the problem.

Students might explain their reasoning for the last problem as follows:
3 1
"I place 2 just past 2 on the number line because 3 out of 5 is a little more than half of 5.
5 2
1 1
Then I move 1 unit to the right, placing the arrow a little past 3 . Finally, I move unit further
2 2
to the right, placing the arrow just past 4. I estimate the sum to be a little more than 4 units."
Adapted from Barbara J. Reys, Developing Number Sense in the Middle Grades: Curriculum and Evaluation Standards for
School Mathematics Addenda Series, Grades 5–8 (Reston, VA: The National Council of Teachers of Mathematics, 1992), p. 33.
Adapted with permission of the National Council of Teachers of Mathematics.

A similar procedure could be used to estimate differences of fractions.

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2. Adding and Subtracting Fractions with Like Denominators Look For …
Do students:
Access prior knowledge of adding whole numbers and the … estimate sums or
meaning of fractions, in particular, the meaning of the differences, using
numerator and the denominator; i.e., the numerator counts and appropriate strategies?
the denominator shows what is counted. Remind students that … explain their thinking as
fractions may represent regions (e.g., pattern blocks), sets (e.g., they estimate and
buttons) or lengths (e.g., fraction strips). Present the following calculate?
problem to students: … recognize that the whole
region or whole set is
3 4
Celina eats of a licorice and Jeff eats of another the same size for all the
5 5 fractions in any given
licorice the same size. problem?
a) Estimate whether they eat more or less than 1 licorice … explain that the
in total. numerator counts and
b) How much licorice do they eat in all? the denominator shows
what is counted?
a) To estimate, students may wish to use benchmarks on a … relate addition to
number line and reason that each person eats more than subtraction of fractions
half a licorice so they would eat more than 1 licorice in in a similar way that was
total. done with whole
b) Provide students with fractions strips to use as needed in numbers?
solving the problem.

Have students explain their thinking in finding the sum. Ask them how they used the
numerators and the denominators of the fraction in their solutions. Have students draw a
diagram and write a number sentence to represent the problem; e.g.,
3
Celina eats of a pizza. To illustrate this fraction, 3 out of 5 equal parts of the fraction
5
strip below are shaded.

4
Jeff eats of a pizza. To illustrate this fraction, 4 out of 5 equal parts of the fraction
5
strip below are shaded.

3 4 ? 3 4 7
+ = How many fifths did they eat in all? + =
5 5 5 5 5 5
7
They eat seven fifths or pizzas in all.
5

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 We can show this addition with the fraction strips.

7
shaded
5

7 2
They eat or 1 licorices in all.
5 5

Review the relation between addition and subtraction of whole numbers and have students
transfer this understanding to fractions. Transform the addition problem into a related
subtraction problem, such as:
2 4
Jeff has 1 licorices and he eats of a licorice. How much licorice is left?
5 5

Provide other similar related addition and subtraction problems with like denominators, using
a variety of manipulatives including fraction strips, pattern blocks and buttons. Reinforce that
the whole, whether it is region or a set, must be the same size for all the fractions in any
given problem.

Through discussion, have students verbalize a generalization about adding and subtracting
fractions with like denominators; e.g., when the denominators of two fractions are the same,
the parts of the whole being counted are the same size so you just add the numerators to
obtain the sum.
Look For …
3. Adding and Subtracting Fractions with Unlike Denominators Do students:
(Changing One Denominator) … explain that the
numerators can be added
Present students with the following problem: or subtracted only if
3 3 they represent the same
David eats of a bag of candies. Marnie eats of a size parts of the whole,
4 8 i.e., the denominators
same size bag of candies.
are the same?
a) Estimate whether they eat more or less than l complete
… apply their knowledge
bag of candies in total.
of equivalent fractions
b) How many bags of candy do they eat in all?
in finding common
denominators?
3 … use invented strategies
a) To estimate, students may use benchmarks saying that
4 to add or subtract
1 3 1 fractions?
is away from one whole and is more than so they
4 8 4 … use the same size sets to
will eat more than one full bag of candies in total. represent all the
fractions in the
problem?

