10-Day Mastery Plan: Deciphering the World of Fractions

Day 1: What is a Fraction? Parts of a Whole

Materials

• A piece of fruit (apple or banana) or a large sheet of paper/cardstock.
• Pen/pencil and notebook.

Objectives

By the end of this lesson, I will be able to define a fraction and identify the numerator and denominator.

Teacher Notes & Success Criteria

Teacher Note: Focus on the concept that a fraction is simply a fair way to share, representing a part of a whole thing. The key is that the pieces must be equal. Use the physical manipulative to demonstrate this.

Success Criteria: Kakeb can accurately explain why 1/4 of a pizza is different from 1/8 of a pizza, and correctly label the numerator (the part) and the denominator (the whole).

I Do: Defining the Parts (5 minutes)

Hook: Imagine you have one single candy bar, and you and three friends want to share it equally. How much of the candy bar does each person get?

Content: That’s a fraction! A fraction is a number that represents a part of a whole. We write it with two numbers separated by a line:

• Numerator (Top Number): How many pieces you have or are interested in. (The Needed part.)
• Denominator (Bottom Number): The total number of equal parts the whole is divided into. (The Division or Total.)

Rule 1: For something to be a fraction, the parts must always be equal in size.

We Do: Hands-On Splitting (10 minutes)

1. Take the fruit or paper. This is 1 whole.
2. Cut/Fold the whole into two equal parts. Ask: "What fraction is one of these pieces?" (Answer: 1/2)
3. Cut/Fold those halves into two more equal parts (making quarters). Ask: "If you eat three of these pieces, what fraction did you eat?" (Answer: 3/4)
4. Guided Practice: Draw three circles. Have Kakeb shade in 2/3 of the first circle, 1/4 of the second, and 5/6 of the third. Discuss what the shaded area (numerator) represents compared to the total slices (denominator).

You Do: Mental & Written Practice (10 minutes)

Mental Math Check:

1. If you divide 12 cookies equally among 4 people, what fraction of the total cookies does one person get? (Answer: 1/4)
2. If there are 10 socks in the drawer and 3 are blue, what fraction are blue? (Answer: 3/10)

Written Task:

Write down the fraction for the following scenarios and label N (Numerator) and D (Denominator):

1. Seven days out of the week. (7/7, or 1 whole)
2. Two scoops of ice cream in a cone that holds five scoops. (2/5)
3. You saved $10 out of your $50 allowance. (10/50)

Closure & Assessment (5 minutes)

Recap: What is the single most important rule about the pieces when making a fraction? (They must be equal.)

Formative Assessment: Ask Kakeb to draw a picture representing 4/5 and quickly check for understanding of equal parts.

Day 2: Types of Fractions: Proper, Improper, and Mixed

Materials

• Paper/notebook and pencil.
• 12 small identical objects (e.g., coins, beans, blocks).

Objectives

I will be able to distinguish between proper fractions, improper fractions, and mixed numbers, and convert between improper fractions and mixed numbers.

Teacher Notes & Success Criteria

Teacher Note: This lesson introduces the concept that the numerator can be larger than the denominator (improper). Connect this back to the "sharing" idea—you just have more than one whole item.

Success Criteria: Kakeb can convert 7/3 into a mixed number (2 1/3) and explain that a proper fraction is less than 1 whole.

I Do: Introducing the Types (5 minutes)

Hook: If 1/4 of a candy bar is good, is it possible to have 5/4 of a candy bar?

Content:

1. Proper Fraction: Numerator is smaller than the Denominator (e.g., 1/2, 3/4). This is less than 1 whole.
2. Improper Fraction: Numerator is the same or larger than the Denominator (e.g., 4/3, 5/5). This is 1 whole or more.
3. Mixed Number: A whole number combined with a proper fraction (e.g., 1 1/3, 2 1/2). This is how we usually write improper fractions.

Conversion Rule: To change an improper fraction to a mixed number, divide the numerator by the denominator. The quotient is the whole number, the remainder is the new numerator, and the denominator stays the same.

We Do: Using Manipulatives (10 minutes)

Let's say a 'whole' is defined as 4 beans (denominator=4).

1. Place 7 beans on the table (numerator=7).
2. Ask Kakeb to group the beans into ‘wholes’ (groups of 4). (We find 1 group of 4, with 3 left over.)
3. Demonstrate: 7/4 is the same as 1 whole and 3/4, or $1 \frac{3}{4}$.
4. Practice Conversion: Model the division method for 9/2: 9 ÷ 2 = 4 R 1. So, $4 \frac{1}{2}$.

