The purpose of this activity is for students to practice adding fractions with unlike denominators and to reason about how the size of the numerators and denominators impacts the value of a fraction (MP7). Monitor for students who:

• Place any large numbers like 4, 5, and 6 in the numerator, if possible, and smaller numbers like 1, 2, and 3 in the denominator.
• Notice that there are many 1s and 2s on the spinner and try to wait for those numbers to use as denominators.

• “¿Qué estrategias les ayudaron mientras jugaban ‘La mayor suma’?” // “What strategies were helpful as you played Greatest Sum?” (I tried to make fractions that have a greater numerator than denominator so they are greater than one. I tried to make sure the ones and twos were in the denominator and put greater numbers in the numerator.)
• “¿Cómo sumaron sus fracciones?” // “How did you add your fractions?” (I wrote equivalent fractions with a common denominator.)

MLR8 Discussion Supports. For each observation that is shared, invite students to turn to a partner and restate what they heard, using precise mathematical language.
Advances: Listening, Speaking

The purpose of this activity is for students to practice adding fractions with unlike denominators. Monitor for students who notice that the overall strategy in this game is the same as in the previous game except that the numbers that they placed in the numerator in the first game go in the denominator in this game, and similarly the numbers that went in the denominator in the first game go in the numerator in this game (MP8).

• “¿Qué estrategias les ayudaron mientras jugaban ‘La menor suma’?” // “What strategies were helpful as you played Least Sum?” (I tried to make unit fractions with greater denominators. I used the opposite strategy to the previous game, trying to put the least numbers in the numerator and the greatest numbers in the denominator.)