Students learn that a fraction like 1/10 is another way to write a division sentence (1 divided by 10) and practice finding one-tenth of whole numbers (e.g., 400,000 ÷ 10 = 40,000). Students compare fractional parts using concrete contexts (choosing 1/10 vs 1/100 of a cake) and solve word-style comparisons (jellybeans and steps) that use 1/10 to find fractional amounts. Visual supports (images of dimes and a cake) accompany tasks that reinforce understanding of tenths and hundredths.

The Basic Skills Review #1 includes a recipe word problem that requires students to add mixed numbers: 1 2/3 + 1 1/3 + 1 1/3 + 1/3, with the answer given as 4 2/3. That item explicitly has students perform addition of fractional amounts that refer to the same whole (cups). No other explicit fraction word problems or fraction-model instructions appear in the lesson text.

The Basic Skills Review #2 problem about Carlos making a smoothie requires students to convert ounces to cups and then add whole numbers and fractional cups (8 oz = 1 cup, 16 oz = 2 cups, plus 1/2, 1/4, 1/2, 1/2 cup) to find a total of 4 3/4 cups. The answer key shows students perform the unit conversion and sum mixed numbers and fractions with unlike denominators (1/2 and 1/4). This is presented as a real-world word problem requiring addition of fractional parts referring to the same whole (cups).

Students encounter a word problem in Basic Skills Review #3 (question 9) that requires converting ounces to cups and adding fractional cup amounts (e.g., 8 oz = 1 cup, 16 oz = 2 cups, plus 1/2, 3/4, 1/2, 1/4 cups). The provided answer key shows students combine these measures to produce a total (answer given as 5 1/4 cups). This activity requires students to add fractions with unlike denominators (halves and quarters) that refer to the same whole (cups).

Students complete a Basic Skills Review problem that asks them to compute 9/15 − 2/15 and record the answer 7/15, showing practice with subtraction of fractions that refer to the same whole. Students have space on the review to write and solve this fraction subtraction problem and check against the provided answer key. This provides direct practice with subtracting fractions that share a common denominator.

Students read and interpret fractional marks on rulers and measuring cups, including halves, quarters, eighths, and third-cup markings as described in the Reading Measurements section. Students identify specific fractional and mixed-number measurements in the answer key (for example, 7/8 in., 1 3/4 cup, 6 1/2 fl oz, 8 1/2 oz). The lesson gives an example of finding a value halfway between two measures (between 4 oz and 8 oz = 6 oz).

Students encounter a problem that includes a fractional time amount ("2/3 weeks 5 days + 6 days") in Activity 3, requiring conversion of a fractional week to days and then addition. Multiple activities require converting and adding mixed units (hours/minutes/seconds, weeks/days, years/decades) so students practice manipulating fractional parts of units when converting (for example, converting minutes/seconds and converting portions of weeks to days). Example problems ask students to set up and compute sums and differences of mixed-unit time amounts (e.g., adding 15 min 12 sec + 21 min 56 sec; subtracting mixed days/hours).

Students create and label number-line style line plots that include fractional ticks (quarters) and place Xs to represent fractional data (sleep hours in quarter-hours and package weights divided into quarters). Students answer questions that require operating on those fractional data, such as finding the difference between the heaviest and lightest package (1 1/2 pounds) and finding the total weight of all packages at a specific fractional weight (total for 4 1/4-pound packages listed as 17 pounds). Students use the line plot (a visual number-line model) to organize and read fractional measurements from least to greatest.

Students are asked to create and interpret line plots that use fractional measurements (Parent Plan: "Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8)"). Students solve fraction word problems from those plots, for example adding three 1 1/4 cm lengths to get 3 3/4 cm and subtracting 3 3/4 cm - 1 1/4 cm = 2 1/2 cm in the insect line-plot problems. The guitar-practice dot plot asks students to compute the difference between least and most practice times (answers given as mixed numbers like 1 1/4 hours), showing students perform addition/subtraction with mixed numbers and fractional hour values.

Students solve multiple word problems that require addition and subtraction of fractions and mixed numbers that refer to the same whole (e.g., brownies, pizzas, driving distances, fruit weights). Students complete activity pages with numeric and contextual word problems and use interactive visuals (pizza/circle/square) and images that illustrate fraction situations. Students practice simplifying results and converting improper fractions to mixed numbers in the context of those problems.

Students use physical and interactive fraction strips to model adding fractions with unlike denominators (for example, showing different ways to make 1 and to make specified sums such as 6/8). Students watch a video and complete the "Easiest Common Denominator" sheet that has them find a common denominator by multiplying denominators, create equivalent fractions, and add them (example: 2/5 + 1/3 converted to 6/15 + 5/15 = 11/15). Students complete practice and quiz items that require adding and subtracting fractions with unlike denominators, simplifying results, and converting improper fractions to mixed numbers.

