# Math – Nov. 27th- Dec. 8th

Teacher Brittnee Zeak Math 5 Number and Operation - Fractions Measurement and Data
Standard(s) Taught

*REVIEW*

MAFS.5.NF.2.4 –

• PART (A) – Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
• PART (B) – Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

*NEW*

MAFS.5.NF.2.5 – Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.

MAFS.5.NF.2.6 – Solve real world problems involving multiplication of fractions and mixed numbers, e.g. by using visual fraction models or equations to represent the problem.

MAFS.5.NF.2.7 – Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)

Part A. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3.

Part B. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4÷(1/5) = 20 because 20 x (1/5) = 4.

Part C. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

Learning Targets and Learning Criteria

*REVIEW STANDARDS / RTI*

Students will:

• extend the understanding of multiplication by a unit fraction to the multiplication of any quantity by a fraction. I.e., Just as 1/3 of 5 is one part when 5 is partitioned (divided) into 3 equal parts, so 2/3 of 5 is 2 parts when 5 is partitioned into 3 equal parts.
• use the understanding of multiplication by a fraction to develop the general formula for the product of two fractions, a/b x c/d = ac/bd. HINT: Grade 5 students do NOT need to express the formula in the general algebraic form (a/b x c/d = ac/bd). They need to reason out examples using fraction strips, arrays, Fraction Multipliers, and number line diagrams. 2/3 x 5/2 = 2×5/3×2

*NEW*

Students will:

• explain why multiplying a given number by a number or fraction greater than 1 results in a product greater than the given number (e.g., if 3/4 is the given number and it is multiplied by 5000, the product will be larger than 3/4).
• explain why multiplying a given number by a fraction less than 1 results in a product less than the given number (e.g., if 5000 is the given number and it is multiplied by 3/4, the product results in a fraction that is less than 5000).
• multiply a given number by a fraction equivalent to 1 to find an equivalent fraction (e.g., 3/4 x 2/2 = 6/8). (This is a 4th grade skill.)
• relate the principle of fraction equivalence to the effect of multiplying a fraction by 1.
• solve real world problems involving multiplication of fractions and mixed numbers and interpret the product in the context of the problem.
• illustrate and explain solution strategies using visual fraction models or equations that represent
• apply an understanding of the division of whole numbers to the concept of dividing with fractions (e.g., 1/3 ÷ 4 can be interpreted as sharing 1/3 of a school pizza with 4 people).
• divide unit fractions by whole numbers (e.g., 1/3 ÷ 4) using visual models.
• solve real world problems involving division of unit fractions by whole numbers using fraction models and equations.
• create and solve story contexts where a unit fraction is divided by a whole number (not zero) using a visual model.
• divide whole numbers by unit fractions (e.g., 4 ÷ 1/5) using visual models.
• solve real world problems involving division of whole numbers by unit fractions using fraction models and equations.
• create and solve story contexts where a whole number (not zero) is divided by a unit fraction using a visual model. the problem.
Classroom Activities
1. Fluency Drills
2. IXL – M/N Lessons Goal Mastery 80%
3. Math Stations
4. RTI (Response to Intervention)
1. Multiplying Fractions
5. Formative
1. Scaling – Multi-select problems
2. Dividing Fractions w/models and w/o models
Assignments Due
1. Weekly HW Due at the end of each week (Friday)
2. Centers – Effort and Completion
3. Formatives
4. Summative on Fractions Topic February 1st

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