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 b) Have students suggest how they might solve this problem by connecting it to the
problems with like denominators. They might explain how the numbers in this problem
can be changed so that the parts (denominators) are the same. Have them suggest how
they might draw a diagram to represent the problem. How many candies could they use in
one whole bag? Why?

Students may represent the problem with a set of 8 candies in the whole bag, where 8
represents the denominator (the number of equal parts in a whole) because 4 is a factor
of 8.

Review equal parts of a set, emphasizing that each part is equal if it has the same number
of items in it.

Review equivalent fractions:

3 6 3
=
4 8 8
6 3 9 1
+ = =1
8 8 8 8

9 1
They eat or 1 bags of candies in total.
8 8
Look For …
Do students:
Transform the addition problem into a related subtraction
… apply their knowledge
problem, such as the following:
about solving
1 3 comparison problems
David has 1 bags of candies. If he eats of a bag of
8 4 with whole numbers?
candies, what fraction of a bag of candies is left? … use the simpler problem
strategy and change the
Provide other similar related addition and subtraction fractions to whole
problems with unlike denominators (changing one numbers as a method to
denominator), using a variety of manipulatives, including decide which operation
fraction strips, pattern blocks and buttons. to use in the problem?
… use a variety of
Through discussion, have students verbalize that the parts of manipulatives to explain
the whole being counted must be the same size so you must their thinking and
first have common denominators before adding the connect the concrete to
numerators. the pictorial and
symbolic
representations?

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4. Adding and Subtracting Fractions with Unlike Denominators (Changing Both Denominators)

Present students with the following problem:

2 1
Lori eats of a cake and Nicholas eats of the same size cake.
3 4
a) Estimate the total amount of cake eaten by both people.
b) What is the total amount of cake that they ate?

2 1 1
a) Students might estimate by thinking that is more than and it is away from one
3 2 3
1 1
whole. Since is less than , the total amount will be slightly less than one whole.
4 3
b) Have students suggest how they might solve the problem, keeping in mind that the parts
of the whole must be the same size before they can be added. Applying what they learned
from the previous activity, students may use equivalent fractions to find a solution to the
problem. Provide fraction strips and fractions blocks for students to use as needed.

For example, students might represent the problem by using fraction blocks as
follows:

2 1
of a cake of a cake
3 4

2 8 1 3
= =
3 12 4 12

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 8 3 11
+ =
12 12 12

11
They ate of the cake.
12
Relate to subtracting fractions by changing the problem to the following:
2 1
Lori eats of a cake and Nicholas eats of the same size cake.
3 4
a) Estimate how much more cake is eaten by Lori than by Nicholas.
b) How much more cake did Lori eat than Nicholas?

2 4 1
a) Students might estimate by thinking that is equivalent to and is therefore away
3 6 6
1 3 1 1 2 1
from or . Since is more than , the difference between and will be a little
2 6 4 6 3 4
1
less than .
2
b) Have students suggest how to find the difference by applying what they know about
adding fractions with unlike denominators (changing both denominators). Provide
fraction strips and fraction blocks as needed. For example, the student might represent the
problem by using fraction blocks as follows:

2 8
=
3 12

1 3
=
4 12

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 8 3 5
– =
12 12 12

5
Lori eats of a cake more than Nicholas.
12

Provide other similar problems with unlike denominators (changing both denominators) and
have students suggest strategies in solving the problems. Use different problem contexts and
have students use a variety of manipulatives connected to appropriate diagrams and number
sentences.

Have students generalize that the numerators of fractions can be added or subtracted only if
these numerators are counting the same size parts of the whole; i.e., the denominators are the
same.

