Lesson Title: Estimating Sums and Differences of Mixed Numbers

Grade: 5th
Alignment with Maine Standards:
5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an equivalent
sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 =
23/12. (In general, a/b + c/d = (ad + bc)/bd.)
5.NF.2 Use benchmark fractions and number sense of fractions to estimate mentally and assess
the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by
observing that 3/7 < 1/2.
Mathematics Goals:
Students can estimate sums and differences of fractions and mixed numbers by rounding to the
nearest whole number.
Students needs:
-Students will know the difference between common fractions and mixed number. For instance
that a common fraction can represent a value greater than one and a common fraction can
represent a value that is less than one. I chose to take out the vocabulary word improper
fraction so students dont think improper fractions are a completely different concept than proper
fraction. They will know that whole number amounts can be represented by fractions. They will
also know how to add and subtract fractions and whole numbers.

Materials:
Chart Paper
Markers (1 red, 1 blue)
Envision Book
Book work paper
Number Line Worksheets
Masking Tape
Whiteboard markers
Number Cube (8 cubes)
Quick Questions Game
Procedure:
Before:
You already know how to add and subtract whole numbers and fractions. Today you will learn
how to use a number line to estimate sums and differences of fractions and mixed numbers.
Pose Problem: Alex has 5 cups of strawberries. He wants 1 6/8 cups of strawberries for a fruit
salad and 3 cups of strawberries for jam. Does Alex have enough strawberries to make both
recipes? Will your estimation need to be an overestimate or underestimate? Explain why? (will
work individually (5 minutes) than with a partner to solve this problem)

-To get started on this problem look at the information that is needed to solve this problem and
what operation you will use.
To scaffold students in answering this problem I will draw a number line on the board to visually
represent this problem. The number line will be between 0 and 4 with tick marks to show
fourths. We use number lines often when teaching fractions so this concept will not be new to
them. Students will receive a blank number line that they will glue into their notebooks. Where
do 1 6/8 and 3 belong on the number line? What whole numbers do each of these mixed
numbers round to? Now what is the sum of the rounded numbers? (2+4=6) Does Alex have
enough strawberries for both recipes? Currently we are just working on rounding to the closest
whole number and not using benchmark fractions to estimate. That lesson will be taught
tomorrow and this lesson will help set students up for estimating using benchmark fractions.
To extend or stretch students I will pose another question for students ready to move on. Will
Alex have enough strawberries to make three recipes that call for 1 ,2 2/8, 1 cups of
strawberries?
During:
-For this phase I will have students break off into partners to solve a three part question. It will
be a continuation of working with recipes and figuring out if they have enough ingredients. For
this activity they will use their envision books and solve problem (#32 a.b.c). Each person will
receive a book work paper to show their work.
-To make sure students are accountable for their actions in the partner activity I will have them
write down their thinking. Both students will have to write down their thinking on the book work
paper. Then they have to combine their thinking on chart paper which will be provided. I will
have students discuss their reasoning and represent it with a colored marker (i.e one student
uses red, other uses blue). This makes them accountable and both members are making a
contribution that I can clearly track as well.
-Once they have completed the partner work I will have them independently work on problems
from their books.
-During partner work/independent work I will walk around conferring and observing the work the
students are producing to hold them accountable.
-Questions I will pose while observing:
Why did you round that fraction to ____?
If you were to plot that fraction on a number line, what numbers would it be between? What
number is it closer to?
When would estimating be helpful?
Early Finishers: I will have them work in pairs on an extension activity. It will be a game that will
make them think deeper about estimation.
After:
I will leave 15-20 minutes to have students share and respond to other students thinking. To
set up community of mathematical learners I will have them create a circle formation to discuss
their thinking. During circle formation I will set the rules that students will be adding on to each
other and making sure to allow space for everyones voice. This will be a whole class discussion
with elements of think-pair-share to allow students to feel comfortable to discuss. Each
partnership will bring their chart paper they created to the circle discussion. To make sure there
will be at least three different strategies used I will walk around reviewing the chart paper. This
will allow for a beneficial discussion and all students will learn new strategies from their fellow

peers. Each piece of chart paper will be posted up on the board for students to refer to during
the circle discussion.
I will pose questions: What do others think about what ___ said? Turn to partner.
Do we agree?
Could you please tell me how you figured that out?
-Once students share their findings I will summarize the main ideas of the discussion. I will also
make sure to reinforce terminology and definitions of this lesson.
Assessment:
-To assess students they will have book work paper to show their work which they will fill out. I
will have students come to the meeting area to reconvene and discuss their partner work three
part problem.
-I will formatively assess students based on their reasoning shown on their chart paper. I will be
able to notice each students contribution based on their colored marker.
-I will formatively assess the students when I confer with them and through observations as well.
I will be assessing for strategies used to round to nearest whole number (i.e use a number line,
use a reasoning strategy, or a bar model). These are just a few but listening for their reasoning
and thinking when estimating.
Accommodations:
-The students who will struggle with this concept will be group together and I will work with
them. This regrouping will happen during the independent work so for the partner work they will
be group with a high level student. My hopes in grouping them with a higher level student is they
will learn from them and be able to understand the concept. I will have a mini-lesson with them
after partner work and assist them with their questions. I will pose another problem to help
develop their understanding and have them work individually then together to solve and discuss.
-My ELL students will be provided with two sentence frames to help when responding and
explaining their answers. I will also have these sentence frames written on the board for all
students. So it will be useful to all students since students need assistance when explaining
their reasoning.
Sentence Frames:
I estimating by _______ because. (students will explain strategy they used)
I rounded (fraction) to (whole number)because...