California i-ready Grade 3 Sample Instructional Lessons

California i-ready Grade 3 Sample Instructional Lessons English-Language Arts Reading Comprehension:, Student Lesson... pg 1, Teacher Guide... pg 6 Mathematics Number Sense:, Student Lesson... pg 12, Teacher Guide... pg 16 i-ready.com/caready 800-225-0248

Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. Introduction In this lesson, you will learn how to use text features to find information in informational texts. Informational texts give information, explain ideas, or explain how something works. Text features include things that organize a text. The title tells you what the text is about. Chapter headings help you find the information you need. A table of contents lists the parts of the text. A glossary tells what important words in the text mean. An index tells you which pages contain the information you need. Authors always have a reason for using text features. For example, the author of an article telling how to put together a bicycle might number the steps to make them easier to read. As you read, think about why an author used a certain text feature. Then ask yourself what idea the text feature helps you better understand. The table below lists some common informational texts and informational text features. Types of Informational Text newspaper articles manuals directions websites nonfiction books Informational titles and subtitles headings and subheadings charts, graphs, and diagrams illustrations and photos tables of contents, indexes, glossaries Reading Comprehension Student Lesson 1

Modeled Instruction Read the index. Then follow the instructions to answer the question below. Here is part of the index from a book about the California Gold Rush. Use it to answer the question. R Rivers of the Gold Rush 39 44 American River 39 40 Feather River 41 Sacramento River 42 44 Which body of water will you learn about on page 41? An index tells you which pages contain the information you need. In an index, topics are listed in alphabetical order. Next to each topic, you will find the pages where information on that topic can be found. Look at the page numbers next to each topic in the index. Underline 41. Now underline the words in front of 41. ANSWER: Information about can be found on page 41. TRY IT Reread the index to answer the question. Which body of water will you learn about on pages 42 44? Reading Comprehension Student Lesson 2

Modeled Instruction Read the table of contents. Then follow the instructions to answer the question below. Here is part of the table of contents from a book called Big Cats. Use it to answer the question. Table of Contents Tigers...11 Lions...14 Cheetahs...18 Jaguars...22 Bobcats...37 What is the chapter that comes just after the one about lions called? Tables of contents list parts of a book in the order they appear. First, find the chapter about lions. Then look below the chapter about lions to find out what chapter comes just after it. Underline this chapter. ANSWER: The chapter that comes just after the one about lions is about TRY IT Reread the table of contents to answer the questions. What is the chapter that comes just after the one about cheetahs? On what page does this chapter begin?. Reading Comprehension Student Lesson 3

Guided Practice Think About It Read the passage. Use each Think About It to guide your reading. The Color Wheel 1 A color wheel looks like a pie, with colors as the pieces. The wheel shows how the colors are like or unlike one another. The headings, the words in bold, are important. How do they help you? 2 Primary colors. The primary colors are red, yellow, and blue. You can t make these three colors by mixing other colors. Red, yellow, and blue are evenly spaced on the wheel. 3 Secondary colors. The secondary colors are orange, green, and purple. You make these colors by mixing two primary colors. Mixing red and yellow makes orange. That is why orange is between red and yellow on the color wheel. Mixing yellow and blue makes green. That s why green goes between yellow and blue on the wheel. Mixing blue and red makes purple, which is between those two primary colors. 4 Tertiary colors. Other colors are tertiary colors. You make these colors by mixing one primary and one secondary color. Yellow-orange is a tertiary color. To make it, you mix yellow (primary) and orange (secondary). On the color wheel, yelloworange is between yellow and orange. 5 Using a Color Wheel. You can use a color wheel to see which colors look good together. Suppose you are picking out paint colors for a room. Do you want the colors to stand out? Choose colors that are opposite each other on the wheel. Do you want the room colors to match? Choose colors next to each other. In the same way, you can use the wheel when picking what to wear and what colors to use in an art project. It s a handy tool! Reading Comprehension Student Lesson 4