5. Adding and Subtracting Mixed Numbers Look For …

Do students:
Build on students' understanding of adding and subtracting … apply their knowledge
whole numbers as well as proper fractions. To add mixed of the relation between
numbers, use the associative property and show that the whole mixed numbers and
numbers can be added together first and then the proper improper fractions in
fractions can be added. To complete the addition, the two solving the problems?
sums are added together. For example: … use the associative
3 1 property and
Johnny bikes for 2 hours and hikes for 1 hours. commutative property or
5 2 addition to add the
a) About how much time does he spend biking and whole numbers and then
hiking? the fractions?
b) How much time does he spend biking and hiking? … transfer learning about
adding mixed numbers
a) Students might estimate the total time by adding the whole to subtracting mixed
numbers (2 + 1) and then use benchmarks to estimate the numbers?

3 1
sum of the fractional parts. is a little more than .
5 2
3 1
Therefore, + is a little more than 1. Adding the whole and fractional parts together,
5 2
a good estimate would be about 4 hours.

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 b) Have students suggest how to find the sum by using their background knowledge of
operations with whole numbers as well as fractions. You might suggest that the mixed
3 1
numbers be rewritten as 2 + + 1 + . Then 2 and 1 could be added to obtain 3. This
5 2
sum is then added to the sum of the two proper fractions to obtain the total sum.
3 1
Have students use fraction strips to represent the sum of and , reviewing that a
5 2
common denominator would be 10. Both fractions can be written equivalent to fractions
in tenths.

Students draw diagrams and write appropriate symbols to show the addition process.

3 1
Using fractions bars to show the addition of and :
5 2

Symbolic representation:
3 1 3 1
3 6 2 +1 = 2 + +1+
= 5 2 5 2
5 10 6 5
=2+ +1+
10 10
11
=3+
10
1
= 3 +1
1 5 10
=
2 10 =4
1
6 5 10
10 10

1
Johnny spends 4 hours biking and hiking.
10

Alternative method:
Convert the mixed numbers to improper fractions and then add them.

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Have students solve subtraction problems, using similar numbers such as the following:

2 1
Johnny bikes for 2hours and hikes for 1 hours.
5 2
a) About how much more time does he spend biking than hiking?
b) How much more time does he spend biking than hiking?

a) Students could estimate the answer by simply subtracting the whole numbers because the
fractional parts are about the same.
b) Have students suggest ways to subtract the mixed numbers. They may wish to convert the
mixed numbers to improper fractions, find common denominators and subtract to
calculate the answer. Have fraction strips available for use as needed. Encourage students
to draw diagrams and write number sentences to explain their thinking.
Adapted from Alberta Education, Fractions: Learning Strategies to Enhance Understanding (unpublished workshop
handout) (Edmonton, AB: Alberta Education, 2004), pp. 21–25.

6. Concept Definition Maps for Adding and Subtracting Fractions

Have students complete concept definition maps to

consolidate their understanding of adding and subtracting Look For …
fractions. A concept definition map for adding fractions Do students:
could be done together as a class. Then students could work … identify the main
in groups or independently to create another concept characteristics of adding
definition map for subtracting fractions. and subtracting
fractions?
Sample concept definition maps are shown below. … create examples and
nonexamples of addition
and subtraction
problems?

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 Concept Definition Map

What is it?
What are its characteristics?
Operation with The sum of proper fractions is less
Fractions than two, while the sum of mixed
numbers is greater than one.

The sum of mixed numbers is the

sum of the whole numbers
combined with the sum of the
fractions.
Adding
Word Fractions The sum of zero and a fraction is
always the original fraction.

Use equivalence to obtain common

denominators prior to adding
fractions.

3 1 17 8 0 8 2 1 1 4
+ = + = × =
You have
5
of a pizza left. If
5 4 20 3 8 3 3 4 6 1
you eat of the leftover pizza,
2
how much of the entire pizza do
you eat?
Examples
Nonexamples
Format adapted from Robert M. Schwartz, "Learning to Learn Vocabulary in Content Area Textbooks," Journal of Reading
32, 2 (1988), p. 110, Example 1. Adapted with permission from International Reading Association.

