Students use laminated fraction strips to place like-denominator unit fractions end to end to create fractions (e.g., making 3/4 from three 1/4 pieces) and to line up different unit fractions to show equivalence (e.g., multiple ways to make 1/2). Activities ask students to match given fractions with different ways to make them using unit fractions, cut-and-place tasks to compose fractions, and challenges to build mixed numbers using specified numbers of strips. Visual matching pages and the Building Mixed Numbers Challenge require students to represent fractions and mixed numbers with unit fractions and whole pieces.

Students are given a contextual example: "If you eat one-third of a cookie and I eat one-third of a cookie, how many thirds will we have eaten together?" and asked to write equations like 1/3+1/3=2/3. Student pages include visual fraction-circle examples and a number line activity (show 3/6) that students use to represent and add fractions with like denominators. Multiple practice sheets and interactive tools ask students to add fractions with like denominators (e.g., 7/12+3/12, 3/8+5/8) and to write equations showing sums that make 1 (e.g., 1/3+2/3).

Students model and compute differences with fraction strips (e.g., taking five 1/8 strips from seven 1/8 strips to get 2/8). Students use an interactive visual tool and number-line activities to visualize subtracting fractions that have like denominators. Students complete worksheets and cut-and-match activities that require setting up and evaluating subtraction equations with like denominators (e.g., 12/16 - 9/16 = 3/16).

Students are asked to solve multiple word problems on the "Adding and Subtracting Fractions to Solve Problems" and "What's the Problem?" pages, with instructions to read each problem, write an equation, and simplify the answer. The Skills list explicitly includes "Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators." The provided answer keys show students computing sums and differences with like denominators (e.g., 5/6 - 2/6 = 3/6, 3/6 + 2/6 = 5/6, 8/9 - 5/9 = 3/9) and labeling answers with the unit (mile, pizza, gallon). The wrapping up activity asks students to draw a picture (divide and shade a circle) to show 4/4 = 1 and to find missing fractions to make 1 using index cards.

The Skills section tells students to "Understand addition and subtraction of fractions as joining and separating parts referring to the same whole," and activities ask students to shade circles to represent mixed numbers and to add those shaded models. Activity 2 (Adding Mixed Numbers With Pictures) has step-by-step shading tasks and visual addition problems, and Activity 3 (Adding Mixed Numbers Without Pictures) gives equations and an example that expands mixed numbers into whole-number plus fraction equations.

Students are asked to shade circles and mark Xs to represent the minuend and subtrahend (e.g., Step 1–4 with 4 3/6 − 1 2/6) and to use those visual fraction models to find differences. The lesson includes two explicit word problems (Christa and Erin; Marco and Lenny) that students solve for mixed-number sum and difference with like denominators. Students are instructed to stack mixed numbers vertically, use regrouping/borrowing when needed, and check subtraction answers by using addition, and the answer key shows worked equations illustrating these steps.

Students draw circles or use fraction strips to represent repeated unit fractions and write repeated addition sentences such as 1/5+1/5+1/5+1/5=4/5. The lesson explicitly states and practices that when adding fractions with like denominators the denominator stays the same, and worksheets include computed examples (e.g., 3/8+1/8=4/8 and other addition problems). Visual answer keys show addition representations of unit fractions alongside the multiplication tasks (e.g., six circles labeled 1/9 and the addition 1/9+1/9+...=6/9).

Students are asked to add and subtract fractions with like denominators in specific word problems such as the Cupcake problem (1/6 + 3/6) and the lasagna problem (1 1/4 + 2 2/4 + 3/4). Several activity answer keys and problems (Activity 1 and Activity 4) show students computing sums and differences that keep the same denominator and require simplification (e.g., 4/6 → 2/3, 5/2 → 2 1/2). Multiple tasks instruct students to "draw a picture and write an equation" or to use visual aids/number lines, and the first three problems in Activity 4 explicitly provide visual supports for solving.

The Skills list explicitly includes "Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators." Multiple practice items and answer keys present word problems with like denominators (e.g., Marly ran 4/6 and Rachel 2/6; kids ate 2/6 + 3/6; a carton had 5/8 and 2/8 used). The Unit Test directions tell students to "Draw pictures and write equations to solve the problems," and a subtraction game link directs practice to Level 1a for subtracting with like denominators.

Students are asked to create at least three problems for adding fractions with the same denominator and three problems for subtracting fractions with the same denominator on the "BINGO Problems" sheet. During game play, students read fractions from the "BINGO Caller Cards" and mark the problem on their game card that matches the called fraction. The instructions also prompt students to teach other players the required skills and optionally use a whiteboard to demonstrate.

Students solve and simplify fraction computation problems such as 5/8 + 1/8 = 3/4 and 7/12 - 1/12 = 1/2 in the Basic Skills Review. Students also perform a mixed-number multiplication problem (2 × 2/3 = 1 1/3), showing some exposure to operations with fractions. These items require students to work with like denominators in addition and subtraction in numeric form.

