Add and Subtract Fractions With Unlike Denominators 7 +

M AT H M AT + C O N N E C T C A R D S
Learning Goal
Students will make connections to their previous experiences with manipulatives in
order to add and subtract fractions using visual models and equations.
Using the Math Mat

• Print the math mats. Laminate or insert the math mats into a dry erase
pocket so that you can re-use them.
• Allow students to use fraction tiles or pattern blocks in the open space on
the top half of the math mats. They can also draw models in this space.
• Move students from showing their work with manipulatives to using area
models and number lines. Highlight the similarities between the concrete
and visual models.
• Lastly, connect students’ work with area models and number lines to the
algorithm for adding and subtracting fractions. This connection should be
made after students have had plenty of experience working with concrete
and visual models.
Using the Connection Cards

• Pair the connect cards with the math mat to give students a space to show
their thinking.
• Print the connect cards for students to solve together in small groups or
use them as a math talk with the whole class. Regularly prompt students’
to share their thinking as many of the questions will bring about multiple
approaches and responses.
Tips & Suggestions

• Give each student a math mat to use any time they are working with
adding and subtracting fractions. This serves as a reminder of the models
and strategies they can use and gives them space to show their thinking.
• Do not move to the algorithm for adding and subtracting fractions too
soon. Give students plenty of experience with models first. As they get
better at using number sentences to representing their work with
manipulatives and visual models, then guide students in organizing their
work into an algorithm.
© COPYRIGHT MIX AND MATH

OPERATIONS with FRACTIONS
Use the space below to organi ze your work with mani pulatives.
Show your thinking with the models below and number sentences.

OPERATIONS with FRACTIONS
Use the space below to organi ze your work with mani pulatives.
Show your thinking with number lines and number sentences.

with fractions
Solve the problem below using the number lines.
Then, fill in the blanks with the correct numbers.
2 3 3
+ = + =
5 10 10 10
0 1
0 © COPYRIGHT MIX AND MATH

1 #1
with fractions
Use the model below to solve the equations and fill
in all of the blanks with the correct numbers.
1
+ =
3
+ =
6 6

#2
with fractions
1 5 5
+ = + =
4 12 12 12
0 1

1 #3
with fractions
1
+ =
4
+ =
8 8

#4
with fractions
The number lines show equal
pairs of fractions that have a 0 1
sum of 1 whole. Place the
correct fractions in the boxes to
complete the number lines. Each 0 1
fraction can only be used once.
Not all fractions will be used. 0 1
5 4 3 1 3 2 2 4 2 4 6 6
10 2 6 2 9 1 3 8
4 10 10 12
#5
with fractions
The peri meter of the triangle below is 1 inch. Find the
missing side length. Use number sentences and an area
model to show your thinking.
3 3
in. in.
8 8
in.
4
#6
with fractions
pairs of fractions that have a 0 1
2
sum of one-hal f. Place the
correct fractions in the boxes to
0 1
complete the number lines. Each 2
2
1 2 3 4 5 1 4 4 3 6 1 5
2 8 12 1 20 3 8 16
4 24 4 15
#7
with fractions
Kate baked 3 trays of brownies. Some of the brownies
were eaten. The shaded amounts show the brownies that
are left. What fraction of the trays are left? Use the
shaded models to complete the equations and solve.
3- =?
6
2 - =
6 6 6
#8
with fractions
Sam has two containers of water. One container holds
1 3/8 gallons of water. The other container holds hal f of a
gallon of water. How much more water does the larger
container hold than the smaller container? Use the area
models below to show your thinking.

#9
with fractions
The peri meter of the rectangle is 1 meter. Find the missing
side lengths using an area model or number line to show
your thinking.
m.
10
1 1
m. m.
5 5
m.
10
#1 0
with fractions
Jessie solved a math problem in
which the sum of two mixed 0 1 2 3
numbers was 3. He used a
number line to help hi m, but he
0 1 2 3
forgot to label the numbers. What
could the pair of numbers be?
0 1 2 3
4 1 4 6 2 3 3 2 2
1 1 1 1 1 1 1 1 1
9 3 6 9 6 6
9 3 9
#1 1
with fractions
Adalyn was working on an art project. She painted 1 2/3 tiles
pink, 1 3 /4 tiles yellow, and she covered the remaining space
on the tiles in glitter. How much of the tiles were covered in
glitter? Show your thinking using the models below.

