Fifth Grade Unit 4: Adding, Subtracting, Multiplying and Dividing Fractions9 weeksIn this unit students will:

use equivalent fractions as a strategy to add and subtract fractions. apply and extend previous understandings of multiplication and division to multiply and divide fractions. represent and interpret data.

Unit 4 Overview Video Parent Letter Parent Guide Number Talks CalendarVocabulary Cards Prerequisite Skills Assessment Sample Post AssessmentTopic 1: Adding, Subtracting, Multiplying and Dividing Fractions Big Ideas/Enduring Understandings:

A fraction is another representation for division. Fractions are relations – the size or amount of the whole matters. Fractions may represent division with a quotient less than one. Equivalent fractions represent the same value. With unit fractions, the greater the denominator, the smaller the equal share. Shares don’t have to be congruent to be equivalent. Fractions and decimals are different representations for the same amounts and can be used interchangeably.

Essential Questions: How are equivalent fractions helpful when solving problems? How can a fraction be greater than 1? How can a fraction model help us make sense of a problem? How can comparing factor size to 1 help us predict what will happen to the product? How can decomposing fractions or mixed numbers help us model fraction multiplication? How can decomposing fractions or mixed numbers help us multiply fractions? How can fractions be used to describe fair shares? How can fractions with different denominators be added together? How can looking at patterns help us find equivalent fractions? How can making equivalent fractions and using models help us solve problems? How can modeling an area help us with multiplying fractions? How can we describe how much someone gets in a fair-share situation if the fair share is less than 1? How can we describe how much someone gets in a fair-share situation if the fair share is between two whole numbers? How can we model an area with fractional pieces?

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How can we model dividing a unit fraction by a whole number with manipulatives and diagrams? How can we tell if a fraction is greater than, less than, or equal to one whole? How does the size of the whole determine the size of the fraction? What connections can we make between the models and equations with fractions? What do equivalent fractions have to do with adding and subtracting fractions? What does dividing a unit fraction by a whole number look like? What does dividing a whole number by a unit fraction look like? What does it mean to decompose fractions or mixed numbers? What models can we use to help us add and subtract fractions with different denominators? What strategies can we use for adding and subtracting fractions with different denominators? When should we use models to solve problems with fractions? How can I use a number line to compare relative sizes of fractions? How can I use a line plot to compare fractions?

Student Relevance:

Content StandardsContent standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections that exist among mathematical topics.MGSE5.NF.1 Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators.MGSE5.NF.2 Solve word problems involving addition and subtraction of fractions, including cases of unlike denominators (e.g., by using visual fraction models or equations to represent the problem). Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + ½ = 3/7, by observing that 3/7 < ½.MGSE5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading

to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Example: 35 can be interpreted

as “3 divided by 5 and as 3 shared by 5”.MGSE5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

a. Apply and use understanding of multiplication to multiply a fraction or whole number by a fraction.

Examples: ab×q as

ab× q

1 and ab× cd= acbd

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.

MGSE5.NF.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.

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Example 4 x 10 is twice as large as 2 x 10.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.

MGSE5.NF.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.MGSE5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. 1

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) × 4 = 1/3.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 × (1/5) = 4.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 ½ lb of chocolate equally? How many 1/3-cup servings are 2 cups of raisins

1 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.MGSE5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

Vertical ArticulationThird Grade StandardsDevelop understanding of fractions as numbers.

Understand a fraction 1b as the quantity formed by 1

part when a whole is partitioned into b equal parts

(unit fraction); understand a fraction ab as the

quantity formed by a parts of size 1b . For example,

34

means there are three14 parts, so

34 =

14 +

14 +

14 .

Understand a fraction as a number on the number line; represent fractions on a number line diagram.

Represent a fraction 1b on a number line diagram by

Fourth Grade Number and Operations FractionsExtend understanding of fraction equivalence and ordering.

Explain why two or more fractions are equivalent ab =

n×an×b ex:

14 =

3×13×4 by using visual fraction models.

Focus attention on how the number and size of the parts differ even though the fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

Compare two fractions with different numerators and different denominators, e.g., by using visual fraction models, by creating common denominators or numerators, or by comparing to a benchmark fraction

Sixth GradeApply and extend previous understandings of multiplication and division to divide fractions by fractions.Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, including reasoning strategies such as using visual fraction models and equations to represent the problem.For example:

Create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient;

Use the relationship between

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defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each

part has size 1b . Recognize that a unit fraction

1b is

located 1b whole unit from 0 on the number line.

