Grade 6 › U04 Fractions

NUMBER · GRADE 6 · ALBERTAOUTCOME AB-MAT6-N6

F8 · Problem-Solving Clinic: Estimate First, Then Solve

Learning goal

“I can solve multi-step problems that mix adding and subtracting fractions. I estimate first, I rename with a common denominator before I calculate, and I check whether my answer is reasonable.”

Estimate first — round the numbers and predict about how big the answer should be, before calculating.
Multi-step problem — a problem that needs more than one calculation, done in the right order.
Common denominator — the shared denominator both fractions are renamed with before adding or subtracting (review from F5).
Reasonableness check — comparing the exact answer with the estimate and the story, and asking “could this be true?”
Worked example

Mia is baking two batches. Batch 1 uses 3/4 cup of sugar. Batch 2 uses 2/3 cup. She started with 2 cups of sugar. How much is left? Estimate first: batch 1 is close to 1 cup, batch 2 is close to 1/2 to 2/3 of a cup — total used ≈ 1 1/2 cups, so about 1/2 cup should be left. Step 1 — total used: 3/4 + 2/3. Product method, denominator 12: 9/12 + 8/12 = 17/12 = 1 5/12 cups. Step 2 — left over: 2 − 1 5/12 = 7/12 cup. Reasonableness check: 7/12 is a bit more than 1/2 — close to the estimate of about 1/2 ✓. Model: bars in twelfths for the two batches, then a 2-cup bar with 1 5/12 crossed out, beside a 0–2 number line in twelfths: jump 9/12, then 8/12 to 17/12, then the gap from 17/12 up to 2 is 7/12.

Check yourself — explain it

Why do we estimate before calculating?

Paired problem — example still visible

Tom walks 5/6 km to the park, then 1/2 km more to the store. How far does he walk in total? → in sixths: 5/6 + 3/6 = 8/6 = 1 1/3 km

Faded completion — last step is yours

“A jug holds 7/8 L of juice. First 1/4 L is poured out, then another 1/8 L. Left = 7/8 − 2/8 − 1/8 = 4/8 = ___ in lowest terms” → 1/2 L

Ready to practise?

10 scored questions with a 3-rung hint ladder. Mastery needs 8/10 plus both gate questions.