#1 2
with fractions
Josiah solved a math problem in
which the sum of two numbers 0 1 2 3 4
was 3 1 /2 . He used a number line
to help hi m, but he forgot to label
0 1 2 3 4
the numbers. What could the pair
of numbers be?
0 1 2 3 4
5 3 4 6 6 8 9 5 8
3 2 2 3 4 4 6
2 6
#13
with fractions
The peri meter of the rectangle
is 4 inches. Amir thinks that
in.
the top and bottom lengths 4
have to be greater than 1 inch 6
because the right and left in. in.
8
widths are less than 1 inch. Is
Amir correct? Explain your
in.
thinking. Then, solve for the 4
missing side lengths.
#14
with fractions
Jayvon had 4 quarts of j uice. The amount of j uice left in
each quart is shown below. How many quarts of j uice are
left? Make an esti mate, then use the area models to solve.
1 qt. 1 qt. 3 3
qt. qt.
8
4
#15
with fractions
The peri meter of the triangle below is 4 inches. Find the
missing side length. Use number sentences and a number
line to show your thinking.
11 11
in. in.
8 8
in.
4
#16
with fractions
At the end-of-season celebration, the basketball coach
ordered three pi zzas. The players ate 1 /3 of the cheese
pi zza, 2/9 of the pepperoni pi zza, and 5/6 of the sausage
pi zza. One of the players said that more than hal f of the
pi zzas were eaten. Is the player correct? How do you
know? Show your thinking using models or number lines.

#17
with fractions
Cory plays the drums three ti mes each week. His goal is to
practice for a total of 5 hours every week. If he practices
for 1 1 /4 hours on Monday, 1 /2 of an hour on Tuesday, and
2 6/8 hours on Thursday, did Cory reach his practice goal
for the week? If Cory didn’t meet his goal, help hi m reach it
next week by giving Cory three suggestions for how he
could have met his 5 hour practice goal in three days.

#18
with fractions
ANSWER
2 3 4 3 7
+ = + =
5 10 10 10 10
0 1
KEY
1 #1
with fractions
(1-6)
1 3
+ =
3 6
2 3 5
+ =
6 6 6

#2
with fractions with fractions

Solve the problem below using the number lines. The number lines show equal
Then, fill in the blanks with the correct numbers. pairs of fractions that have a 0 Answers will vary. 1
3 8 sum of 1 whole. Place the Students should choose
1 5 5
+ = + = correct fractions in the boxes to pairs of fractions that1
4 12 12 12 12 complete the number lines. Each 0
are equivalent to 1 / 2 .
0 1
5 4 3 1 3 2 2 4 2 4 6 6

1 #3 10 2 6 2 9 1 3 8
4 10 10 12
#5

Use the model below to solve the equations and fill The peri meter of the triangle below is 1 inch. Find the
in all of the blanks with the correct numbers. missing side length. Use number sentences and an area
model to show your thinking.
1 3
+ = 3 3
4 8 8 in. in.
8 8
2 3 5
+ =
8 8 8 1
in.
#4 4
#6
with fractions
pairs of fractions that have a 0Answers will vary. 1
ANSWER
2
sum of one-hal f. Place the Students should choose
correct fractions in the boxes to pairs of fractions that1
0
complete the number lines. Each
are equivalent to 1 / 42.
2
1 2 3 4 5 1 4 4 3 6 1 5
KEY
2 8 12 1 20 3 8 16
4 24 4 15
#7
with fractions
(7-12)
Kate baked 3 trays of brownies. Some of the brownies
were eaten. The shaded amounts show the brownies that
are left. What fraction of the trays are left? Use the
shaded models to complete the equations and solve.
1
3- 1 =?
6
6 1 5
2 - 1 = 1
6 6 6
#8

Sam has two containers of water. One container holds Jessie solved a math problem in
1 3/8 gallons of water. The other container holds hal f of a which the sum of two mixed
Answers will vary.
0 1 2 3
gallon of water. How much more water does the larger numbers was 3. He used a Students should choose
container hold than the smaller container? Use the area number line to help hi m, but he pairs of fractions that
0 1 2
models below to show your thinking. 7/8 gallons of water forgot to label the numbers. What are equivalent to 1 1 / 33
could the pair of numbers be? and 1 2 / 3 .
X X 0 1 2 3
4 1 4 6 2 3 3 2 2
X X 1 1 1 1 1 1 1 1 1
#9 9 3 6 9 6 6
9 3 9
#1 1