Represent a non-unit fraction ab on a number line

diagram by marking off a lengths of 1b (unit

fractions) from 0. Recognize that the resulting

interval has size ab and that its endpoint locates the

non-unit fraction ab on the number line.

Explain equivalence of fractions through reasoning with visual fraction models. Compare fractions by reasoning about their size.Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.Recognize and generate simple equivalent fractions with denominators of 2, 3, 4, 6, and 8, e.g., 12=2

4, 46=2

3. Explain why the fractions are

equivalent, e.g., by using a visual fraction model.

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

Examples: Express 3 in the form 3 = 62 (3 wholes is

equal to six halves); recognize that 31 = 3; locate

44

and 1 at the same point of a number line diagram.

such as 12 . Recognize that comparisons are valid only

when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions.Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

Understand a fraction ab with a numerator >1 as a sum of

unit fractions 1b .

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.Apply and extend previous understandings of multiplication to multiply a fraction by a whole number e.g., by using a visual such as a number line or area model.

Understand a fraction a/b as a multiple of 1/b. For

multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because of ¾ of 8/9 is 2/3 . (In general, (a/b) ÷ (c/d) = ad/bc.)

How much chocolate will each person get if 3 people share ½ lb of chocolate equally?

How many ¾ - cup servings are in 2/3 of a cup of yogurt?

How wide is a rectangular strip of land with length ¾ and area ½ square mi?

Compute fluently with multi-digit numbers and find common factors and multiples.

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Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

Understand decimal notation for fractions, and compare decimal fractions.

Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.1 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and

1 Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But, addition and subtraction with unlike denominators in general is not a requirement at this grade.

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justify the conclusions, e.g., by using a visual model.

Adding, Subtracting, Multiplying and Dividing Fractions Instructional StrategiesAddition and SubtractionMGSE5.NF.1This standard builds on the work in 4th grade where students add fractions with like denominators. In 5th grade, the example provided in the standard has students find a common denominator by finding the product of both denominators. For 1/3 + 1/6, a common denominator is 18, which is the product of 3 and 6. This process should be introduced using visual fraction models (area models, number lines, etc.) to build understanding before moving into the standard algorithm.

Students should apply their understanding of equivalent fractions and their ability to rewrite fractions in an equivalent form to find common denominators. They should know that multiplying the denominators will always give a common denominator but may not result in the least common denominator.

MGSE5.NF.2This standard refers to number sense, which means students’ understanding of fractions as numbers that lie between whole numbers on a number line. Number sense in fractions also includes moving between decimals and fractions to find equivalents, also being able to use reasoning such as 7/8 is greater than 3/4 because 7/8 is missing only 1/8 and 3/4 is missing ¼, so7/8 is closer to a whole Also, students should use benchmark fractions to estimate and examine the reasonableness of their answers. An example of using a benchmark fraction is illustrated with comparing 5/8 and 6/10. Students should recognize that 5/8 is 1/8 larger than 1/2 (since 1/2 = 4/8) and 6/10 is 1/10 1/2 (since 1/2 = 5/10).

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USING DIVISION TO MULTIPLY AND DIVIDE FRACTIONS.MGSE5.NF.3This standard calls for students to extend their work of partitioning a number line from third and fourth grade. Students need ample experiences to explore the concept that a fraction is a way to represent the division of two quantities. Students are expected to demonstrate their understanding using concrete materials, drawing models, and explaining their thinking when working with fractions in multiple contexts. They read 3/5 as “three fifths” and after many experiences with sharing problems, learn that 3/5 can also be interpreted as “3 divided by 5.”

MGSE5.NF.4 a.This standard references both the multiplication of a fraction by a whole number and the multiplication of two fractions.

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MGSE5.NF.4bThis standard extends students’ work with area. In third grade students determine the area of rectangles and composite rectangles. In fourth grade students continue this work. The fifth grade standard calls students to continue the process of covering (with tiles). Grids (see picture) below can be used to support this work.

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MGSE5.NF.5aThis standard calls for students to examine the magnitude of products in terms of the relationship between two types of problems. This extends the work with MGSE5.OA.1.

MGSE5.NF.5bThis standard asks students to examine how numbers change when we multiply by fractions. Students should have ample opportunities to examine both cases in the standard:a) when multiplying by a fraction greater than 1, the number increases andb) when multiplying by a fraction less the one, the number decreases. This standard should be explored and discussed while students are working with MGSE5.NF.4, and should not be taught in isolation.

