We also can eliminate any unnecessary information. We underline, highlight, or circle important information. Step 1: we read the problem carefully, maybe even twice. ![]() How many sea shells does Sally have all together to sell? Discuss with students that there are 4 main steps to solving any story problem. She picked up of a basket of shells today and picked up of a basket of shells yesterday. The whole needs to be the same in order to add, subtract, compare, etc fractionsĦ Sally sells sea shells by the sea shore Once we add or subtract these fractions, how will we model our answer? Adding and subtracting fractions of a whole need to have equivalent fractions with a common denominator Since they are part of a whole, only the numerators are added. It is difficulty to visually see the comparisons if we do not use the same models. We model fractions to have a visual understanding of the math we are computing. Since = 27, our answer is reasonable.ĥ 1 4 2 4 Students often mix models when adding, subtracting You have already learned how to estimate an equation using whole numbers such as We can round 18 to 20 We can round 9 to 10 We can estimate that the answer will be close to 30. If we estimate that our answer will be close to 30 but when we do the math our answer is 45, we know there has been a mistake and we need to calculate again. We know that ¼ + ½ is the same as ¼ + 2/4 which = ¾ We can see this modeled using fraction bars.Ĥ We can estimate that the answer will be close to 30.Įstimated answer: 30 We have been using estimation of whole numbers since 2nd grade to check the reasonableness of our answers. ![]() ![]() How many sea shells does Sally have all together to sell?ģ 1 4 1 4 1 2 2 4 3 4 such as using fraction bars by finding the equivalent fractions. Presentation on theme: "Sally sells sea shells by the sea shore"- Presentation transcript:ġ Sally sells sea shells by the sea shore
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