Students place like-denominator strips end to end to create fractions (e.g., make 3/4 by placing three 1/4 pieces), and they are asked to show many fractions (1/2, 3/4, 5/6, etc.) using unit fractions. Students generate multiple ways to show one-half by combining unit fractions (1/4+1/4, three 1/6 strips, four 1/8 strips, etc.) and are asked to line strips up with a 1/2 strip to prove equality. Students build mixed numbers as sums of a whole and unit fractions (e.g., show 1 2/3 as 1 + 2/3 or as 1 + four 1/6) and complete matching and cut-and-paste activities that decompose fractions into sums of unit fractions.

Students create and rewrite fractions as sums of unit fractions (e.g., 1/3+1/3=2/3; 4/6 = 1/6+1/6+1/6+1/6) and write equations for given fractions. Students solve many addition problems with like denominators (e.g., 2/7+3/7, 7/12+3/12, 3/8+2/8) using the rule to keep the denominator and add numerators. Students use visual models (fraction circles, fraction strips) and a number line to show moving by unit fractions and to compose fractions to make 1, and they use interactive tools to visualize adding fractions with the same denominator.

Students are instructed to use fraction strip pieces to model 7/8 - 5/8 by physically taking five 1/8 strips away from seven 1/8 strips, producing 2/8. The introduction has students model adding and subtracting sixths with a divided waffle or bread piece, showing 1/6 + 2/6 = 3/6 and 3/6 - 2/6 = 1/6. Activities and web tools require students to keep like denominators while changing numerators and to visualize subtraction on number lines. The lesson explicitly lists the skill: "Understand addition and subtraction of fractions as joining and separating parts referring to the same whole."

Students solve many addition and subtraction problems with like denominators in word-problem contexts (pizza, candy bar, miles, milk) and write equations and simplified answers. Students complete the Fraction Maze by solving fraction equations to choose the correct path, practicing computation that joins or separates fractional parts. Students draw a representation of 4/4 to show it equals one and use index cards to name the fraction needed to add to a given fraction to make 1, reinforcing parts-of-a-whole reasoning.

The Skills section explicitly lists "Understand addition and subtraction of fractions as joining and separating parts referring to the same whole" and the activities focus on adding mixed numbers using visual models. In "Adding Mixed Numbers With Pictures" students are instructed to shade whole circles and fractional parts, use the shaded circles to figure out sums, and complete example problems such as 1 1/3 + 2 2/8 = 3 5/8. The Day 2 activity shows students decomposing mixed-number addition into adding whole numbers first and then adding the fractional parts (e.g., 2 2/5 + 3 1/5 = 5 3/5).

The lesson explicitly lists the skill "Understand addition and subtraction of fractions as joining and separating parts referring to the same whole." In Activity 1 students shade circles to show the first mixed number and mark X's to remove parts for the second mixed number, with diagrams that cross out parts to illustrate subtraction. Students are instructed to verify subtraction by addition and complete both picture-based and symbolic problems, and the practice page includes both addition and subtraction mixed-number problems.

Students draw circles and use fraction strips to represent repeated unit fractions (e.g., placing 1/5 in four circles and writing 1/5+1/5+1/5+1/5=4/5). The activities and image answer keys explicitly show repeated-addition representations of multiplication as sums of unit fractions (e.g., 6 × 1/9 shown as six circles labeled 1/9 and 1/9+...+1/9=6/9). Worksheets and the Basic Skills/Quiz pages require students to add fractions with like denominators (for example 3/8+1/8=4/8 and other addition problems on the Fractions Quiz). Students are asked to note that when adding fractions with like denominators the denominator stays the same while numerators add, and to simplify results where appropriate.

Students practice adding and subtracting fractions with like denominators in the Getting Started examples (1/6+2/6+1/6; 7/10-3/10) and throughout multiple word-problem activities (Cooking With Fractions, More Word Problems, What Are the Fractions?). Students are asked to draw pictures and write equations to show their answers for addition and subtraction problems, and the Skills section explicitly states solving word problems involving addition and subtraction of fractions referring to the same whole and having like denominators. The whiteboard prompts also direct students to note that the denominator remains the same when adding and subtracting fractions with like denominators.

Students are given explicit practice adding and subtracting fractions with like denominators (e.g., 2/6 + 1/6, 5/8 - 2/8, 3/4 + 1/4, 4/6 - 2/6) and mixed-number addition/subtraction problems in the answer keys and practice items. The skills list explicitly states students will "Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators," and several word problems involve combining or comparing parts of the same whole (pizza, milk, runners). Students are instructed to "draw pictures and write equations to solve the problems," and videos and activities on adding/subtracting mixed numbers and regrouping provide further modeling and practice.

The Skills list and activities instruct students to add and subtract fractions that have the same denominators and to create at least three problems for adding fractions with the same denominator and three for subtracting fractions with the same denominator on the "BINGO Problems" sheet. Students are directed to write those addition and subtraction problems onto four BINGO game cards and to solve/match them to caller fractions during gameplay. Step 6 also asks students to teach other players about identifying equivalent fractions and adding and subtracting fractions with the same denominator, using a whiteboard if needed.

Students are presented with fraction addition and subtraction problems on the Basic Skills Review page (e.g., 5/8 + 1/8 = and 7/12 - 1/12 =) and are instructed to solve and simplify them. The activity list includes these explicit computation items for students to complete alongside other arithmetic review problems.

Students are asked to add and subtract fractions with the same denominators (Skills: "Add and subtract fractions that have the same denominators"). Activity 2 gives multiple problems that require students to compute sums and differences with like denominators (e.g., 7/5 - 4/5, 7/6 + 2/6, 3/7 + 5/7, 2/14 + 10/14). The Introduction has students draw and represent fractions (4/12 and 6/4) using shaded parts of shapes and discusses writing fractions horizontally to make adding and subtracting easier, supporting use of fraction models.