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 Concept Definition Map

What is it?
What are its characteristics?
Operation with
The difference of proper fractions
Fractions is less than one.

Use equivalence to obtain common

denominators prior to subtracting
fractions.

Subtracting When you subtract zero from a

Word Fractions fraction, the answer is always the
original fraction.

To find the difference of mixed

numbers, you can first change
them to improper fractions.

3 1 7 8 0 8 2 1 1
− = − = × = You have 4 of a pizza left. If you
5
5 4 20 3 8 3 3 4 6 1
eat of the leftover pizza, how
2
much of the entire pizza do you
eat?
Examples
Nonexamples
Format adapted from Robert M. Schwartz, "Learning to Learn Vocabulary in Content Area Textbooks," Journal of Reading 32, 2
(1988), p. 110, Example 1. Adapted with permission from International Reading Association.

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Step 4: Assess Student Learning

Guiding Questions

• Look back at what you determined as acceptable evidence in Step 2.

• What are the most appropriate methods and activities for assessing student learning?
• How will I align my assessment strategies with my teaching strategies?

In addition to ongoing assessment throughout the lessons, consider the following sample
activities to evaluate students' learning at key milestones. Suggestions are given for assessing all
students as a class or in groups, individual students in need of further evaluation and individual
or groups of students in a variety of contexts.

A. Whole Class/Group Assessment

Note: Performance-based assessment tasks are under development.

Provide fraction strips, fraction blocks and counters for students to use as needed. Instruct
students to show all their work. Emphasize that all fractions are to be written in the simplest
form.

1. Use estimation skills and the number line provided to answer the parts of this question.
Explain your thinking for each answer.

0 A B C D 1 E F 2

a) If the fractions represented by A and B are added, what point on the number line best
represents the sum?
b) If the fractions represented by C and D are added, what point on the number line best
represents the sum?
c) What point on the number line best represents the difference: F – C?
d) What point on the number line best represents the difference: E – D?

2. Without calculating, write <, = or > to complete each sentence correctly. Explain your
thinking for each sentence.

5 3 2 1 1 1 1
a) + 1 b) + 1 c) +
8 5 5 3 4 6 2

1 1 1 2 1
d) + e) 1 + 1 2
3 4 2 3 6

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 3 3
3. Trevor reads for of an hour on Monday and 1 hours on Tuesday. What is the total length
4 4
of time that he reads on these two days?
5 2
4. Hungry Harry eats of a pizza. Ravenous Rita eats of a same size pizza. Harry eats what
6 3
fraction of a pizza more than Rita? Include a diagram in your solution.
1 2
5. Marcy had 2 boxes of crayons. She lost some of her crayons and now has 1 boxes of
4 3
crayons left. What fraction of a box of crayons did Marcy lose?
3 5
6. Peter, the pie man, has some pies, all the same size. He sells of a pie and has 2 left.
8 6
a) Estimate how many pies Peter had at the beginning. Explain your thinking.
b) How many pies did he have at the beginning?
2 1 3
7. Ben thinks that + = . He reasons as follows:
3 2 5
2 1
shaded shaded
3 2
3
3 out of 5 shapes or of the shapes are shaded. Therefore, when you add one-half and
5
two-thirds you get three-fifths of all the shapes shaded.
Critique Ben's reasoning.

B. One-on-One Assessment

Assessment activities can be used with individual students, especially students who may be
having difficulty with the outcome.

Provide fraction strips, fraction blocks and counters for the student to use as needed. Instruct the
student that he or she is to explain his or her thinking for each of the questions/problems.
Emphasize that all fractions are to be written in the simplest form.