You Do: Mental & Written Practice (10 minutes)

Mental Math Check:

1. How many wholes are in 8/4? (Answer: 2)
2. Is 5/6 a proper or improper fraction? (Answer: Proper)

Written Task:

Convert the following improper fractions to mixed numbers:

1. 11/5 (2 1/5)
2. 15/4 (3 3/4)
3. 20/3 (6 2/3)

[Extension: Convert $3 \frac{1}{4}$ back into an improper fraction: (3 x 4) + 1 = 13/4.]

Closure & Assessment (5 minutes)

Recap: If the top number is bigger than the bottom number, what does that tell us about the size of the fraction? (It's 1 or more.)

Formative Assessment: Kakeb quickly converts 13/6 to a mixed number and states whether 2/9 is proper or improper.

Day 3: Equivalent Fractions (The Superpower of Multiplying)

Materials

• Two identical long strips of paper (Fraction Strips).
• Markers or pencils.

Objectives

I will be able to identify and create equivalent fractions by multiplying the numerator and denominator by the same number.

Teacher Notes & Success Criteria

Teacher Note: This is a crucial concept. Emphasize that finding an equivalent fraction is like cutting existing slices into smaller, equal pieces. You are not changing the *amount* of pizza, just the *number* of slices.

Success Criteria: Kakeb can explain that multiplying the top and bottom by the same number (e.g., 2/2) is the same as multiplying by 1, which doesn't change the value.

I Do: Concept Modeling (5 minutes)

Hook: If you ate half a pizza (1/2), and your friend ate two-fourths of an identical pizza (2/4), who ate more?

Content: Equivalent fractions are fractions that look different but have the exact same value. They occupy the same space.

Rule 2 (The Golden Rule): To find an equivalent fraction, you must multiply the numerator AND the denominator by the same non-zero number. This is often called multiplying by a "Clever Form of One" (e.g., 2/2, 3/3, 5/5).

We Do: Visualizing Equivalency (10 minutes)

1. Take the two paper strips. Label both "1 Whole."
2. Fold Strip 1 exactly in half. Label each section 1/2.
3. Fold Strip 2 into quarters (fold in half, then in half again). Label each section 1/4.
4. Line the strips up. Demonstrate that $1/2$ covers the exact same distance as $2/4$.
5. Guided Practice: Start with 1/3. If we multiply the top and bottom by 4, what do we get? ($4/12$). Use the strips/drawing to show that 1 slice cut into 3 pieces is the same as 4 slices cut into 12 total pieces.

You Do: Mental & Written Practice (10 minutes)

Mental Math Check:

1. What is 1/5 equivalent to if you multiply by 2? (2/10)
2. What number did we multiply by if 1/3 became 3/9? (3)

Written Task:

Fill in the missing numerator or denominator to create an equivalent fraction:

1. 3/4 = ? / 8 (6)
2. 1/6 = 5 / ? (30)
3. 2/5 = 8 / ? (20)
4. Find three equivalent fractions for 1/2. (e.g., 2/4, 3/6, 10/20)

Closure & Assessment (5 minutes)

Recap: If someone gives you 2/2 of a cake, how much cake did you get? (The whole cake, because 2/2 equals 1.)

Formative Assessment: Kakeb quickly generates an equivalent fraction for 3/10.

Day 4: Simplifying and Reducing Fractions (The Superpower of Dividing)

Materials

• Worksheet with fraction problems.
• Scratch paper for finding factors.

Objectives

I will be able to simplify fractions to their simplest (lowest) form using the greatest common factor (GCF).

Teacher Notes & Success Criteria

Teacher Note: Simplifying is the reverse of finding equivalent fractions. We are making the slices *bigger* and reducing the total number of slices. Always require Kakeb to simplify answers to make sure the concept is internalized.

Success Criteria: Kakeb can correctly find the GCF of the numerator and denominator and simplify 12/16 to 3/4.

I Do: The Simplest Form (5 minutes)

Hook: If you say you ate 4/8 of a sandwich, it’s mathematically correct, but it’s simpler to say you ate 1/2. Why do we simplify?