Students solve contextual addition problems such as "Pedro ate 2/6 of the pizza and 1/2 for dinner" and "Stuart walked 1/7, 1/2, and 2/5," which require adding fractions referring to the same whole. Students use visual fraction models and a laminated fraction chart/fraction wall (example: showing 2/3 + 1/6 by circling rectangles) to represent and add fractions with unlike denominators. Students practice finding common denominators and creating equivalent-fraction equations via both the "easiest common denominator" and least common denominator (LCD) methods on multiple activity pages and in the answer key.

Students represent and solve a real-world subtraction problem (Eddie's pizza) by drawing on a laminated fraction chart to show 3/4 as 6/8 and then crossing out three eighths to find the remainder. Students are taught the procedural steps to find common denominators, create equivalent fractions, subtract numerators, and simplify, and they apply these steps to practice subtraction problems with unlike denominators. The student activity page includes additional word problems (Arturo's chips, Jonas and the park) and many computation problems that require finding common denominators and performing subtraction.

Students are given multiple word problems that require adding and subtracting fractions referring to the same whole (e.g., Jerrell bought 4 1/2 pounds of apples and 4 1/2 pounds of pears; Trail A/B/C distance problem; fish length and flour word problems). Student activity pages instruct students to find common denominators, convert mixed numbers to improper fractions, add or subtract the fractional parts, and convert improper fractions back to mixed numbers. The lesson provides step-by-step worked examples and practice problems that require students to perform addition and subtraction of mixed numbers with unlike denominators.

Students solve multiple word problems that require adding and subtracting fractions and mixed numbers (e.g., Dee, Jay, and Kay walking 4 3/4, 4 2/8, and 5 1/2 miles and questions asking who walked farther, how many miles more, and total miles). Students complete recipe word problems that ask them to add and subtract ingredient fractions (total sugar, flour needed, walnuts remaining, doubling a recipe). Students use cut-out fraction boxes and an "Adding and Subtracting Mixed Numbers" activity to perform arithmetic with mixed numbers and are instructed to "write out each problem," which supports forming equations to represent the problems.

Students solve multiple word problems that require adding and subtracting fractions and mixed numbers with unlike denominators (e.g., Collin ran 1 3/5 and 2 7/8 and must compare/add; Craig and Lizzie bought 4 1/3 and 2 3/4 pounds and then subtract 1 1/2). Student pages and the unit test include explicit problems asking students to "Add or subtract to solve the problems" and to "Simplify and convert as needed," and practice items such as 1/2 + 3/7 and 5/6 minus 3 1/4. Activities require students to find least common denominators, convert between improper fractions and mixed numbers, and compute sums and differences of fractions with unlike denominators.

Students are required to create a set of 20 problems that includes 4 word problems and specific items for addition and subtraction: 2 addition problems with unlike denominators, 2 subtraction problems with unlike denominators, and corresponding mixed-number versions. Students will write problems on BINGO Caller Cards and solve problems during play using scratch paper and pencil, marking answers on their game cards. The checklist explicitly requires conversions between improper fractions and mixed numbers and addition/subtraction of fractions and mixed numbers with same and different denominators.

Students represent and solve addition and subtraction problems with visual models (grids) and equations, for example by modeling 2/3 + 1/4 = 11/12 and 2/3 - 1/4 = 5/12 using shaded rectangular grids. Students convert unlike denominators to a common denominator (2/3 → 8/12 and 1/4 → 3/12) and compute the sum or difference. Students solve contextual word problems that require adding or subtracting fractions referring to the same whole (e.g., Jamal walked 3/5 and 2/3 of a mile; compare paint amounts) and complete activity pages that ask them to write number sentences and simplify answers.

Students solve several word problems that require adding and subtracting fractions referring to the same whole, including unlike denominators: e.g., Real World Problem 1 asks for the total of 3/4 cup and 5/12 cup, Problem 3 asks how much farther Mrs. Thomas must walk (3 1/4 − 1 5/6), and Problem 6 has students subtract mixed-number volunteer hours to find remaining time. The materials prompt students to draw pictures and use visuals (cupcake images, a number line, and prompts to draw to visualize problems) and show worked answer keys that use equations and arithmetic with unlike denominators.

Students solve real-world perimeter problems that require adding fractional side lengths (e.g., images and problems showing 2 1/2 + 4 1/4 + 2 1/2 + 4 1/4 = 13 1/2 in., the gardener and rope word problems). Students use tiling and expanded-form visual models to combine fractional parts (e.g., the tiling example that shows 1/2 + 1/2 + 1/6 = 1 1/6 and the mixed-number area decompositions). Student activity pages and answer keys show students adding mixed numbers and fractions to find perimeters and summing fractional areas in word-problem contexts. The Basic Skills Review includes a subtraction problem with mixed numbers (11 4/5 - 9 3/5), showing some practice with fractional subtraction.

