Day 1: Introduction to Fraction Addition

Standards

Common Core State Standard:

• NC.4.NF.3 — Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

Mathematical Practices:

• MP1: Make sense of problems and persevere in solving them.
• MP4: Model with mathematics.

I Can Statements

• I can explain how adding fractions is like putting parts together.
• I can use a number line to add fractions with like denominators.

Success Criteria

• I can identify the numerator and denominator in a fraction.
• I can show addition of fractions using visual fraction strips or a number line.
• I can solve simple fraction addition problems with like denominators.

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Anticipatory Activity (5 minutes)

Teacher Instruction:

• Start with a real-world context: "Yesterday I walked 2/5 of a mile, and today I walked 4/5 of a mile. How far did I walk both days?"
• Show a visual fraction strip or draw a number line marked from 0 to 1 divided into fifths.

Student Work:

• Students use fraction strips or draw their own number line on paper to model and visualize the combined distance walked.
• Encourage them to count the parts to find the total distance walked.

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Teacher Instruction (10 minutes)

• Explain that adding fractions with the same denominator means joining parts of the same whole.
• Show that 2/5 + 4/5 = 6/5 by counting all the fifths together.
• Demonstrate the addition using both a number line and area models.
• Reinforce vocabulary: numerator, denominator, unit fraction.

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Student Work / Lesson Application (15 minutes)

• Students will complete problems adding fractions with like denominators using area models and number lines (from the worksheet).
• Work through 3 examples together as a class before independent practice.
• Use visual aids and manipulatives to support understanding.

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Small Group / Differentiated Instruction (5 minutes)

• For students needing extra support: Use fraction strips exclusively and practice decomposing fractions into sums of unit fractions. Scaffold counting practice with whole numbers first, then fractions.
• For advanced learners: Challenge with addition involving mixed numbers or multiple fractions, and encourage explanation of reasoning.

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Exit Ticket / Assessment (5 minutes)

• Provide 2 problems requiring addition of fractions with like denominators represented on number lines or as word problems.
• Example: "Add 3/8 and 2/8. Show your work on a number line."
• Collect responses to check understanding.

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Day 2: Subtraction of Fractions

Standards

Common Core State Standard:

• NC.4.NF.3 — Understand subtraction of fractions as separating parts referring to the same whole.

Mathematical Practices:

• MP1: Make sense of problems and persevere in solving them.
• MP6: Attend to precision.

I Can Statements

• I can explain how subtracting fractions is like separating parts.
• I can use number lines to subtract fractions with like denominators.

Success Criteria

• I can subtract fractions with the same denominator using models.
• I can solve real-world word problems involving fraction subtraction.

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Anticipatory Activity (5 minutes)

Teacher Instruction:

• Pose a situation: "You have 5/4 of a pizza, and you ate 2/4. How much pizza is left?"
• Display a number line from 0 to 2 divided into fourths.

Student Work:

• Students use fraction strips or draw number lines to model subtraction.
• Model counting back on the number line.

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Teacher Instruction (10 minutes)

• Discuss subtraction as “taking away” or “separating” parts from a whole.
• Show 5/4 - 2/4 = 3/4 using a number line and area model.
• Review numerator and denominator.

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Student Work / Lesson Application (15 minutes)

• Provide guided practice subtracting fractions using number line diagrams and area models.
• Students work through 3 problems, including one word problem modeled visually.

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Small Group / Differentiated Instruction (5 minutes)

• Dyslexia-friendly reading options: Provide word problems in clear, simple sentences; allow oral responses and use visuals for comprehension.
• For advanced learners: Explore subtraction involving mixed numbers and decomposing fractions to subtract in more than one way.

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Exit Ticket / Assessment (5 minutes)

• Students sketch a number line showing the subtraction and write number sentences for two problems.
• Example: "Subtract 4/6 from 5/6 and show your work."

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Day 3: Decomposing Fractions and Equivalency

Standards

Common Core State Standard:

• NC.4.NF.3 — Decompose fractions into sums of unit fractions and other fractions with the same denominator in multiple ways.