1. Tell the student to use estimation skills and the number line provided to answer the following
questions.

0 A B C D 1 E F 2

a) If the fractions represented by A and B are added, what point on the number line best
represents the sum?
b) If the fractions represented by B and C are added, what point on the number line best
represents the sum?
c) What point on the number line best represents the difference: F – E?
d) What point on the number line best represents the difference: D – A?

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 If the student has difficulty, have the student use different strategies, such as mentally adding
or subtracting the two lengths provided or placing appropriate fractions on the number line to
1 1
aid in using benchmarks such as , 1 or 1 .
2 2
2. Instruct the student to write <, = or > to complete each sentence correctly, without calculating
the answer. Ask the student to explain his or her thinking for each sentence.

3 2 3 1 3 1 1
a) + 1 b) + 1 c) +
8 5 4 3 8 6 2

If the student has difficulty estimating the answer, suggest that he or she use benchmarks for
3 2 1
each fraction, such as both and are less than so the sum of these two fractions must be
8 5 2
less than one.

3. Present the following problem to the student.

5 5
Terry jogs for of a hour on Monday and 1 hours on Friday. What is the total length
6 6
of time that he jogs on these two days?

If the student has difficulty solving any of the problems, suggest that he or she replace the
fractions with whole numbers to aid in deciding which operation to use. To check the
reasonableness of the answer, have the student estimate the answer first by using
5 5
benchmarks. For example, is close to one and 1 is close to two so the answer should be
6 6
close to three.

Then provide the student with the appropriate fraction strips or fraction blocks to represent
the problem concretely. Encourage the student to draw diagrams to represent the problem,
even though diagrams are not required.

4. Present the following problem to the student.

7 2
Hungry Harry eats of a pizza. Ravenous Rita eats of a same size pizza. Harry eats
8 3
what fraction of a pizza more than Rita? Include a diagram in your solution.

5. Present the following problem to the student.

1 3
Marcy had 2 boxes of crayons. She lost some of her crayons and now has 1 boxes of
5 10
crayons left. What fraction of a box of crayons did Marcy lose?

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6. Present the following problem to the student.
3 3
Peter, the pie man, has some pies, all the same size. He sells of a pie and has 2 left.
5 4
a) Estimate how many pies Peter had at the beginning. Explain your thinking.
(Prompt the student to use benchmarks if he or she has trouble estimating the sum
of the two fractions.)
b) How many pies did he have at the beginning?

7. Present the following situation to the student and have him or her critique the reasoning.

7 1 8
Ben thinks that + = . He reasons as follows:
8 2 10
7 1
shaded shaded
8 2
8 7 1
8 out of 10 shapes or of the shapes are shaded. Therefore, when you add + you get
10 8 2
8
of all the shapes shaded.
10

If difficulty arises in explaining the fallacy, prompt the student to think about the size of the
whole in each case. Remind him or her that the fractions in a given problem must all relate to
same whole set or whole region.

C. Applied Learning

Provide opportunities for students to use their addition and subtraction of fractions and mixed
numbers in a practical situation and notice whether or not the understanding transfers. For
example, have the student explain if he or she reads more or less than an hour in total if he or she
3 2
reads of an hour one day and of an hour another day. Then have the student calculate the
5 3
number of hours that he or she read in these two days. Ask the student to use the fractions in the
problem to create a subtraction problem and solve it.

Does the student:

• display number sense by using benchmarks in making estimates of sums or differences of
fractions?
• explain his or her thinking in making estimates and calculating answers?
• apply his or her knowledge of whole numbers in working with fractions?
• understand the relative size of the numbers so that he or she creates a subtraction problem
with a positive solution?
• solve a similar problem, using mixed numbers, and explain the solution?
• use diagrams if needed to aid in explaining the solution?

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Step 5: Follow-up on Assessment

Guiding Questions

• What conclusions can be made from assessment information?

• How effective have instructional approaches been?
• What are the next steps in instruction?