Guided Practice Hints What does each heading tell you about the text found under it? Use the Hints to answer the questions below. Circle the letter for each correct answer. Provide supporting details. 1 Under what heading should you look to find out how to choose two paint colors that match? A Primary Colors B Secondary Colors C Tertiary Colors D Using a Color Wheel Supporting Details: What do the numbers on the right side of the table of contents mean? PAIR SHARE With your partner, share and discuss your answers and supporting details. 2 Here is part of the table of contents from a book called All the Colors of the Rainbow. Use it to answer the question. Table of Contents The Story of Red... 6 The Story of Orange... 15 The Story of Yellow... 25 The Story of Green... 36 The Story of Blue...44 The Story of Indigo... 55 The Story of Violet... 63 Which story begins on page 36? A The Story of Red B The Story of Green C The Story of Indigo D The Story of Violet Supporting Details: Reading Comprehension Student Lesson 5

Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. GETTING STARTED LEARNING OBJECTIVES In this lesson, the student will use text features such as titles, tables of contents, chapter headings, glossaries, and indexes to locate information in a text. Index How would students use of the text change if the index were missing? (There would be no way to easily find the pages on which a specific topic are covered.) Explain to students that these and other text features improve the readability of texts and make it easier to locate the information needed for specific tasks. TAP STUDENTS PRIOR KNOWLEDGE Tell students they will be working on a lesson about how authors use text features in informational texts. Informational texts provide information or explain ideas or processes. Ask students to name some informational texts they have seen or used. (textbooks, articles, Web sites, books, essays) Next, show students the text features from a text they are familiar with (for example, a science or social studies textbook). Explain how the text features were used to add information, organize the text, and aid the reader s understanding. Help students locate each of the text features below within the example text. For each text feature, ask students to think about how their use of the text would be different if the text feature were missing. Table of contents How would students use of the text change if the table of contents were missing? (It would be impossible to look for the title or starting page of a specific chapter.) Chapter headings How would students use of the text change if the chapter headings were missing? (Chapters would be a long wall of text with no headings in between to signal topic changes.) Glossary How would students use of the text change if the glossary were missing? (There would be no way to easily look up the meaning of terms.) Using the Interactive Whiteboard You can project each lesson page on the IWB to enhance instruction. Here are some general suggestions for each part of the lesson. Introduction: Use the highlighter tool to draw attention to each vocabulary word. Modeled Instruction: As you guide students through the process of answering the question that follows the reading passage, have them use the pen tool to fill in missing text or to follow directions for circling and underlining text. Guided Practice: Encourage students to use the IWB tools to highlight, circle, or underline key words and details that will help them answer the questions that follow the reading passage. Reading Comprehension Teacher Guide 6

Introduction AT A GLANCE Read and discuss the introduction on page 1 with students to familiarize them with text features. STEP BY STEP Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. First, remind students that text features are tools that help make writing clear. Explain that text features help readers locate specific information within informational writing. Provide several examples of informational writing. Introduction Next, help students identify the text features in examples of the texts listed in the table at the bottom of the lesson (e.g., newspaper articles, Web sites, and directions). Use these texts as examples when discussing the following elements. Does the informational text have a table of contents? What information does this feature show you? Does the informational text have chapter headings? What information do these features show you? Do they add to or make clearer information in the written text? In what way? How do you think these text features would help a reader better understand a passage? Does the text make use of different size letters or text boxes, or include words in bold or italic print? Why? How do headings help make informational text easier to use? Point out that these text features are especially useful in functional texts such as schedules, brochures, instructions, and how-to-documents. In this lesson, you will learn how to use text features to find information in informational texts. Informational texts give information, explain ideas, or explain how something works. Text features include things that organize a text. The title tells you what the text is about. Chapter headings help you find the information you need. A table of contents lists the parts of the text. A glossary tells what important words in the text mean. An index tells you which pages contain the information you need. Authors always have a reason for using text features. For example, the author of an article telling how to put together a bicycle might number the steps to make them easier to read. As you read, think about why an author used a certain text feature. Then ask yourself what idea the text feature helps you better understand. The table below lists some common informational texts and informational text features. Types of Informational Text newspaper articles manuals directions websites nonfiction books 1 Informational titles and subtitles headings and subheadings charts, graphs, and diagrams illustrations and photos tables of contents, indexes, glossaries Reading Comprehension Teacher Guide 7