Content: Simplifying (or reducing) a fraction means finding the smallest, easiest way to write it. We do this by dividing the numerator and denominator by the same number—the largest possible number that divides into both evenly. This is the Greatest Common Factor (GCF).

Simplifying Rule: Find the GCF of the numerator and denominator. Divide both by the GCF. The fraction is in its simplest form when the only common factor left is 1.

We Do: Finding the GCF (10 minutes)

Example: 6/18

1. List factors of 6: 1, 2, 3, 6.
2. List factors of 18: 1, 2, 3, 6, 9, 18.
3. Identify the GCF: 6.
4. Divide 6/18 by 6/6: (6÷6) / (18÷6) = 1/3.

Guided Practice: Simplify 12/30.

• Factors of 12: 1, 2, 3, 4, 6, 12.
• Factors of 30: 1, 2, 3, 5, 6, 10, 15, 30.
• GCF is 6. Result: 2/5.

You Do: Mental & Written Practice (10 minutes)

Mental Math Check (Divisibility):

1. Is 4 a factor of 12 and 16? (Yes)
2. Can 9/12 be simplified by dividing by 3? (Yes, to 3/4)

Written Task:

Simplify the following fractions completely:

1. 5/25 (1/5)
2. 8/12 (2/3)
3. 14/49 (2/7)
4. 36/48 (3/4)

Closure & Assessment (5 minutes)

Recap: Why is 2/5 easier to work with than 40/100? (Fewer numbers, same value.)

Formative Assessment: Kakeb simplifies 10/15.

[Scaffolding: For learners struggling with GCF, guide them to divide by small numbers (2, 3, 5) repeatedly until it can't be reduced anymore.]

Day 5: Comparing and Ordering Fractions

Materials

• Three small cups/containers labeled A, B, C.
• Paper to create fraction strips (or pre-made strips).

Objectives

I will be able to compare fractions with unlike denominators by finding a common denominator (LCM) and order them from least to greatest.

Teacher Notes & Success Criteria

Teacher Note: This lesson is the first time Kakeb must apply the skill of finding equivalent fractions (Day 3) to solve a comparison problem. The focus must be on finding the Least Common Multiple (LCM) of the denominators.

Success Criteria: Given two fractions, Kakeb can find the LCM, convert both fractions, and correctly identify the larger one.

I Do: Finding the Common Ground (5 minutes)

Hook: Suppose Cup A has 1/3 water and Cup B has 2/5 water. Which cup has more? (We can’t tell easily because the "wholes" are divided differently.)

Content: To compare fractions, we must make the denominators the same. We need a "common denominator." The easiest one to use is the Least Common Multiple (LCM) of the two denominators.

Comparison Rule: Find the LCM of the denominators. Convert both fractions using this LCM. Then, compare the numerators—the larger numerator belongs to the larger fraction.

We Do: Guided Comparison (10 minutes)

Compare 3/4 and 5/6.

1. Find the LCM of 4 and 6. (Multiples of 4: 4, 8, 12, 16... Multiples of 6: 6, 12, 18...). LCM = 12.
2. Convert 3/4 to twelfths: 3/4 * (3/3) = 9/12.
3. Convert 5/6 to twelfths: 5/6 * (2/2) = 10/12.
4. Compare: 9/12 is smaller than 10/12. Therefore, 3/4 < 5/6.

Manipulative Check: Use fraction strips to visually confirm that $10/12$ is slightly larger than $9/12$.

You Do: Mental & Written Practice (10 minutes)

Mental Math Check:

1. If comparing 1/2 and 3/8, what is the easiest common denominator? (8)
2. Which is bigger: 1/10 or 1/100? (1/10, because the denominator is smaller, meaning the slice is larger.)

Written Task:

Place <, >, or = between the pairs:

1. 3/5 ___ 2/3 (<) (LCM=15; 9/15 vs 10/15)
2. 7/8 ___ 1/2 (>) (LCM=8; 7/8 vs 4/8)
3. 4/6 ___ 2/3 (=) (4/6 simplifies to 2/3)

Challenge: Order the following from least to greatest: 1/4, 2/3, 5/6. (LCM=12. 3/12, 8/12, 10/12. Order: 1/4, 2/3, 5/6.)

Closure & Assessment (5 minutes)

Recap: Why can’t we compare 1/3 and 1/5 without changing them first? (They have different sized pieces.)

Formative Assessment: Kakeb compares 3/10 and 1/3.