Students solve multiple word problems that require adding or subtracting fractions referring to the same whole, including unlike denominators: Jamie walks 3 1/2 miles and has walked 1 2/3 miles (find how much farther), Mrs. Garcia mixes 3/4 and 5/8 pounds of coffee and then uses a fractional amount (find remaining/given), and problems ask 7 1/2 − 5 3/8 and 1 3/4 + 2 1/2. Several items ask students to label and simplify answers, and some problems include diagrams (rectangle with labeled mixed-number side lengths) or explicit prompts to draw a picture for solving. Additional problems ask students to compute remaining amounts and totals in multi-step contexts (e.g., ribbon: subtract then add 3 1/2).

The Basic Skills Review #17 includes items that require adding and subtracting fractions and mixed numbers (Problem 7: 9 1/5 − 2 2/3; Problem 9: 2 3/4 + 2 1/3 + 1/6). The provided answer key shows students convert to common denominators and produce mixed-number results, demonstrating work with unlike denominators. These problems require students to perform fraction addition and subtraction computations.

The Basic Skills Review includes explicit fraction computations: students solve 8 2/5 - 3 2/3 and 2 1/8 + 2 4/5 + 1/10, and the answer key shows conversion to common denominators and final mixed-number results. The review also contains mixed-number word problems (e.g., doubling 1 2/3 cups for 2 batches) that require working with fractions in a contextual calculation. The answer keys show step-by-step arithmetic with unlike denominators, indicating students practice manipulating fractions with different denominators.

Students are given numeric fraction addition and subtraction problems on Basic Skills Review #19, including 1/5 + 2/3 + 1/10 and 6 3/4 - 2 2/3, with worked answers shown. The review also includes a context problem involving 3/4 cup of sugar for 3 1/2 batches (a word problem with fractional quantities) and an equation involving equivalent fractions (6/4 = 2/?). The answer key shows students computing common-denominator sums and mixed-number subtraction.

Students represent shares as fractions when they divide 4 sandwiches among different numbers of people (students write 4/1, 4/2, 4/3, 4/6, 4/5, 4/10 and convert improper fractions to mixed numbers). The cookie chart asks students to express quotients as fractions or mixed numbers and to simplify them. The Basic Skills Review includes a word problem in which students combine fractional parts eaten (3/8 + 1/4) and subtract from the whole pizza to find what remains, and another problem subtracts mixed-number distances (8 2/5 - 6 1/10).

Students are given problems that require adding and multiplying mixed-number lengths: for example, Problem 1 asks for perimeter and area of a rectangle with sides 3 1/3 ft and 2 1/2 ft, and Problem 6 asks for perimeter and area of a square with sides 4 1/2 yards. The answer key shows step-by-step fractional arithmetic (adding mixed numbers to find perimeter and multiplying mixed numbers to find area). Several real-world prompts (a flat package, sandbox) require students to compute with fractional measurements in context.

The Basic Skills Review includes word problems that require adding and subtracting fractions with unlike denominators (e.g., Tanner ate 1/6 and Bess ate 1/4 of the same pizza; students compute 1/6 + 1/4 = 5/12 and 1 - 5/12 = 7/12). Other review items require students to work with eighths (cutting 6 pizzas into eighths yields 48 pieces), and the answer key shows equation-based computations for the fraction problems. These items require students to set up and compute equations that combine fractions referring to the same whole.

Students complete the Basic Skills Review #24, which contains word problems that require adding and subtracting fractional amounts referring to the same whole (for example, adding 4/5 + 1/3 + 2/3 and then subtracting the sum from 2 pizzas to find the amount left). The answer key shows students finding common denominators, adding the fractions, simplifying, and performing the subtraction to get the final result.

Students solve several word problems that require adding and subtracting fractions with unlike denominators: the pies problem asks students to add 2/5 + 2/3 + 2/3 and subtract the total from 2 whole pies. The mini-pizza sauce problem has students compute 1/3 × 17 to find total sauce and then subtract 4 1/2 cups to determine how much more is needed. Additional fraction word tasks (Tamara's pizza pieces, converting pieces from eighths; and other fraction arithmetic problems) require students to work with fractional amounts in contextual situations.

Students are directed to play two web games titled Fruit Splat Fraction Addition and Fruit Splat Fraction Subtraction to review equivalent fractions and adding and subtracting fractions. The Parent Plan explicitly tells students to focus primarily on working with unlike denominators when playing those games. The Parent Plan skills list includes "Add, subtract, multiply, and divide fractions with like and unlike denominators (including mixed numbers)."

The Parent Plan explicitly tells students to "make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8)" and to "use operations on fractions to solve problems involving information presented in line plots." The Corn Growth activity has fractional measurements (1/2 foot, 2 1/2 feet, etc.) and asks students to plot the data and answer "How much did the corn grow between week 6 and week 8?" with an answer given as 1 1/2 feet, indicating students subtract mixed numbers. The Swim Team line plot and answer keys also reference fractional/mixed-number heights and differences (e.g., 4 3/4 inches, 51 3/4 inches), implying students read and compute with mixed-number measurements on plots.