Modeled Instruction AT A GLANCE Read the question on page 2 with students and guide them as they answer it. Modeled Instruction STEP BY STEP Read the index. Then follow the instructions to answer the question below. Before Reading Tell students they are going to read a question about indexes. Encourage students to pay close attention to what the question is asking them to do. Remind them that there will be only one correct answer among the four choices. During Reading Read the questions aloud with students or have them read it silently. Remind students that the question may be similar to questions they will encounter on future tests. After Reading Reread the question. Guide students through the process used to answer the question. Pause as students follow directions and fill in missing information. Then discuss each response. Next, direct students to answer the related Try It question. Read the question aloud with students. Then have students, individually or in pairs, write the answer. Last, discuss the answer as a class. Using the Interactive Whiteboard Project the index from the question onto the board. Have students highlight the answers to both the Modeled Instruction question and the Try It question. Write another index letter and several subjects with page numbers either above or below the index on the IWB. Ask students where to find one of the subjects and then highlight the subject and page number. Here is part of the index from a book about the California Gold Rush. Use it to answer the question. R Rivers of the Gold Rush 39 44 American River 39 40 Feather River 41 Sacramento River 42 44 Which body of water will you learn about on page 41? An index tells you which pages contain the information you need. In an index, topics are listed in alphabetical order. Next to each topic, you will find the pages where information on that topic can be found. Look at the page numbers next to each topic in the index. Underline 41. Now underline the words in front of 41. ANSWER: Information about Feather River can be found on page 41. TRY IT Reread the index to answer the question. Which body of water will you learn about on pages 42 44? the Sacramento River 2 Reading Comprehension Teacher Guide 8

Modeled Instruction AT A GLANCE Read the question on page 3 with students and guide them as they answer it. Modeled Instruction STEP BY STEP Before Reading Tell students they are going to read a question about tables of contents. Encourage students to pay close attention to what the question is asking them to do. Remind them that there will be only one correct answer among the four choices. During Reading Read the questions aloud with students or have them read it silently. Remind students that the question may be similar to questions they will encounter on future tests. After Reading Reread the question. Guide students through the process used to answer the question. Pause as students follow directions and fill in missing information. Then discuss each response. Next, direct students to answer the related Try It questions. Read the questions aloud with students. Then have students, individually or in pairs, write the answers. Last, discuss the answers as a class. Using the Interactive Whiteboard Project the table of contents from the question onto the board. Using the highlight tool, highlight the chapter titles from each question. Draw arrows from that chapter in the direction indicated in each question to locate the chapter. Read the table of contents. Then follow the instructions to answer the question below. Here is part of the table of contents from a book called Big Cats. Use it to answer the question. Table of Contents Tigers...11 Lions...14 Cheetahs...18 Jaguars...22 Bobcats...37 What is the chapter that comes just after the one about lions called? Tables of contents list parts of a book in the order they appear. First, find the chapter about lions. Then look below the chapter about lions to find out what chapter comes just after it. Underline this chapter. ANSWER: The chapter that comes just after the one about lions is about TRY IT cheetahs Reread the table of contents to answer the questions. What is the chapter that comes just after the one about cheetahs? Jaguars On what page does this chapter begin? 22 3. Reading Comprehension Teacher Guide 9