The peri meter of the rectangle is 1 meter. Find the missing Adalyn was working on an art project. She painted 1 2/3 tiles
side lengths using an area model or number line to show pink, 1 3 /4 tiles yellow, and she covered the remaining space
your thinking. on the tiles in glitter. How much of the tiles were covered in
3 glitter? Show your thinking using the models below.
m.
10
1 1
m. m.
5 5
3
m.
10
#1 0 7/12 of a tile was covered in glitter
#1 2
with fractions
Josiah solved a math problem in
which the sum of two numbers Answers will vary.
0 1 2 3 4
ANSWER
was 3 1 /2 . He used a number line Students should choose
to help hi m, but he forgot to label pairs of fractions that
the numbers. What could the pair are equivalent
0 1 2
to3 2 and
4
of numbers be? 1 1/2.

0 1 2 3 4
5 3 4 6 6 8 9 5 8
KEY
3 2 2 3 4 4 6
2 6
#13
with fractions
Amir is correct. If the total length of two sides is less than 2, the total length of the
(13-18)
other two sides would have to be more than 2 so that all sides together equal 4 inches.
The peri meter of the rectangle
is 4 inches. Amir thinks that 5
in.
the top and bottom lengths 4
have to be greater than 1 inch 6 6
because the right and left in. in.
widths are less than 1 inch. Is 8 8
Amir correct? Explain your 5

in.
thinking. Then, solve for the 4
missing side lengths.
#14

Jayvon had 4 quarts of j uice. The amount of j uice left in At the end-of-season celebration, the basketball coach
each quart is shown below. How many quarts of j uice are ordered three pi zzas. The players ate 1 /3 of the cheese
left? Make an esti mate, then use the area models to solve. pi zza, 2/9 of the pepperoni pi zza, and 5/6 of the sausage
pi zza. One of the players said that more than hal f of the
pi zzas were eaten. Is the player correct? How do you
know? Show your thinking using models or number lines.
1/3is equivalent to 6/18. 2/9 is equivalent to 4/18. 5/6 is
1 qt. 1 qt. 3 3 equivalent to 15/18. 25/18 is 1 7/18 which is less than 1 1/2
qt. qt.
so the player is not correct. Half of 3 would be 1 9/18.
3 1 / 8 quarts of juice are left 8
4
#15 © COPYRIGHT MIX AND MATH
#17

The peri meter of the triangle below is 4 inches. Find the Cory plays the drums three ti mes each week. His goal is to
missing side length. Use number sentences and a number practice for a total of 5 hours every week. If he practices
line to show your thinking. for 1 1 /4 hours on Monday, 1 /2 of an hour on Tuesday, and
2 6/8 hours on Thursday, did Cory reach his practice goal
11
in.
11
in.
for the week? If Cory didn’t meet his goal, help hi m reach it
8 8 next week by giving Cory three suggestions for how he
could have met his 5 hour practice goal in three days.
Answers will vary, but students should have
5 three different combinations of fractions and
in.
4
#16 mixed numbers that are equal to 5.
#18
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M AT H M AT + C O N N E C T C A R D S

Using the Math Mat

Using the Connection Cards

Tips & Suggestions

© COPYRIGHT MIX AND MATH

© COPYRIGHT MIX AND MATH

Show your thinking with number lines and number sentences.

© COPYRIGHT MIX AND MATH

0 © COPYRIGHT MIX AND MATH

© COPYRIGHT MIX AND MATH

0 © COPYRIGHT MIX AND MATH

© COPYRIGHT MIX AND MATH

© COPYRIGHT MIX AND MATH

© COPYRIGHT MIX AND MATH

© COPYRIGHT MIX AND MATH

© COPYRIGHT MIX AND MATH

© COPYRIGHT MIX AND MATH

with fractions with fractions

0 © COPYRIGHT MIX AND MATH

with fractions with fractions

with fractions with fractions

with fractions with fractions

of numbers be? 1 1/2.

Amir correct? Explain your 5

with fractions with fractions

with fractions with fractions

you may: you may not:

MIX AND MATH 360°

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