Day 6: Adding and Subtracting Fractions (Like Denominators)

Materials

• Pencils and notebook.
• Drawing tools (circles or squares for visualization).

Objectives

I will be able to add and subtract fractions that share the same denominator and simplify the resulting answer.

Teacher Notes & Success Criteria

Teacher Note: This is the easiest arithmetic day. Reinforce that the denominator acts like a unit (like "slices" or "apples"). If you add 2 slices and 3 slices, you have 5 slices. You don't add the size of the slices.

Success Criteria: Kakeb can solve 5/8 + 2/8 (7/8) and remembers to simplify the final answer if possible.

I Do: The Unit Rule (5 minutes)

Hook: If you drink 1/4 of a carton of milk in the morning and 2/4 in the afternoon, how much did you drink in total?

Content: Adding or subtracting fractions is only possible when they have the same denominator (the pieces are the same size).

Addition/Subtraction Rule (Like Denominators):

1. Add or subtract the numerators only.
2. Keep the denominator the same.
3. Always simplify the final answer.

Example: $5/10 - 2/10 = 3/10$. (We subtracted 2 pieces from 5 pieces, the size of the pieces (tenths) didn't change.)

We Do: Visualizing the Operation (10 minutes)

Problem: 3/6 + 5/6

1. Draw a rectangle divided into 6 pieces. Shade 3/6.
2. Draw a second rectangle, also divided into 6 pieces. Shade 5/6.
3. Combine the shaded parts: 3 + 5 = 8. Result: 8/6.
4. Conversion: Since 8/6 is an improper fraction, convert it to a mixed number: 8 ÷ 6 = 1 R 2. So, $1 \frac{2}{6}$.
5. Simplification: Simplify 2/6 to 1/3. Final answer: $1 \frac{1}{3}$.

You Do: Mental & Written Practice (10 minutes)

Mental Math Check:

1. 1/5 + 3/5? (4/5)
2. 7/9 minus 4/9? (3/9, which simplifies to 1/3)

Written Task:

Solve and simplify (convert improper to mixed numbers):

1. 11/15 + 4/15 (15/15 = 1)
2. 9/10 - 3/10 (6/10, simplifies to 3/5)
3. 5/7 + 6/7 (11/7, converts to $1 \frac{4}{7}$)

Closure & Assessment (5 minutes)

Recap: When adding or subtracting, what number never changes? (The denominator.)

Formative Assessment: Kakeb solves $12/11 - 5/11$.

Day 7: Adding and Subtracting Fractions (Unlike Denominators)

Materials

• Worksheet with fraction problems.
• Grid paper (optional, for finding LCMs).

Objectives

I will be able to add and subtract fractions with unlike denominators by finding the least common denominator (LCD) and converting the fractions.

Teacher Notes & Success Criteria

Teacher Note: This is a multi-step process that combines the skills from Day 5 and Day 6. Encourage Kakeb to lay out the steps clearly: 1. Find LCD (LCM). 2. Convert. 3. Add/Subtract. 4. Simplify/Convert.

Success Criteria: Kakeb can successfully convert 1/2 and 1/3 into sixths and correctly calculate their sum (5/6).

I Do: The Conversion Chain (5 minutes)

Hook: If you hike 1/2 mile in the morning and 3/4 mile in the afternoon, how far did you hike? (We can’t add halves and quarters!)

Content: When denominators are different, we use our skill from Day 5 (finding the LCM/LCD) to make them the same. Once they are the same (like fractions), we follow the rules from Day 6.

The 4-Step Process:

1. Find the LCD (the LCM of the denominators).
2. Convert both fractions to equivalent fractions using the LCD.
3. Add or subtract the numerators.
4. Simplify/Convert to a mixed number if needed.

We Do: Guided Multi-Step Problem (10 minutes)

Problem: 5/6 - 1/4

1. LCD of 6 and 4 is 12.
2. Convert: 5/6 * (2/2) = 10/12. | 1/4 * (3/3) = 3/12.
3. Subtract: 10/12 - 3/12 = 7/12.
4. Simplify: 7/12 cannot be simplified.

Guided Practice: Solve $1/2 + 3/10$. (LCD=10. 5/10 + 3/10 = 8/10. Simplify to 4/5.)