Guided Practice AT A GLANCE Have each student read the passage on page 4. Then have them answer the two multiple-choice questions on page 5 and provide supporting details. Guided Practice STEP BY STEP Before Reading Point out the Think About It question next to the passage. Explain to students that this question will help them determine the value of the text features in the passage. TIP: To understand this passage, students must understand the words primary, secondary, and tertiary. Explain that people often use these words to name levels. Sometimes the levels show importance in that case, primary refers to the most important level, secondary to the second most important, and tertiary to the third most important. Other times, the words show order. Tell students that in the article, the author uses the words primary, secondary, and tertiary to explain levels of color. During Reading Have students read the passage independently, using the Think About It questions to guide their reading. After Reading Have students answer the multiple-choice questions that follow the passage. Make sure students understand that they should provide details from the selection to support their answers. Point out the Hints. There is one for each question. Tell students that the hints provide clues that will help them respond to the questions. Remind students to look back at the passage for supporting details. For the Pair/Share activity, have students discuss their answers with a partner. Encourage students to share the details from the passage that they used to support their answers. Follow up with a whole-class discussion of answers and supporting details. Think About It The headings, the words in bold, are important. How do they help you? Read the passage. Use each Think About It to guide your reading. handy tool! 4 The Color Wheel 1 A color wheel looks like a pie, with colors as the pieces. The wheel shows how the colors are like or unlike one another. 2 Primary colors. The primary colors are red, yellow, and blue. You can t make these three colors by mixing other colors. Red, yellow, and blue are evenly spaced on the wheel. 3 Secondary colors. The secondary colors are orange, green, and purple. You make these colors by mixing two primary colors. Mixing red and yellow makes orange. That is why orange is between red and yellow on the color wheel. Mixing yellow and blue makes green. That s why green goes between yellow and blue on the wheel. Mixing blue and red makes purple, which is between those two primary colors. 4 Tertiary colors. Other colors are tertiary colors. You make these colors by mixing one primary and one secondary color. Yellow-orange is a tertiary color. To make it, you mix yellow (primary) and orange (secondary). On the color wheel, yelloworange is between yellow and orange. 5 Using a Color Wheel. You can use a color wheel to see which colors look good together. Suppose you are picking out paint colors for a room. Do you want the colors to stand out? Choose colors that are opposite each other on the wheel. Do you want the room colors to match? Choose colors next to each other. In the same way, you can use the wheel when picking what to wear and what colors to use in an art project. It s a Reading Comprehension Teacher Guide 10

Guided Practice ANSWERS AND SUPPORTING DETAILS FOR DISCUSSION With the class, discuss each answer, the supporting details, and the reasons that those details support the answer. Guided Practice 1 Supporting Details: Information about using the color wheel to find colors that match can be found under the heading Using the Color Wheel. 2 Supporting Details: According to the table of contents, The Story of Green is the fourth story in the book and begins on page 36. Hints What does each heading tell you about the text found under it? Use the Hints to answer the questions below. Circle the letter for each correct answer. Provide supporting details. 1 Under what heading should you look to find out how to choose two paint colors that match? A Primary Colors B Secondary Colors C Tertiary Colors D Using a Color Wheel Supporting Details: Responses will vary. Mini-Lesson: Fill In The Blanks Follow these steps to help students practice using text features. 1. Choose a passage with a title and headings. Using an overhead projector or IWB, conceal the title and headings. Alternatively, create a worksheet for each student with blanks in place of the title and headings. 2. Ask students to read the passage, either aloud or silently to themselves. 3. Discuss what headings the author might have written for each section of the passage. Reveal each heading after the class discussion or ask students to write new headings in the blanks on their worksheets. 4. Finally, discuss what kind of title would be appropriate for the passage as a whole. What ties the subjects of each heading together? To assign students more practice on this topic, please visit the Queue tab in i-ready. What do the numbers on the right side of the table of contents mean? PAIR SHARE With your partner, share and discuss your answers and supporting details. 2 Here is part of the table of contents from a book called All the Colors of the Rainbow. Use it to answer the question. Table of Contents The Story of Red... 6 The Story of Orange... 15 The Story of Yellow... 25 The Story of Green... 36 The Story of Blue...44 The Story of Indigo... 55 The Story of Violet... 63 Which story begins on page 36? A The Story of Red B The Story of Green C The Story of Indigo D The Story of Violet Supporting Details: Responses will vary. 5 Reading Comprehension Teacher Guide 11

CCS 3NS3.1 Compare fractions represented by drawings or concrete materials to add and subtract simple fractions in context CCS 3NS3.2 Add and subtract simple fractions. Introduction Fractions with common denominators have the same denominator (bottom number). For example, 1 and have a common denominator of 8. 8 5 8 When you add or subtract fractions with common denominators, the denominator of the answer is the same as the denominators in the problem. Only the numerator (top number) changes. Add or subtract the numerators and write the answer over the common denominator. Add Fractions Example: 1 2 6 3 6 1. Write the addition problem. 1 5? 2 6 3 6 2. Add the numerators. 2 1 3 5 5 3. Write the sum over the common denominator. 5 6 So, 2 1 5. 6 3 6 5 6 1 5 Number Sense Student Lesson 12

