All units / Unit 3
Add, Subtract & Check Fraction Amounts
Compose equal units, rename unlike fractions, regroup mixed numbers and check whether an answer makes sense.
Learning goal: Choose common fractional units, calculate sums and differences, and use estimates and inverse operations to check them.
Prerequisite: Generate equivalent fractions, decompose a whole, and compare fractions to 1/2 and 1.
Materials for your group
Student pages and teacher answers are separate. Download an HTML file to keep or use your browser to print or save as PDF.
Teach in a connected sequence
Each complete lesson is 45 minutes. Use the pre-assessment to select a starting point; revisit a prerequisite whenever its observation is not yet secure. The short interventions in the response guide provide focused practice between lessons.
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Compose One
Goal: Compose and decompose a whole using equal units.
Observe: Can the learner explain why 3/8 + 5/8 has the same unit throughout?
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Mixed Number Market
Goal: Compose whole and fractional amounts in a context.
Observe: Does the learner rename a complete group of parts as one whole?
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Common Denominator Kitchen
Goal: Create common units before adding unlike fractions.
Observe: Ask what the new denominator means in the model.
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Fraction Difference Trail
Goal: Find a missing distance or amount with common units.
Observe: Can the learner check the difference by adding it back?
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Mixed Number Repair
Goal: Regroup a whole to make a subtraction possible.
Observe: Does the renamed mixed number preserve its original value?
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Estimate Before Exact
Goal: Predict a range, solve, then evaluate the result.
Observe: Look for a size check that would detect an added-denominators answer.
Before teaching: pre-assessment
Allow about 15–20 minutes. Ask for a model, explanation or equation. Keep access supports consistent between assessments. Items in the same position assess the same skill through a different task.
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Find 1/3 + 1/4. Show how to make equal-sized units before adding.
Answer, scoring & response
Answer: 1/3 + 1/4 = 4/12 + 3/12 = 7/12. The addends are renamed in twelfths of the same whole.
- 0 points: Adds numerators and denominators to get 2/7. No correct supporting model or explanation is present.
- 1 point: Gets 7/12 or writes valid equivalent fractions but omits a complete common-unit explanation.
- 2 points: 1/3 + 1/4 = 4/12 + 3/12 = 7/12. The addends are renamed in twelfths of the same whole.
Watch for: Adds numerators and denominators to get 2/7.
Respond: Partition one whole into twelve parts and locate both addends within it.
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A bottle holds 5/6 liter. After 1/3 liter is poured out, how much remains? Use equivalent fractions and include units.
Answer, scoring & response
Answer: 5/6 − 1/3 = 5/6 − 2/6 = 3/6 = 1/2 liter. Both amounts are compared in sixths of a liter.
- 0 points: Subtracts denominators or removes one sixth instead of one third. No correct supporting model or explanation is present.
- 1 point: Gets 1/2 liter or correctly renames 1/3 as 2/6 but leaves the explanation incomplete.
- 2 points: 5/6 − 1/3 = 5/6 − 2/6 = 3/6 = 1/2 liter. Both amounts are compared in sixths of a liter.
Watch for: Subtracts denominators or removes one sixth instead of one third.
Respond: Mark one third as two sixths on the bottle before crossing it out.
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Find 2 1/4 − 3/4. Show the exchange of one whole before subtracting.
Answer, scoring & response
Answer: 2 1/4 = 1 5/4, so 1 5/4 − 3/4 = 1 2/4 = 1 1/2.
- 0 points: Subtracts the smaller numerator from the larger without preserving the subtraction order. No correct supporting model or explanation is present.
- 1 point: Gives 1 1/2 but omits the valid exchange, or shows 1 5/4 with a later calculation error.
- 2 points: 2 1/4 = 1 5/4, so 1 5/4 − 3/4 = 1 2/4 = 1 1/2.
Watch for: Subtracts the smaller numerator from the larger without preserving the subtraction order.
Respond: Exchange one whole for four fourths and combine those with the existing fourth.
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A student rewrites 3 1/5 as 2 5/5 to prepare for subtraction. Correct the rewrite and explain the missing amount.
Answer, scoring & response
Answer: 3 1/5 = 2 6/5. One exchanged whole supplies 5/5, and the existing 1/5 must still be included; 2 5/5 loses 1/5.
- 0 points: Drops the existing fractional part when exchanging a whole. No correct supporting model or explanation is present.
- 1 point: Corrects the rewrite to 2 6/5 but does not explain the lost fifth.
- 2 points: 3 1/5 = 2 6/5. One exchanged whole supplies 5/5, and the existing 1/5 must still be included; 2 5/5 loses 1/5.