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MGSE5.NF.6

This standard builds on all of the work done in this cluster. Students should be given ample opportunities to use various strategies to solve word problems involving the multiplication of a fraction by a mixed number. This standard could include fraction by a fraction, fraction by a mixed number or mixed number by a mixed number.

MGSE5.NF.7aThis standard asks students to work with story contexts where a unit fraction is divided by a non-zero whole number. Students should use various fraction models and reasoning about fractions.

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Student 1

I know I need to find the value of the expression 1/8 ÷ 3, and I want to use a number line.

Student 2

I drew a rectangle and divided it into 8 columns to represent my 1/8. I shaded the first column. I then needed to divide the shaded region into 3 parts to represent sharing among 3 people. I shaded one-third of the first column even darker. The dark shade is 1/24 of the grid or 1/24 of the bag of pens.

Student 31/8 of a bag of pens divided by 3 people. I know that my answer will be less than 1/8 since I’m sharing 1/8 into 3 groups. I multiplied 8 by 3 and got 24, so my answer is 1/24 of the bag of pens. I know that my answer is correct because (1/24) 3 = 3/24 which equals 1/8.

MGSE5.NF.7bThis standard calls for students to create story contexts and visual fraction models for division situations where a whole number is being divided by a unit fraction.

Student

The bowl holds 5 Liters of water. If we use a scoop that holds 1/6 of a Liter, how many scoops will we need in order to fill the entire bowl?

I created 5 boxes. Each box represents 1 Liter of water. I then divided each box into sixths to represent the size of the scoop. My answer is the number of small boxes, which is 30. That makes sense since 6 5 = 30.

1 = 1/6 + 1/6 + 1/6 + 1/6 + 1/6 a whole has 6/6 so five wholes would be 6/6 + 6/6 + 6/6 + 6/6 + 6/6 =30/6.

MGSE5.NF.7cThis standard extends students’ work from other standards in MGSE5.NF.7. Student should continue to use visual fraction models and reasoning to solve these real-world problems.

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REPRESENT AND INTERPRET DATA.MGSE5. MD.2This standard provides a context for students to work with fractions by measuring objects to one-eighth of a unit. This includes length, mass, and liquid volume. Students are making a line plot of this data and then adding and subtracting fractions based on data in the line plot.

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Adding, Subtracting, Multiplying and Dividing with Fractions MisconceptionsMGSE5.NF.1, MGSE5.NF.2Students often mix models when adding, subtracting or comparing fractions. Students will use a circle for thirds and a rectangle for fourths when comparing fractions with thirds and fourths. Remind students that the representations need to be from the same whole models with the same shape and size.

MGSE5.NF.3-7 – Students may believe that multiplication always results in a larger number. Using models when multiplying with fractions will enable students to see that he results will be smaller. Additionally, students may believe that division always results in a smaller number. Using models when dividing with fractions will enable students to see that the results will be larger.

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Evidence of LearningBy the conclusion of this unit, students should be able to demonstrate the following competencies:

Use multiple strategies to find equivalent fractions Find and generate equivalent fractions and use them to solve problems Simplify fractions Use concrete, pictorial, and computational models to find common denominators Use fractions (proper and improper) and add and subtract fractions and mixed numbers with unlike denominators to solve problems Use concrete, pictorial, and computational models to multiply fractions Use concrete, pictorial, and computational models to divide unit fractions by whole number and whole numbers by unit fractions Estimate products and quotients

Assessment Where are the cookies? MGSE5.NF.3, MGSE5.NF.4, MGSE5.NF.6, MGSE5.NF.7

Adopted ResourcesMy Math:8.1 (pre-requisite skills lesson) Fractions and Division8.2 (pre-requisite skills lesson) Greatest Common Factor (GCF and LCM are 6th grade standards)8.6 (pre-requisite skills lesson) Simplest Form8.7 (pre-requisite skills lesson) Hands On: Use Models to Write Fractions as Decimals9.1 Round Fractions9.2 Add Like Fractions (4th grade standard)9.3 Subtract Like Fractions (4th grade standard)9.4 Hands On: Use Models to Add Unlike Fractions9.5 Add Unlike Fractions9.6 Hands On: Use Models to Subtract Unlike Fractions9.7 Subtract Unlike Fractions9.8 Problem Solving Investigation: Determine Reasonable Answers9.9 Estimate Sums and Differences9.10 Hands On: Use Models to Add Mixed Numbers9.11 Add Mixed Numbers9.12 Subtract Mixed Numbers9.13 Subtract with Renaming

Adopted Online ResourcesMy Mathhttp://connected.mcgraw-hill.com/connected/login.do