Modeled Instruction EXAMPLE 1 Isabella completed of the chores at home. Her brother completed of the chores. 2 6 1 6 What fraction of the chores did Isabella and her brother complete together? Write you answer in lowest terms. Follow these steps to solve the problem. Step 1 Write the addition problem. Step 2 Add the numerators: 2 1 1 5 Step 3 Step 4 Write the sum over the common denominator. Write the fraction in lowest terms. SOLUTION: Isabella and her brother completed of the chores. Tip: To write a fraction in lowest terms, think of an equivalent fraction with the smallest possible denominator. It may help to draw a picture of. 3 6 TRY IT Use what you know to solve these problems. 1 Add: 4 1 5. 10 10 2 Add: 1 1. Write your answer in lowest terms. 4 1 4 Number Sense Student Lesson 13

Modeled Instruction EXAMPLE 2 Ed s bottle of juice had 7 of a liter in it. He drank of a liter. How much juice 8 4 8 is left? Follow these steps to solve the problem. Step 1 Write the subtraction problem. Step 2 Subtract the numerators: 7 2 4 5 Step 3 Write the difference over the common denominator. Tip: This fraction is already in lowest terms, so you don t need to do anything more. SOLUTION: There is of a liter of juice left. TRY IT Use what you know to solve these problems. 1 Subtract: 10 2 3. 12 12 2 Subtract: 2. Write your answer in lowest terms. 6 8 4 8 Number Sense Student Lesson 14

Guided Practice Hints Only add or subtract numerators when the denominators are the same. Otherwise, the answer will not be correct. Solve each problem. Use the Hints to help you. Then explain how you found your solution. 1 Ethan had a piece of yarn that was 6 of a meter long. He cut 7 off a piece that was 4 of a meter long. How long is the piece of 7 string that is left? Solution: Explanation: Solve the problem. Then draw a model of the answer to help you find an equivalent fraction in lowest terms. 2 Megan walked 2 of a mile to get to the park. After the park, 10 she walked 3 of a mile to her grandma s house. How far did 10 Megan walk in all? Write your answer in lowest terms. Solution: Explanation: Look at the model of the pizza to help you find your answer. PAIR SHARE With your partner, share and discuss your solutions and explanations. 3 A pizza was cut into eighths. Rowan ate 2 of the pizza. Cameron ate of the pizza. 8 3 8 How much pizza is left? Solution: Explanation: Number Sense Student Lesson 15

CCS 3NS3.1 Compare fractions represented by drawings or concrete materials to add and subtract simple fractions in context CCS 3NS3.2 Add and subtract simple fractions. GETTING STARTED LEARNING OBJECTIVES In this lesson, the student will: Add and subtract fractions with common denominators. Put the sum or difference in lowest terms when needed. PREREQUISITES In order to complete this lesson, the student is expected to: Recognize fractions with common denominators. Find equivalent fractions. Use basic addition and subtraction facts. TAP STUDENTS PRIOR KNOWLEDGE Briefly review with students the concept of fractions. Remind students that the top number in a fraction is called the numerator and the bottom number is the denominator. Identify Fractions with Common Denominators Draw models of the fractions,,, and on the board. Ask students to 1 2 2 3 2 4 3 4 identify which fractions have the same denominator. 3 2 4 and 3 4 4 Elicit from students that they needed to find the two fractions that were divided into the same number of parts, not the two that were equivalent or the two that had the same number of sections shaded. Repeat the process with other sets of fractions. Finding Equivalent Fractions Give students a piece of paper and ask them to fold it in half. Then have them shade one of the two sections. Elicit from students that they just shaded of the piece of paper. Have students re-fold the paper and then 1 2 fold it in half again. Open the paper up and ask students how many sections the paper is now divided into. (4) Elicit from students that now the shaded part represents. Repeat to show 2 4 4 8 and 8, if possible. 16 Using the Interactive Whiteboard You can project each lesson page on the IWB to enhance instruction. When discussing the examples in the Introduction and Modeled Instruction pages, walk through the solutions step-by-step with the class, using the IWB to illustrate each step. You can record equations, draw diagrams, and show related problems. Or, zoom in on a different step and shade the rest. Have students, individually or in pairs, demonstrate their solutions to the Try It and Guided Practice problems. Encourage them to use the pen, the highlighter, the eraser, and other tools. Be sure to save your work and students work. Number Sense Teacher Guide 16

