Step 8 Objective
Add and subtract fractions by writing them with a common denominator
- Examples of what pupils should
know and be able to do - Probing questions
- What if pupils find
this a barrier?
Probing questions
Why are equivalent fractions important when adding or subtracting fractions?
What strategies do you use to find a common denominator when adding or subtracting
fractions?
Is there only one possible common denominator?
What happens if you use a different common denominator?