![]() They are just cutting their original into smaller pieces. This is why having a strong understanding of equivalent fractions is so crucial. The most important part of this is that students understand that they are not changing the amount that they originally started with. This is easiest when students make their original drawing with vertical lines, and then use horizontal lines at this step. Since 15 was our common denominator, we need to now make 15 pieces in each. In this example, 15 is the least common denominator.Īfter that, we go back to our original drawings. I remind students that the least common denominator will be the easiest to work with (especially when drawing) but any common denominator will work. ![]() We do this by listing out the multiples of each denominator until we find something in common. The next step would to be find a common denominator. That is how many pieces they need to make. The first step when given an addition problem with unlike denominators would to be to draw the fractions. Students are able to look at an area model and visually see the connections being made between the two fractions as well as the connections as they find a common denominator. I love using area models to add fractions with unlike denominators because it is a great branch between fraction tiles and algorithms. This would be after you have students work with manipulatives, but before they dive into the algorithms surrounding adding fractions. This post is going to focus on using an area models to add fractions with unlike denominators, which is one of the ways you can complete the representational part. When it comes to adding fractions, there are a ton of ways you can do it! I love using the CRA method (concrete, representational, abstract).
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