You Do: Mental & Written Practice (10 minutes)

Mental Math Check (Quick LCD):

1. What is the LCD for 2/5 and 1/10? (10)
2. What is the LCD for 1/2 and 1/5? (10)

Written Task:

Solve and simplify:

1. 3/8 + 1/4 (LCD=8. 3/8 + 2/8 = 5/8)
2. 2/3 - 1/5 (LCD=15. 10/15 - 3/15 = 7/15)
3. 1/2 + 7/9 (LCD=18. 9/18 + 14/18 = 23/18 or $1 \frac{5}{18}$)

Closure & Assessment (5 minutes)

Recap: Why do we use the LCD instead of just multiplying the two denominators? (Multiplying always works, but the LCD gives the smallest, easiest numbers to work with.)

Formative Assessment: Kakeb solves $5/6 + 1/3$.

Day 8: Multiplying Fractions

Materials

• Colored markers and paper.
• Worksheet.

Objectives

I will be able to multiply two proper fractions, and understand that multiplying fractions often results in a smaller number (finding a fraction *of* a fraction).

Teacher Notes & Success Criteria

Teacher Note: Multiplication is often the easiest operation mathematically because it doesn't require common denominators. Conceptually, $1/2 \times 1/2$ means finding "half of a half." Use drawing to illustrate this visual overlapping.

Success Criteria: Kakeb can multiply 2/3 by 3/4 and simplify the answer (6/12 or 1/2).

I Do: The Straightforward Rule (5 minutes)

Hook: You have 1/2 a container of juice. You only drink 1/2 of what's left. How much of the original container did you drink?

Content: Multiplication in fractions is symbolized by the word "of." $1/2 \times 1/2$ is "one half *of* one half."

Multiplication Rule:

1. Multiply the numerators straight across.
2. Multiply the denominators straight across.
3. Simplify the resulting fraction.

Example: $2/3 \times 1/5 = (2 \times 1) / (3 \times 5) = 2/15$.

We Do: Visualizing "Of" (10 minutes)

Problem: 1/2 x 3/4

1. Draw a square. Split it into 4 vertical columns (representing the denominator of 3/4). Shade 3 columns.
2. Now, split the square horizontally into 2 rows (representing the denominator of 1/2).
3. Ask: How many total small boxes are there? (8, the new denominator).
4. Look for the area where BOTH shading/lines overlap (the intersection of 1/2 and 3/4). This is 3 boxes.
5. Result: 3/8.

Guided Practice: Multiply $1/3 \times 1/3$. (1/9)

[Extension: Introduce cross-simplification (cancellation) as a faster way to simplify before multiplying.]

You Do: Mental & Written Practice (10 minutes)

Mental Math Check:

1. What is 1/2 of 1/10? (1/20)
2. If you multiply two proper fractions, is the answer usually larger or smaller than the starting fractions? (Smaller.)

Written Task:

Solve and simplify:

1. 3/5 x 1/2 (3/10)
2. 4/7 x 1/4 (4/28, simplifies to 1/7)
3. 5/6 x 3/10 (15/60, simplifies to 1/4)

Closure & Assessment (5 minutes)

Recap: Do we need a common denominator for multiplication? (No.) What is the rule? (Top x Top, Bottom x Bottom.)

Formative Assessment: Kakeb solves $2/5 \times 1/4$.

Day 9: Dividing Fractions (Keep, Change, Flip)

Materials

• Dry erase board or large scratch paper.
• Worksheet.

Objectives

I will be able to divide fractions using the reciprocal (Keep, Change, Flip method) and simplify the resulting fraction.

Teacher Notes & Success Criteria

Teacher Note: Conceptually, division means "How many times does the second fraction fit into the first?" The KCF method is a procedure derived from complex math, but for this level, focus on the reliable procedure.

Success Criteria: Kakeb can correctly identify the reciprocal of 2/3 (3/2) and successfully solve $1/2 \div 1/4$ (4/2 or 2).

I Do: The Reciprocal and KCF (5 minutes)

Hook: If you have 2 whole pizzas, and you cut them into 1/4 slices, how many slices do you have? ($2 \div 1/4 = 8$ slices).

Content: Dividing fractions is a special trick. We don't actually divide! We change the division problem into a multiplication problem using the reciprocal of the second fraction.

Reciprocal: The flipped version of a fraction (e.g., the reciprocal of 2/3 is 3/2). Multiplying a number by its reciprocal always equals 1.

Division Rule (K.C.F.):

1. Keep the first fraction the same.
2. Change the division sign to multiplication.
3. Flip the second fraction (use the reciprocal).
4. Multiply and simplify.