Students convert fractions with denominator 10 to equivalent fractions with denominator 100 and then add the numerators (Activity 3 and the step-by-step star graphic). Students solve several addition problems (e.g., 3/10 + 33/100 = 63/100, 36/100 + 2/10 = 56/100) and complete a cake word problem that asks how much of the cake was eaten altogether, which has them join parts of the same whole. The Basic Skills Review includes a subtraction example (7/15 - 4/15 = 1/5), showing at least isolated practice with subtracting like-denominator fractions.

Students decompose decimal numbers into sums of place-value parts in several activities (e.g., examples showing 5.62 = 5 + 0.6 + 0.02 and 104.25 = 100 + 4 + 0.2 + 0.05). Students match decimals to fractional names (e.g., 0.2 to two-tenths, 0.05 to five-hundredths) and identify digit values as fractions (e.g., the 5 in 37.57 as 5/10). Students build decimal numbers from digit cards and read the parts to the right of the decimal as tenths and hundredths.

Students count collections of coins and write the total as a fraction, decimal, and percent of a dollar in the "Working With Money" activities (e.g., answers show 63/100 and 77/100). The instructions state to "make sure that her coins add up to the numbers indicated," and the student pages ask students to show amounts using coins (joining coin values to form a whole dollar amount). The answer keys and activities convert combined coin totals into fractions of a dollar, showing joining parts into a single whole (e.g., coins → 63/100, 0.63).

Students shade tenths and hundredths on 10x10 grids to represent fractions like 3/10, 8/10, 41/100, and 95/100 and combine a full grid plus 23 squares to show 1 23/100 (1.23). The lesson explicitly shows that filling a full row/column of hundredths equals ten-hundredths = one-tenth, linking smaller parts to the same whole. Students complete Basic Skills Review problems that require adding and subtracting fractions with like denominators (e.g., 5/12 + 1/12 and 7/12 − 4/12).

Students practice adding fractions with like and unlike denominators, for example problems such as 7/10 + 1/10 = 82/100 and 2/10 + 35/100 = 55/100 appear on the test and review sheets. The Skills list directs students to express a fraction with denominator 10 as an equivalent fraction with denominator 100 and to use this technique to add fractions with denominators 10 and 100. In a contextual word problem students combine fractional parts of the same whole (cake eaten: 2/8, 0.2, 0.1, 1/10) to determine who ate the most and how much the family ate in total (92/100).

Students create 20 "Problem!" cards that include five addition problems specifically labeled as adding fractions with denominators of 10 and 100 (for example, "Find the sum: 30/100 + 2/10"). Students write answers for each problem on a provided answer sheet and have their answers checked as they work. Students will use these cards during gameplay and must solve the fraction addition problems to progress in the game.

The Basic Skills Review #21 asks students to solve and simplify the fraction addition 5/16 + 3/16 = 1/2, so students perform addition of fractions with like denominators. The review also includes other fraction work (e.g., converting x/10 = 60/100 and comparing fractions and decimals) that gives additional practice with fraction equivalence and representation.

Students match fractional-pound values to ounce equivalents (e.g., 1/2 pound matched with 8 ounces and 4 ounces matched with 1/4 pound) in the Ounces and Pounds activity. Students convert mixed measures (e.g., 2 pounds 5 ounces to 37 ounces) when completing matching and conversion tasks. Students order weights that include fractional-pound values (e.g., 1/2 pound, 1 pound 3 ounces) in the ordering exercise.

Students are asked to compute totals from line plots, for example finding the total length of all insects that measure 1 1/2 cm (answer 7.5 cm) and the total weight of rabbits that weigh 2 1/4 pounds (answer 6 3/4 pounds), which requires adding equal fractional amounts. Problems ask for differences between measurements (e.g., difference between heaviest and lightest rabbit: 1 3/4 pounds), requiring subtraction of mixed numbers. The skills list explicitly includes "Solve problems involving addition and subtraction of fractions by using information presented in line plots."

Students complete fraction arithmetic in the Basic Skills Review, e.g., solving 3/100 + 6/10 = 63/100. Students also work with fractional parts when writing decimals in expanded form (20 + 4 + 7/10 + 2/100) and practice comparing fractions and decimals (e.g., 0.74 > 5/10). These items show students perform addition of fractional quantities and reason about equivalence.

Students add and subtract fractional amounts in the recipe activities: they convert 3 pints to 6 cups and then add 6 + 1 1/2 + 1 + 2/3 to get 9 1/6 cups, and they compute 1 1/2 - 2/3 = 5/6 to find how many more cups of mixed nuts than bagel chips. Students convert 2 tablespoons to 6 teaspoons and then add 6 + 1 1/2 + 1 + 1/2 = 9 teaspoons (3 tablespoons) and compute differences such as 6 - 1 1/2 = 4 1/2 teaspoons. On the Lasagna page, students convert ounces to cups and add/subtract amounts (e.g., cups of marinara vs. ricotta, and total cups of ricotta + Parmesan) and double amounts when asked to make 2 lasagnas.

The Skills list and Activity 1 explicitly require students to add and subtract fractions with the same denominators and to solve word problems involving fractions referring to the same whole. In the equation-writing portion students decompose a given fraction into sums of like-unit fractions (e.g., 4/5 as 1/5+1/5+1/5+1/5 or 2/5+2/5). The fill-in-the-blank exercises and answer key show students performing operations such as 3/10 + 2/10 = 10/10 and 7/8 - 2/8 = 5/8. The word problems (Carlie walking parts of a mile; milk carton/recipe) require students to join and separate fractional parts tied to the same whole unit.