Mathematical Practices:

• MP3: Construct viable arguments and critique the reasoning of others.
• MP7: Look for and make use of structure.

I Can Statements

• I can break apart a fraction into unit fractions in more than one way.
• I can explain my thinking about fraction decompositions.

Success Criteria

• I can write fractions as sums of unit fractions and other fractions with like denominators.
• I can compare different models of the same fraction decomposition.

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Anticipatory Activity (5 minutes)

Teacher Instruction:

• Show the fraction 6/5 and ask: "Can you break 6/5 into parts in more than one way?"
• Show two different decompositions on number lines or area models.

Student Work:

• Students try to write 6/5 as a sum of unit fractions in 2 different ways.

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Teacher Instruction (10 minutes)

• Model decomposing fractions (e.g., 6/5 = 1 + 1/5 or 2/5 + 4/5).
• Use number lines and area models to demonstrate equivalency and decompositions.

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Student Work / Lesson Application (15 minutes)

• Students work in pairs creating at least two decompositions for given fractions with like denominators.
• Encourage discussion and reasoning behind their methods.

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Small Group / Differentiated Instruction (5 minutes)

• For struggling learners: Use concrete fraction strips to build decompositions visually.
• For advanced learners: Use mixed numbers and improper fractions; explain decompositions using equations.

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Exit Ticket / Assessment (5 minutes)

• Write one fraction decomposition with a fraction and a sum of unit fractions.
• Example: "Decompose 7/6 into unit fractions."

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Day 4: Applying Fraction Addition and Subtraction

Standards

Common Core State Standard:

• NC.4.NF.3 — Solve word problems involving addition and subtraction of fractions including mixed numbers by writing equations from visual representations.

Mathematical Practices:

• MP2: Reason abstractly and quantitatively.
• MP5: Use appropriate tools strategically.

I Can Statements

• I can solve word problems involving adding and subtracting fractions with like denominators.
• I can show my work using number lines or area models.

Success Criteria

• I can write equations from visual models.
• I can explain how I solved fraction problems.

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Anticipatory Activity (5 minutes)

Teacher Instruction:

• Present a real-world problem involving fractions, e.g., baking with 3/4 cup sugar, then adding 1/4 cup, or using fractions for a craft project.

Student Work:

• Students visualize the problem using number lines or area models before solving.

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Teacher Instruction (10 minutes)

• Guide students through translating a word problem into a fraction equation.
• Model solving with visual supports and connecting to the "I can" statements.

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Student Work / Lesson Application (15 minutes)

• Students work independently or in small groups to solve 3-4 fraction word problems using their chosen model (number line or area model).
• Students explain their reasoning orally or in writing.

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Small Group / Differentiated Instruction (5 minutes)

• For students needing support: Use sentence starters for explaining solutions, and provide additional manipulatives.
• For advanced learners: Challenge students to create their own fraction addition or subtraction word problems.

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Exit Ticket / Assessment (5 minutes)

• Complete a short quiz with 2 word problems requiring addition or subtraction of fractions, showing work on a model.
• Example: "Jamal drank 5/8 of a bottle of juice. Later, he drank 2/8 more. How much did he drink in total?"

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Differentiation Strategies

• Use multisensory methods: fraction strips, number lines, and area models.
• Provide dyslexia-friendly texts: large print, clear fonts, simple language, and visuals.
• Allow oral, pictorial, or written explanations depending on students' preferred modes.
• Small group work targeting individual needs.

Extension Activities

• Addition and subtraction of fractions with unlike denominators using area models.
• Introduction to mixed number operations and conversion between improper fractions and mixed numbers.
• Math journaling explaining fraction operations and answering “Why?” questions to deepen conceptual understanding.

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This 4-day scaffolded plan centers on NC.4.NF.3, encouraging students to visualize, reason, and apply fraction addition and subtraction with like denominators, connecting skills to real-world scenarios with accessible language and diverse instructional strategies.