Watch for: Drops the existing fractional part when exchanging a whole.
Respond: Keep the original fifth visible while adding the five fifths from the exchanged whole.
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Someone claims 2/3 + 3/4 = 5/7. Reject or accept this using an estimate before finding the exact sum.
Answer, scoring & response
Answer: Reject it: both addends exceed 1/2, so the sum exceeds 1. The exact sum is 8/12 + 9/12 = 17/12 = 1 5/12, while 5/7 is below 1.
- 0 points: Accepts an added-denominators answer even though it is too small. No correct supporting model or explanation is present.
- 1 point: Gives a valid estimate or exact sum, but does not use both to evaluate the claim.
- 2 points: Reject it: both addends exceed 1/2, so the sum exceeds 1. The exact sum is 8/12 + 9/12 = 17/12 = 1 5/12, while 5/7 is below 1.
Watch for: Accepts an added-denominators answer even though it is too small.
Respond: Place both addends beyond 1/2 and compare their combined length with one whole.
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A trail is 1 1/2 km long. You walk 2/3 km. Is 1/6 km a reasonable remaining distance? Find the remainder and check by addition.
Answer, scoring & response
Answer: No. 1 1/2 − 2/3 = 9/6 − 4/6 = 5/6 km; 5/6 + 2/3 = 9/6 = 1 1/2 km.
- 0 points: Ignores the whole-number part when finding the remaining distance. No correct supporting model or explanation is present.
- 1 point: Finds 5/6 km but omits the addition check, or rejects 1/6 with a valid partial model.
- 2 points: No. 1 1/2 − 2/3 = 9/6 − 4/6 = 5/6 km; 5/6 + 2/3 = 9/6 = 1 1/2 km.
Watch for: Ignores the whole-number part when finding the remaining distance.
Respond: Draw the entire 1 1/2 km first and show the walked and remaining parts joining to it.
After teaching: post-assessment
Allow about 15–20 minutes. Ask for a model, explanation or equation. Keep access supports consistent between assessments. Items in the same position assess the same skill through a different task.
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A jug receives 2/5 liter and then 1/2 liter. Find the combined amount and explain the equal-sized parts you used.
Answer, scoring & response
Answer: 2/5 + 1/2 = 4/10 + 5/10 = 9/10 liter. Both amounts are renamed as tenths of a liter.
- 0 points: Adds unlike part counts without renaming them in a shared unit. No correct supporting model or explanation is present.
- 1 point: Gives 9/10 liter or correct tenths but leaves the common-unit explanation incomplete.
- 2 points: 2/5 + 1/2 = 4/10 + 5/10 = 9/10 liter. Both amounts are renamed as tenths of a liter.
Watch for: Adds unlike part counts without renaming them in a shared unit.
Respond: Draw fifths and halves on equal liter bars, then subdivide both into tenths.
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A rope is 7/8 meter long. A 1/4-meter piece is cut off. Show the remaining length on a bar and as an equation.
Answer, scoring & response
Answer: 7/8 − 1/4 = 7/8 − 2/8 = 5/8 meter. The bar removes two eighths from seven eighths.
- 0 points: Removes one eighth for a quarter or subtracts the denominators. No correct supporting model or explanation is present.
- 1 point: Gives 5/8 meter but does not align the bar with the equivalent-fraction equation.
- 2 points: 7/8 − 1/4 = 7/8 − 2/8 = 5/8 meter. The bar removes two eighths from seven eighths.
Watch for: Removes one eighth for a quarter or subtracts the denominators.
Respond: Fold the quarter in two to show why it occupies two eighths.
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There are 4 1/3 cups of flour. A recipe uses 1 2/3 cups. Find the amount left and show a value-preserving exchange.
Answer, scoring & response
Answer: 4 1/3 = 3 4/3; subtracting 1 2/3 leaves 2 2/3 cups.
- 0 points: Subtracts fractional numerators in reverse order when the first is smaller. No correct supporting model or explanation is present.
- 1 point: Finds 2 2/3 cups but omits the exchange, or correctly writes 3 4/3 before a later error.
- 2 points: 4 1/3 = 3 4/3; subtracting 1 2/3 leaves 2 2/3 cups.
Watch for: Subtracts fractional numerators in reverse order when the first is smaller.
Respond: Exchange one of the four whole cups for three thirds and add the original third.
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Which is equal to 5 2/6: 4 6/6, 4 8/6, or 5 8/6? Explain by exchanging exactly one whole.
Answer, scoring & response
Answer: 4 8/6 is equal. The exchanged whole adds 6/6 to the existing 2/6 and reduces the whole count from five to four.