Example: $3/5 \div 1/2$ becomes $3/5 \times 2/1 = 6/5$.

We Do: Guided KCF Practice (10 minutes)

Problem: 2/3 ÷ 5/6

1. K: Keep 2/3.
2. C: Change ÷ to x.
3. F: Flip 5/6 to 6/5.
4. New problem: $2/3 \times 6/5$.
5. Multiply: 12/15.
6. Simplify (divide by 3/3): 4/5.

Guided Practice: Solve $1/2 \div 2/3$. ($1/2 \times 3/2 = 3/4$).

You Do: Mental & Written Practice (10 minutes)

Mental Math Check:

1. What is the reciprocal of 5? (1/5)
2. What is the new operation if you divide 1/3 by 1/4? (Multiplication: $1/3 \times 4/1$)

Written Task:

Solve and simplify:

1. 4/5 ÷ 2/5 (4/5 x 5/2 = 20/10 = 2)
2. 1/3 ÷ 4/9 (1/3 x 9/4 = 9/12, simplifies to 3/4)
3. 7/10 ÷ 1/2 (7/10 x 2/1 = 14/10 = $1 \frac{4}{10} = 1 \frac{2}{5}$)

Closure & Assessment (5 minutes)

Recap: Why is the answer to a division problem sometimes larger than the starting number? (Because we are finding out how many *small* parts fit into a *larger* whole.)

Formative Assessment: Kakeb solves $5/8 \div 1/4$.

Day 10: Fraction Mastery and Real-World Application

Materials

• Review sheet covering all four operations and conversions.
• Scenario cards (provided below).

Objectives

I will demonstrate mastery of fraction concepts, conversions, and all four basic operations, and apply these skills to solve real-world problems.

Teacher Notes & Success Criteria

Teacher Note: This is the summative assessment day. Ensure Kakeb is using the correct procedures for each operation (LCD for A/S, KCF for Division, straight multiplication for M). Encourage the use of a separate sheet for LCM/LCD work.

Success Criteria: Kakeb scores 80% or higher on the mixed operations challenge and correctly sets up the real-world scenarios.

I Do: Review of Rules (5 minutes)

Quick Recap Table:

• Adding/Subtracting: MUST find the LCD/LCM.
• Multiplying: Top x Top, Bottom x Bottom. (No common denominator needed.)
• Dividing: KCF (Keep, Change, Flip).
• Final Answer: Always simplify and convert improper fractions.

We Do: Mixed Operations Challenge (10 minutes)

Solve these problems together, discussing the first step for each:

1. $2/3 + 1/6$ (LCD=6. 4/6 + 1/6 = 5/6)
2. $4/5 \times 1/8$ (4/40, simplifies to 1/10)
3. $5/9 - 1/3$ (LCD=9. 5/9 - 3/9 = 2/9)
4. $1/2 \div 3/4$ ($1/2 \times 4/3 = 4/6 = 2/3$)

You Do: Summative Assessment (15 minutes)

Written Assessment: Solve and simplify/convert:

1. Convert 17/5 to a mixed number. ($3 \frac{2}{5}$)
2. Simplify 24/30. (4/5)
3. Add: 1/4 + 5/12. (LCD=12. 3/12 + 5/12 = 8/12 = 2/3)
4. Subtract: $3/4 - 1/8$. (LCD=8. 6/8 - 1/8 = 5/8)
5. Multiply: $2/9 \times 3/4$. (6/36 = 1/6)
6. Divide: $5/6 \div 1/3$. ($5/6 \times 3/1 = 15/6 = 2 \frac{1}{2}$)

Real-World Application:

1. Kakeb needs to cut ribbon. If the total spool is 5 yards, and each project uses 3/4 of a yard, how many projects can Kakeb complete? (Set up: $5 \div 3/4$. $5/1 \times 4/3 = 20/3 = 6 \frac{2}{3}$. Answer: 6 full projects.)
2. Kakeb spent 1/5 of the day doing chores and 1/3 of the day sleeping. What fraction of the day was spent doing those two things? (Set up: $1/5 + 1/3$. LCD=15. $3/15 + 5/15 = 8/15$.)

Conclusion & Next Steps

Reflection: What operation did you find the easiest? Which one required the most steps?

[Extension: Explore operations with mixed numbers (requiring conversion to improper fractions before calculating).]