PA Reporting Category: M04.A-F Numbers and Operations—Fractions
PA Core Standards: CC.2.1.4.C.2 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Assessment Anchor: M04.A-F.2 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Descriptor: M04.A-F.2.1 Solve problems involving fractions and whole numbers (straight computation or word problems).
Eligible Content: M04.A-F.2.1.1 Add and subtract fractions with a common denominator (denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100; answers do not need to be simplified; and no improper fractions as the final answer).
Alternate Eligible Content Code: M04AF.2.1.1a
Alternate Eligible Content: Add or subtract fractions with common denominators (denominators limited to 2, 3, 4, or 8)
Alternate Eligible Content - Coded

  • Fractions
/
  • Add or subtract
/ Context
  • Common denominators (denominators limited to 2,3,4 or 8)

Definition notes:
Common denominators:The bottom number (denominator) of a fraction are the same.
Intent Statement: Put together or take apart fractions with the same denominator 2,3,4 or 8.
  1. Most Complex Level (at the level as written):
  • Content Target: Given a fraction using digits and an addition equation with the numerical denominator remaining the same, the student will solve for the answer
  • Example: here is a fraction equation. (AS NEEDED provide this information- When the bottom numbers (denominators) are the same we can leave them alone. Just add the top numbers (numerators) tell the student to solve the problem.

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  1. Mid-Complex Level:
  • Content target: Given denominators of 2 or 4 and using objects to represent the quantities, have the student put together and solve the addition problem.
  • Example: Look at the math problem below. I will show you two different ways to find an answer.
  1. When the number (amount) on the bottom of the fraction (piece) is the same, we can add (put together) the top numbers (amounts). Find the answer (amount) and put it into the box. Use student data to determine the best means to provide choices. Several options are provided below.
  2. When two shapes are divided or put into the same amount of pieces, put together and shade (color) in the total number of shaded pieces in the final shape.

  1. + =
OR



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  1. Least Complex Level:
  • Content target: Given a denominator of 2, and using objects and modeling to represent the quantities have the student put together and solve the addition problem.
  • Example: Present a visual or object of one shape divided in half. Given two half shapes that the student can manipulate, the teacher puts one half (1/2) on to the shape and says this is one half. Given the other half (1/2), the student is asked to put together (add)one half and one half. Show me how may halves you have altogether. Two answer choices are provided and the student selects the one that resembles the completed shape, 2 halves or 2/2.
Teacher puts one half on and asks student to put together (add) another half.
/ Show me one half, put together one half.
A. B.