A. Addressing Gaps in Learning

• Use manipulatives of various kinds to establish a solid foundation for the meaning of
fractions and equivalent fractions.
• Review the relation between mixed numbers and improper fractions, using concrete
materials, diagrams and symbols.
• Relate adding and subtracting fractions to adding and subtracting whole numbers. The types
of problems involving the addition or subtraction of whole numbers are the same for fraction
problems; e.g., part-part-whole, comparison and join or separate problems. Substituting
whole numbers for fractions helps students decide which operation to use in solving the
problems.
• Encourage students to estimate before calculating to ensure that their answer makes sense
and also to develop number sense.
• Use problem contexts that students can relate to and keep the fractions simple initially; i.e.,
use fractions with like denominators, then use unlike denominators with only one
denominator needing to be changed and finally use unlike denominators with both
denominators needing to be changed.
• Relate addition to subtraction to help students see the connection.
• Connect the concrete, pictorial and symbolic modes.
• Provide the option for students to use manipulatives as long as needed, even on tests.
• Encourage students to explain their thinking orally if they have difficulty explaining it in
writing.

B. Reinforcing and Extending Learning

Students who have achieved or exceeded the outcomes will benefit from ongoing opportunities
to apply and extend their learning. These activities should support students in developing a
deeper understanding of the concept and should not progress to the outcomes in subsequent
grades.

Consider strategies, such as the following.

• Provide tips for parents on adding and subtracting fractions and mixed numbers at home or in
the community.
– Find the total amount of pizza eaten by adding the fractional amounts eaten by each
family member.

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 3
– The child has 3 hours before dinner and needs of an hour to help with dinner, so how
4
much time does the child have to visit friends before dinner?
1 3
– If the child reads 2 hours on Monday and 1 hours on Tuesday, ask questions related
5 4
to these fractions, such as:
ƒ Did the child read more or less than four hours on the two days? How do they know
without calculating the answer?
ƒ What was the total time that the child read on the two days?
ƒ How much longer did the child read on one day than the other?
ƒ How much more time would the child have to read to have read five hours?

• Reinforce adding and subtracting fractions by using two-way tasks. The three numbers in any
row or column must form a correct addition sentence. The self-checking nature of these tasks
is an asset in providing reinforcement. The tasks can be made more or less challenging by
changing the numbers. Students should be encouraged to create two-way tasks for other
students to complete.

Examples of two-way tasks:

+ + +
2 1 1 29 4
6 4 7
5 5 5 50 5
27 2
100 25
2 1 9
1 5 2
6 5 10 10
2

Adapted from Grayson H. Wheatley and George Abshire, Developing Mathematical Fluency: Activities for Grades 5–8
(Tallahassee, FL: Mathematics Learning, 2002), p. 207. Adapted with permission from Mathematics Learning,
www.mathematicslearning.org.

• Provide students with pattern blocks and fraction blocks. Have them find all the different
ways they can build the yellow hexagon pattern block from different combinations of pattern
blocks. Instruct them to use fractions to record the different ways that they find. For example,
1
the green triangle is of the hexagon and the trapezoid is 1/2 of the hexagon so one way to
6
1 1 1 1
write the fractions would be + + + . Similarly, students could find all the different
6 6 6 2
ways to build the pink double hexagon fraction block and write the fractions to record the
ways.

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 From About Teaching Mathematics, A K–8 Resource, 2nd Edition by Marilyn Burns. Page 235. Copyright © 2000 by Math
Solutions Publications. Reproduced by permission. All rights reserved.
• Challenge students with fraction riddles, such as the following:
1
A rectangle is red, 1/5 green, 1/10 blue and the rest yellow. How much of the
2
rectangle is yellow? Draw the rectangle on squared paper and record the fraction that tells
which part is yellow.
From About Teaching Mathematics, A K–8 Resource, 2nd Edition by Marilyn Burns. Page 234. Copyright © 2000 by Math
Solutions Publications. Reproduced by permission. All rights reserved.