- 0 points: Adds fractional parts from an exchange without adjusting the whole count. No correct supporting model or explanation is present.
- 1 point: Selects 4 8/6 but does not explain both the reduced whole count and the eight sixths.
- 2 points: 4 8/6 is equal. The exchanged whole adds 6/6 to the existing 2/6 and reduces the whole count from five to four.
Watch for: Adds fractional parts from an exchange without adjusting the whole count.
Respond: Draw five wholes and two sixths; replace exactly one whole with six sixths.
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Before solving 5/8 + 7/10, decide whether its sum is below or above 1. Then calculate and explain why 12/18 cannot be correct.
Answer, scoring & response
Answer: It is above 1 because each addend exceeds 1/2. The sum is 25/40 + 28/40 = 53/40 = 1 13/40; 12/18 is below 1.
- 0 points: Accepts a result below 1 for the sum of two amounts above 1/2. No correct supporting model or explanation is present.
- 1 point: Gives a valid estimate or 53/40, but does not connect both to rejecting 12/18.
- 2 points: It is above 1 because each addend exceeds 1/2. The sum is 25/40 + 28/40 = 53/40 = 1 13/40; 12/18 is below 1.
Watch for: Accepts a result below 1 for the sum of two amounts above 1/2.
Respond: Estimate both addends first, and keep that lower bound visible during calculation.
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A tank starts with 2 1/4 liters and ends with 5/6 liter. How much was used? Check that used plus remaining equals the starting amount.
Answer, scoring & response
Answer: 2 1/4 − 5/6 = 27/12 − 10/12 = 17/12 = 1 5/12 liters used. Then 17/12 + 10/12 = 27/12 = 2 1/4.
- 0 points: Treats the remaining quantity as the amount used or drops the whole liters. No correct supporting model or explanation is present.
- 1 point: Finds 17/12 liters or a correct check equation but omits another requested part.
- 2 points: 2 1/4 − 5/6 = 27/12 − 10/12 = 17/12 = 1 5/12 liters used. Then 17/12 + 10/12 = 27/12 = 2 1/4.
Watch for: Treats the remaining quantity as the amount used or drops the whole liters.
Respond: Label start, used and remaining on a single bar, then write their part–whole equation.
Read the three skill areas separately
Items 1–2, 3–4 and 5–6 form matching pre/post pairs by skill. Each item earns 0, 1 or 2 points using its own rubric. A blank or inaccessible response stays “not observed” until you collect evidence. Use a drawing, oral explanation or manipulatives consistently if that gives the learner a fair way to respond.
Common units
Evidence: Renames unlike fractions before combining or removing their counts.
0–1 points — reteach: Overlay equal-whole strips to create a shared partition. Name both amounts in that unit before calculating. Open the intervention.
2–3 points — guided practice: Use Common Denominator Kitchen and explain why the denominator names a unit, not a count to add. Open the next lesson.
4 points — extend: Solve a difference with two common denominators and explain why both results agree. Open the extension lesson.
Regroup mixed numbers
Evidence: Trades one whole for fractional units while preserving total value.
0–1 points — reteach: Exchange one whole strip for all of its equal fractional pieces before subtracting. Open the intervention.
2–3 points — guided practice: Record the mixed number before and after the exchange and verify they are equal. Open the next lesson.
4 points — extend: Show two different subtraction strategies and check each by addition. Open the extension lesson.
Estimate and check
Evidence: Uses size and context to reject impossible results and confirms exact amounts.
0–1 points — reteach: Place the addends near benchmarks and set a reasonable range before calculating. Open the intervention.
2–3 points — guided practice: Compare the exact result with the estimate and with each starting amount. Open the next lesson.
4 points — extend: Create an incorrect fraction calculation that a size check can disprove immediately. Open the extension lesson.
Record evidence & plan groups
Use codes S01–S40 and keep the same code for the pre- and post-assessment. Enter rubric scores only. Records stay in this browser; names and written responses are not collected. Download a CSV before clearing browser data.
Each skill has two items and a maximum of 4 points. Use 0–1: reteach, 2–3: guided practice, and 4: extend as planning prompts. An unobserved item keeps that skill out of a group until you collect evidence. These are instructional decisions, not standardized proficiency levels.
Groups for the selected assessment
No records yet. Score an assessment to see the next teaching steps.
Alignment & use
These original tasks follow the concepts in the linked standards. The pre- and post-assessments pair the same constructs with different contexts or representations; they are classroom planning tools, not a standardized test. Discuss unexpected score differences before changing a group.
Use the number line, fraction strips or area model to make reasoning visible.