Solving Word Problems with Fraction Operations

The video tutorial covers how to add and subtract fractions, focusing on word problems. It begins with an introduction to fractions, explaining the use of models and unit fractions. The first word problem involves adding fractions with like denominators using a ribbon example. The second problem demonstrates subtracting fractions with a candy bar scenario. The session concludes with a challenge problem about a bunny and a carrot, encouraging students to think critically about fractions.

What is the result of adding 4/8 and 3/8?

• 7/8

• 7/16

• 1 1/8

• 1/2

Tags

CCSS.4.NF.B.3D

CCSS.4.NF.B.3C

Why do we not get 7/16 when adding 4/8 and 3/8?

• Because we multiply denominators

• Because we add only numerators with like denominators

• Because we cannot add fractions

• Because 8 is an even number

Tags

CCSS.4.NF.B.3D

CCSS.4.NF.B.3C

What is the first step in solving a word problem involving fractions?

• Identify the operation

• Convert whole numbers to fractions

• Write down the fractions

• Draw a picture

Tags

CCSS.7.NS.A.1C

How do we know to add fractions in the first word problem?

• The problem mentions 'in all'

• The problem uses the word 'add'

• The fractions have different denominators

• The problem specifies the operation explicitly

Tags

CCSS.5.NF.A.1

CCSS.5.NF.A.2

What does the denominator in a fraction represent in the context of these problems?

• The total number of parts

• The number of parts taken

• The number of operations

• The number of whole items

Tags

CCSS.3.NF.A.2B

CCSS.3.NF.A.1

If Miss Twyman gives away 3/12 of a candy bar, how much does she have left?

• 9/12

• 8/12

• 3/12

• 1/12

Tags

CCSS.5.NF.A.2

CCSS.5.NF.A.1

How do we convert a whole number to a fraction for subtraction?

• By dividing it by the denominator

• By multiplying it with the denominator

• By using the denominator as the numerator

• By adding the denominator to the whole number

What does the word 'gives' indicate in the context of the candy bar problem?

• Addition

• Subtraction

• Multiplication

• Division

Tags

CCSS.3.OA.A.2

Why do we use 12/12 to represent one whole in the context of the candy bar problem?

• Because 12 is a universal whole number

• Because the candy bar was divided into 12 parts

• Because it's a standard fraction conversion

• Because 12 is easier to subtract

Tags

CCSS.3.NF.A.1

CCSS.3.NF.A.2B

What is the challenge problem about?

• Multiplying fractions

• A unique aspect of fraction addition or subtraction

• Subtracting larger fractions

• Adding more fractions

Tags

CCSS.5.NF.A.1

CCSS.5.NF.A.2