• Challenge students to solve multi-step problems involving the addition and subtraction of
fractions and mixed numbers, such as the following. Encourage students to create problems
to share with others.
Pete has 2 1/2 pepperoni pizzas left over from a party as well as 1 5/8 ham and pineapple
pizzas. He gives 2 3/4 of these pizzas away to friends to take home after the party. If the
pizzas are all the same size, how much pizza does Pete have left for himself?

• Have students play the following games:

– Make One Whole
Players: small group or whole class
1 1 1 2 2 3 3 4
Materials: three sets of fraction cards: , , , , , , ,
2 3 4 3 4 4 2 3
Description: Shuffle the cards and give one card to each person in the class. Each student
finds a partner who has a fraction that can be added to his or her fraction to make a whole
number or subtracted from his or her fraction to make a whole number.
Goal: find as many partners as possible to produce a whole number.

Variations:
9 Players can work in teams of three or four with one set of fraction cards. The team
that finds the most ways to add or subtract the cards is the winner.
9 Each team is given a set of cards and is asked to use any of the four operations with
fractions to arrive at the greatest (or least) answer.
9 Change the fractions on the fraction cards to include more (or less) variety.
Adapted from Alberta Education, Fractions: Learning Strategies to Enhance Understanding (unpublished workshop
handout) (Edmonton, AB: Alberta Education, 2004), p. 64.

– Operation Fractions
Players: 2 to 4
1 1 1 2 2 3 3 4
Materials: a set of fraction cards; e.g., , , , , , , ,
2 3 4 3 4 4 2 3
Description: Deal all the fraction cards face down to the players. Each player turns over
two cards and decides whether to add or subtract the two fractions on the cards. The
player who has the greatest sum or difference wins all the cards that are face up.

Goal: The play continues until one person (the winner) has all the cards.
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 Variations:
9 Use fewer cards or more cards with different fractions
9 Use cards with only certain numbers.
9 Use more operations.
9 Turn over three or four cards instead of two cards for each play.
9 The winner of the game could be the person with no cards left.
9 The player who has the least sum or difference wins all the cards that are face up.
9 Each player rolls two (or more) dice with fractions on each face rather than using
playing cards. The player with the greatest (or least number) resulting from the
operations could score one point. The winner is the player with the most points.
Adapted from Alberta Education, Fractions: Learning Strategies to Enhance Understanding (unpublished workshop
handout) (Edmonton, AB: Alberta Education, 2004), p. 65.

• Sample Structured Interview: Assessing Prior Knowledge and Skills

Directions Date:
Present the following Not Quite There Ready to Apply
problems to the student.

Philly runs around a • Does not use • Uses multiples to

racetrack every six minutes multiples to solve solve the problem
while Lightning runs around the problem. correctly and
the same racetrack every • Solves the problem illustrates the
eight minutes. If both horses but is unable to multiples by listing the
start the race at the same explain the process. multiples of each
time and continue at the number, using patterns
same pace, in how many in a chart, arrows on a
minutes will they be side by number line or some
side again on the racetrack? other appropriate
Explain your thinking. method.

Jamie said that the same • States that Jamie is • Says that Jamie is
number can be both a not correct. correct and
multiple and a factor of a • Says Jamie is substantiates this
given number. Is Jamie correct but is viewpoint with an
correct? Explain. unable to give an example, such as six is
example to explain a factor of six and also
why. a multiple of six.

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 There are 24 candies of one • Has difficulty • Solves the problem
kind in the first bag and 32 understanding the and explains the
candies of another kind in problem and resorts process clearly by
the second bag. What is the to adding or referring to factors of
greatest number of people subtracting the 24 and 32 of which 8
who could share equally the numbers or some would be the greatest
candies from both bags? other operation that number that would
Explain. does not lead to a divide evenly into both
correct solution. 24 and 32.
• Solves the problem
but is unable to
explain the process.