Students solve a set of fraction addition and subtraction equations on the "Adding and Subtracting Fractions Review" worksheet (e.g., 7/6 + 2/6, 3/7 + 5/7, 2/14 + 10/14), practicing calculations with like denominators and some improper/mixed cases. Students are asked to draw pictorial representations of individual fractions (4/12 and 6/4), represent 6/4 as 1 2/4 or 1 1/2, and convert fractions to common denominators when ordering fractions during the wrapping-up activity. Students complete equivalent-fractions activities that reinforce finding common denominators and simplifying fractions, supporting the arithmetic work with like denominators.

Students solve addition problems that involve fractions referring to the same whole: the Activity 3 "Think About It" cake problem asks students to determine who ate the most and how much they ate altogether using 2/10, 8/100, 3/10, and 5/100 (answer key shows total 77/100). The Adding Fractions activity has students change 3/10 to 30/100 and add it to 15/100 and other similar problems, showing equation-based work for fraction addition. The Comparing Fractions activities use coin contexts (3 dimes vs. 3 pennies) and ordering exercises that prompt students to create equivalent fractions and reason with common denominators as visual/real-world models.

Students use grid models to represent tenths and hundredths and practice shading parts of a whole (e.g., shading 3/10, 41/100, 95/100 and modeling 1.23 as 1 and 23/100). Students place and identify decimals on number lines and link decimals to equivalent fractions and mixed numbers (for example, showing 1.5 as 1 1/2). The Basic Skills Review includes explicit fraction addition and subtraction problems with like denominators (5/12 + 1/12 and 7/12 − 4/12).

Students are given word problems that require adding fractional parts of the same whole, for example the Kelsey cake problem that asks "How much did the family eat altogether?". The Unit 7 Test and review worksheets include explicit fraction-addition items such as 7/10 + 1/10 and 6/100 + 26/100 and 2/10 + 35/100. The materials provide visual supports (pizza illustration, matching cards, laminated number line) that students may use while solving comparison and addition problems.

Students create 20 "Problem!" cards, including five specifically for adding fractions with denominators of 10 and 100 (example given: "Find the sum: 30/100 + 2/10"). Students record answers for each problem card on an answer sheet and have their answers checked as they work. The skills list explicitly includes expressing fractions with denominators 10 and 100 and using that technique to add those fractions.

Students complete a Basic Skills Review item that asks them to solve and simplify the addition 5/16 + 3/16 = 1/2, and other review items involve fraction computation and simplification (e.g., converting fractions and multiplying a whole number by a fraction). The lesson includes fraction problems that require working with like denominators and simplifying results.

Students are prompted to draw pictures to solve unit problems (e.g., drawing eight circles for fluid ounces and two smaller circles in each to count tablespoons) and to use shaded grids to represent cups, pints, quarts, and gallons. The metric activities include fractional liter values (1/2 L, .25 L) and conversions between mixed units (e.g., 3 L 800 ml = 3800 ml). A "Think About It!" problem has students convert and add amounts in different units (3500 ml + 2 L = 5500 ml).

The Skills section explicitly lists "Solve problems involving addition and subtraction of fractions by using information presented in line plots." Several student tasks require computing totals from repeated fractional measures (e.g., "What is the total weight of the rabbits that weigh 2 1/4 pounds? Answer: 6 3/4 pounds") and finding differences (e.g., "What is the difference between the heaviest rabbit and the lightest rabbit? Answer: 1 3/4 pounds"). The Measurement Line Plot tasks ask students to total lengths for insects at fractional measurements (e.g., total length for 1 1/2 cm and 4 1/2 cm), and the "Line Plots With Fractions" page has students place fractional data on a line plot and answer questions about those fractional measures.

Students are asked to add and subtract fractional measurements in the recipe activities (e.g., find total cups: cereal, mixed nuts 1 1/2 cup, pretzels 1 cup, bagel chips 2/3 cup; and find how many more cups of mixed nuts than bagel chips). The lasagna page asks students to add teaspoons (2 tsp, 1/2 tsp, 1 tsp) and convert teaspoons to tablespoons, and to compute totals when doubling a recipe (adding like ingredient amounts). The instructions also tell students they may draw pictures as needed to figure out answers.

The lesson explicitly lists as a skill: "Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators." Activity 1 asks students to read each word problem and "write an equation to solve it," and the student activity page describes two contextual problems (miles walked; milk carton/recipe) that use like-denominator fraction addition and subtraction. The provided answer-key image shows worked context equations such as 3/10 + 2/10 = 10/10 of a mile and 7/8 - 2/8 = 5/8 of a gallon, demonstrating solution of word problems with like denominators.