AT A GLANCE Read and discuss the Introduction on page 1 with the class to help students understand the concepts of adding and subtracting fractions. INSTRUCTIONAL SUPPORT Use the following to explain each part of the Introduction in greater depth. Understanding Why the Denominator Does Not Change Draw two half-dozen egg cartons on the board. Draw 2 eggs in the Introduction Introduction CCS 3NS3.1 Compare fractions represented by drawings or concrete materials to add and subtract simple fractions in context CCS 3NS3.2 Add and subtract simple fractions. first carton and 3 eggs in the second carton. Write the fractions 2 6 and under the appropriate cartons, and explain that the numerator 3 6 is the number of eggs in the carton and the denominator is the number of eggs the carton can hold. Tell students you want to combine the eggs into just one carton. Draw a third half-dozen carton that has 5 eggs in it. Explain that you added the 2 eggs from the first carton and the 3 eggs from the second carton to get 5 eggs in the third carton. Now write the fraction under the 5 6 carton. Explain that while the number of eggs in the carton (the numerator) changed, the number of eggs the carton can hold (the denominator) did not change. Real-World Connection Ask students to name some real-world examples of adding and subtracting fractions with common denominators. Examples: comparing lengths measured in fractions of an inch, combining amounts of time given in fractions of an hour, combining distances measured in fractions of a mile Fractions with common denominators have the same denominator (bottom number). For example, and have a common denominator of 8. 1 8 5 8 When you add or subtract fractions with common denominators, the denominator of the answer is the same as the denominators in the problem. Only the numerator (top number) changes. Add or subtract the numerators and write the answer over the common denominator. Add Fractions Example: 1. Write the addition problem. 1 1 2 6 3 6 1 2 6 3 6 5? 2. Add the numerators. 2 1 3 5 5 3. Write the sum over the common denominator. 5 6 So, 2 6 1 3 6 5 5 6. 1 5 Number Sense Teacher Guide 17

Modeled Instruction AT A GLANCE Read and discuss each Example problem on pages 2 and 3 with the class. Model the steps used to solve each example. Then have students solve the Try It problems that follow the example. Modeled Instruction STEP BY STEP Guide the class through each Example problem. Read aloud each question and discuss how to solve the problem. To ensure understanding, demonstrate each step beneath the problem. The steps model the thinking designed to lead students to a correct solution. Pause to allow students to fill in the missing information for each step. Then discuss each response. After discussing each example, direct students to solve the related Try It problems. Read each question with students. Then have students, individually or in pairs, solve the problem and write the solution. Discuss their solutions as a class. 3 Page 2: 1 9 ; 2. Page 3: 1 7 10 1 2 12 ; 2 1 4. 4 TEACHER TIPS Use the following to discuss the example problems in more detail. Lowest Terms (Example 1, page 2) Explain to students that writing a fraction is lowest terms is just finding the equivalent fraction that has the smallest denominator possible. Illustrate how drawing a model of 3 helps them see that it is 6 equivalent to 1, and 2 is the smallest denominator possible with 2 this fraction. EXAMPLE 1 Isabella completed of the chores at home. Her brother completed of the chores. 2 6 1 6 What fraction of the chores did Isabella and her brother complete together? Write you answer in lowest terms. Follow these steps to solve the problem. Step 1 TRY IT Write the addition problem. Step 2 Add the numerators: 2 1 1 5 Step 3 Step 4 Write the sum over the common denominator. 3 6 Write the fraction in lowest terms. SOLUTION: Isabella and her brother 1 completed 2 of the chores. Use what you know to solve these problems. 1 Add: 4 10 1 5 10. 9 10 2 Add: 1 1 1. Write your answer in lowest terms. 2 4 1 4 2 2 6 1 1 6 5? 3 1 2 Tip: To write a fraction in lowest terms, think of an equivalent fraction with the smallest possible denominator. It may help to draw a picture of 3 6. Number Sense Teacher Guide 18

