The students have been working on all the concepts leading up to adding fractions. Comparing fractions with unlike denominators, making equivalent fractions.

With intensive assistance, the student somewhat understands the concept of listing the multiples of the denominators, but their work is not complete.

Developing

With some assistance, the student somewhat understands the concept of listing the multiples of the denominators, but their work is not complete.

Accomplished

With minimal assistance, the student understands and lists the multiples of the denominators, showing the LCM by circling it, or making it the fractions new denominator.

Exemplary

The student fully understands and lists the multiples of the denominators, showing the LCM by circling it, or making it the fractions new denominator.

Make Equivalent Fractions

Beginning

With intensive assistance, the student somewhat understands how change the fractions to equivalent fractions with the same denominators.

Developing

With some assistance, the student somewhat understands the concept of making equivalent fraction, but their understanding is not complete. They make may the new denominator the LCM but is not sure about how to get the new numerator.

Accomplished

With minimal assistance the student is able to make equivalent fractions from making the LCM of the unlike denominators the new denominators and then multiples the numerator by the same number they multiplied their old denominator by to get their new denominator.

Exemplary

The student is able to make equivalent fractions from making the LCM of the unlike denominators the new denominators and then multiples the numerator by the same number they multiplied their old denominator by to get their new denominator.

Add the Fractions

Beginning

The student does not know how to correctly add or subtract the fractions with unlike denominators without assistance.

Developing

With some assistance the student somewhat understands that when the denominator is different, they need to make equivalent fractions. They make an attempt to find the new numerators/denominators and adds or subtracts only the numerator.

Accomplished

With minimal assistance the student somewhat understands that when the denominator is different, they need to make equivalent fractions. They make an attempt to find the new numerators/denominators and adds or subtracts only the numerator.

Exemplary

The student fully understands to add the new numerators together, while the denominator stays the same, as well as adding the whole numbers.

Convert Mixed Numbers to Improper Fractions

Beginning

The student does not know or does not convert mixed numbers into improper fractions without assistance.

Developing

With some assistance the student may somewhat understand to convert mixed numbers into improper fractions.
An attempt is made to convert mixed numbers into improper fractions.

Accomplished

With minimal assistance the student somewhat understands that when there is a mixed number, they need to multiply the denominator by the natural number, add the product to the numerator to come up with the improper fraction.

Exemplary

The student is able to convert mixed numbers to improper fractions by multiplying the denominator by the natural number, adding the product to the numerator to come up with the improper fraction.