17 • Does not express • Expresses the

There are pizzas left after the improper improper fraction as a
8
a party. Express this number fraction as a mixed mixed number and
as a mixed number. Draw a number. draws an appropriate
diagram to show the pizzas. • Expresses the diagram.
improper fraction
as a mixed number
but is unable to
explain the process
using a diagram.

3 • Does not write the • Writes the improper

Susie has 4 Kit Kat
4 improper fraction. fraction and draws an
chocolate bars. Write this • Writes the improper appropriate diagram
mixed number as an fraction but does showing one equal-
improper fraction to show not draw an sized chocolate bars,
how many quarter bars (Kit appropriate diagram each divided into four
Kat pieces) she has in all. to illustrate the equal pieces, and one
Draw a diagram to show the problem. more chocolate bar of
chocolate bars. the same size with
three out of four equal
pieces left.

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BIBLIOGRAPHY—Planning Guide: Grade 7 Addition and Subtraction of Positive
Fractions and Mixed Numbers
Strand: Number
Outcome: 5

Step 1 References

Alberta Education. Fractions: Learning Strategies to Enhance Understanding (unpublished

workshop handout). Edmonton, AB: Alberta Education, 2004.

National Council of Teachers of Mathematics. Principles and Standards for School

Mathematics. Reston, VA: The National Council of Teachers of Mathematics, 2000.

Van de Walle, John A. and LouAnn H. Lovin. Teaching Student-Centered Mathematics: Grades
5–8. Boston, MA: Pearson Education, Inc., 2006.

Step 2 References

Alberta Education. The Alberta K–9 Mathematics Program of Studies with Achievement
Indicators. Edmonton, AB: Alberta Education, 2007.

Step 3 References

Alberta Education. Fractions: Learning Strategies to Enhance Understanding (unpublished

workshop handout). Edmonton, AB: Alberta Education, 2004.

Barton, Mary Lee and Clare Heidema. Teaching Reading in Mathematics: A Supplement to
Teaching Reading in the Content Areas Teacher's Manual. 2nd ed. Aurora, CO: McREL
(Mid-continent Research for Education and Learning), 2002.

Mack, Nancy K. "Connecting to Develop Computational Fluency with Fractions." Teaching

Children Mathematics 11, 4 (November 2004), pp. 226–232.

Reys, Barbara J. Developing Number Sense in the Middle Grades: Curriculum and Evaluation
Standards for School Mathematics Addenda Series, Grades 5–8. Reston, VA: The
National Council of Teachers of Mathematics, 1992.

Schwartz, Robert M. "Learning to Learn Vocabulary in Content Area Textbooks." Journal of

Reading 32, 2 (1988), pp. 108–118.

Step 4 References

No references.

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Step 5 References

Alberta Education. Fractions: Learning Strategies to Enhance Understanding (unpublished

workshop handout). Edmonton, AB: Alberta Education, 2004.

Burns, Marilyn. About Teaching Mathematics: A K–8 Resource. Sausalito, CA: Math Solutions
Publications, 1992.

Wheatley, Grayson H. and George Abshire. Developing Mathematical Fluency: Activities for
Grades 5–8. Tallahassee, FL: Mathematics Learning, 2002.

Other References

Cathcart, W. George, Yvonne M. Pothier and James H. Vance. Learning Mathematics in

Elementary and Middle Schools. 2nd ed. Scarborough, ON: Prentice-Hall Canada Inc.,
1997.

Glanfield, Florence and Katie Pallos-Haden. Fraction Blocks (Active Learning Series). Barrie,
ON: Exclusive Educational Products, 1995.

Van de Walle, John A. Elementary and Middle School Mathematics: Teaching Developmentally.
4th ed. Boston, MA: Addison Wesley Longman, Inc., 2001.

Wiggins, Grant and Jay McTighe. Understanding by Design. Alexandria, VA: Association for
Supervision and Curriculum Development, 1998.

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