Modeled Instruction TEACHER TIPS (continued) Drawing a Picture (Example 2, page 3) Suggest that students draw a picture so they can see the problem. Draw a juice bottle and divide it into 8 parts. Shade 7 of the parts to show how much juice is in the bottle. Then cross off 4 of the shaded parts to show that he drank of the bottle. Explain that the shaded 4 8 part that hasn t been crossed off is the amount that is left. 3 3 8 4 EXAMPLE 2 Modeled Instruction Ed s bottle of juice had 7 of a liter in it. He drank of a liter. How much juice 8 4 8 is left? Follow these steps to solve the problem. Step 1 Write the subtraction problem. 7 8 2 4 8 5? Step 2 Subtract the numerators: 7 2 4 5 3 Step 3 Write the difference over the 3 common denominator. 8 Tip: This fraction is already in lowest terms, so you don t need to do anything more. SOLUTION: There is 3 8 of a liter of juice left. Using the Interactive Whiteboard To help students understand finding the lowest terms, draw a model of the fraction 4 on the board. Then draw an equal-sized whole 8 underneath it. Ask students for suggestions on how many sections to divide it into. Illustrate that it could be divided into 4 sections to find an equivalent fraction of 2, and that it could also be divided into 4 2 sections to find an equivalent fraction of. Ask students which 1 2 fraction is in lowest terms. 3 1 2 4 TRY IT Use what you know to solve these problems. 1 Subtract: 10 12 2 3 12. 7 12 2 Subtract: 6 8 2 4 1. Write your answer in lowest terms. 4 8 3 Number Sense Teacher Guide 19

Guided Practice AT A GLANCE Have each student complete short-answer problems 1 3 on page 4. STEP BY STEP Guided Practice Before students complete short-answer problems 1 3, tell students that the Hints provide clues for solving the problems. Make sure students understand that they must write a solution and an explanation for each problem. Have pairs of students share and discuss solutions and explanations. Follow up the Pair/Share activity with a whole-class discussion of their work. SOLUTIONS AND SAMPLE EXPLANATIONS FOR DISCUSSION Hints Only add or subtract numerators when the denominators are the same. Otherwise, the answer will not be correct. Solve each problem. Use the Hints to help you. Then explain how you found your solution. 1 Ethan had a piece of yarn that was of a meter long. He cut 6 7 off a piece that was of a meter long. How long is the piece of 4 7 string that is left? 2 of a meter Solution: 7 Explanation: Responses will vary. 1 Solution: 2 of a meter 7 Explanation: I subtracted 4 from 6 and put the answer over the common denominator. 2 Solution: 1 of a mile 2 Explanation: I added the fractions to get 5, which is equivalent to 10 1 2. 3 Solution: 3 of the pizza 8 Explanation: I used the model to see that they ate 5 of the pizza, 8 which left 3 8. To assign students more practice on this topic, please visit the Queue tab in i-ready. Solve the problem. Then draw a model of the answer to help you find an equivalent fraction in lowest terms. Look at the model of the pizza to help you find your answer. PAIR SHARE With your partner, share and discuss your solutions and explanations. 2 Megan walked 2 of a mile to get to the park. After the park, 10 she walked 3 of a mile to her grandma s house. How far did 10 Megan walk in all? Write your answer in lowest terms. 1 of a mile Solution: 2 Explanation: Responses will vary. 3 A pizza was cut into eighths. Rowan ate 2 8 of the pizza. Cameron ate of the pizza. 3 8 How much pizza is left? 3 of the pizza Solution: 8 Explanation: Responses will vary. 4 Number Sense Teacher Guide 20

Mini-Lesson: Sums Greater than 1 This mini-lesson will show students how to find a sum greater than 1 when adding fractions. 1. On the board, write the addition problem 3 5 1 4 5 5? 2. Elicit from students how to find the answer. [Add the numerators and put the sum over the common denominator.] 3. Ask students to find the answer. 3 7 5 4 4. Explain to students that the sum is different from all the other sums in the lesson, since the numerator is greater than the denominator. Tell them that this means the fraction is larger than the whole number 1. 5. Show students how to draw a model of. Then help them 7 5 understand that another way to write the model. is 1, as shown in 7 5 2 5 Number Sense Teacher Guide 21