MAFS.5.NF.1.1 – Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc) / bd.)
- 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.
|Learning Targets and Learning Criteria|
(REVIEW/RTI STANDARD) Students will:
- apply concepts of factors, multiples, equivalent fractions, and decomposition of fractions to find like denominators. (This is a 4 th grade skill.)
- represent addition and subtraction of fractions, including mixed numbers and fractions greater than 1, with unlike denominators using concrete models, graphical models, and equations (denominators are limited to 1-20).
- add up to three fractions including mixed numbers and fractions greater than 1.
- subtract fractions including mixed numbers and fractions greater than 1.
- solve for an unknown numerator or denominator in an addition or subtraction problem given the sum or difference.
*NEW Standard* Students will:
- review the fundamental understanding of multiplication as repeated addition.
- develop an understanding that the multiplication of a fraction by a whole number could be represented as repeated addition of a unit fraction (e.g., 2 x (1/4) = 1/4 + 1/4).
- 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
- create story contexts for problems involving multiplication of a fraction and a whole number or multiplication of two fractions
- divide a rectangle with fractional side lengths into rectangles whose sides are the corresponding unit fractions.
- use an array of square units to calculate the area of a rectangle with fractional sides.
- use unit fraction squares to prove the area of rectangles with fractional side lengths.
- determine the possible fractional dimensions of a rectangle given the area.
- Fluency Drills
- IXL – J/K/L Lessons Goal Mastery 80%
- Math Stations
- Padlet, IXL, Mastery Connect
- RTI (Response to Intervention)
- Mixed Numbers
- Multiplying with Models
- Multiplying Fractions with Algorithm
- Weekly HW Due at the end of each week (Friday)
- Centers – Effort and Completion
Username: firstlastname + 317 Example: John Smith – johnsmith317
Password: Birth date Example: July 1st 2002 – 07012002
Student ID – Birthdate
Test ID – email mrs. zeak for codes if needed