Teacher User ID: ccsde0(enumber)Password: cobbmath1Student User ID: ccsd(student ID)Password: cobbmath1

Exemplarshttp://www.exemplarslibrary.com/

User: Cobb EmailPassword: First Name

A Challenge A Puzzle Deliver D Letter D Sooner D

Better Fishing Worms Lots and Lots of Chocolate

Think Math:4.5 Strategies for Comparing Fractions4.6 Comparing Fractions Using Common Denominators4.7 Area Models and Number Lines4.8 Numbers Greater Than 14.9 Equivalent Fractions Greater than 111.1 Adding and Subtracting Fractions with Like Denominators11.2 More Adding and Subtracting Fractions with Like Denominators11.3 Stories about Adding and Subtracting Fractions11.5 Adding and Subtracting Fractions with Unlike Denominators11.6 Stories with Fractions11.7 Using an Area Model to Multiply Fractions11.8 Using Other Models to Multiply Fractions11.9 Fractinos of Quantities11.10 Stories about Multiplying Fractions11.11 Problem Solving Strategy and Test Prep: Solve a Simpler Problem

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10.1 Hands On: Part of a Number10.2 Estimate Products of Fractions10.3 Hands On: Model Fraction Multiplication10.4 Multiply Whole Numbers and Fractions10.5 Hands On: Use Models to Multiply Fractions10.6 Multiply Fractions10.7 Multiply Mixed Numbers10.8 Hands On: Multiplication as Scaling10.9 Hands On: Division with Unit Fractions10.10 Divide Whole Numbers by Unit Fractions10.11 Divide Unit Fractions by Whole Numbers10.12 Problem-Solving Investigation: Draw a Diagram

*These lessons are not to be completed consecutively as it is way too much material. They are designed to help support you as you teach your standards.

Wash and Wax Dependable Parent

Volunteers Fun Night Taco Spread A Puzzle Feeling Hungry Lost Spinner Lugging Water I

Additional Web Resources

Howard County Wiki: https://grade5commoncoremath.wikispaces.hcpss.org/5.NBT.7

K-5 Math teaching Resources: http://www.k-5mathteachingresources.com/5th-grade-number-activities.html

Estimation 180 is a website of 180 days of estimation ideas that build number sense: http://www.estimation180.com/days.html

Illustrative Mathematics provides instructional and assessment tasks, lesson plans, and other resources: https://www.illustrativemathematics.org/

Professional Resource for Educators: http://www.insidemathematics.org

Suggested Manipulativesfraction barsfraction circlespattern blocksnumber linescounters

Vocabularyunit fractionfractionnumeratordenominatorequivalent

Suggested Literature

High Noon

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Cuisenaire rodscountersgeo-boardgrid paper

line plot

Task Descriptions

Scaffolding Task Task that build up to the learning task.Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solvingPractice Task Task that provide students opportunities to practice skills and concepts.Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation.Formative Assessment Lesson (FAL)

Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical ideas and applications.

3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.

State TasksTask Name Task Type

Grouping StrategyContent Addressed Standard(s) Task Description

Arrays, Number Puzzles, and Factor Trees

Formative Assessment LessonIndividual/Small Group

Understand differences between factors, multiples,

prime & composite

Skill to maintain-use task at your

discretionMGSE.4.OA.4

Formative assessment

Equal to One Whole, More or Less

Scaffolding TaskSmall Group/Partner Task

Determining whether a fraction is Greater, Less, or

Equal to 1

Skill to maintain- use task at your

discretionMGSE4.NF.2

Determining if the fractional part is less than, greater than, or equal to

one whole

Sharing Candy Bars Constructing TaskSmall Group/Partner Task Fractions as Division

MGSE5.NF.3MGSE5.NF.4MGSE5.NF.6

Splitting candy bars amongst groups of students

Sharing Candy Bars Differently

Constructing TaskSmall Group/PartnerTask Fractions as Division

MGSE5.NF.3MGSE5.NF.4aMGSE5.NF.6

Part 2 of splitting candy bars amongst groups of

studentsHiking Trail Constructing Task

Individual/Partner TaskFractions of whole numbers, introducing operations with

fractions

MGSE5.NF.3MGSE5.NF.4a

Determining equivalent fractions to add and subtract with unlike

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denominators

The Black Box Learning TaskPartner/Small Group Task

Fraction addition using models MGSE5.NF.1

Wondering what a black box does with fraction

models

The Wishing ClubConstructing Task

Partner/Small Group TaskFraction Addition MGSE5.NF.1

MGSE5.NF.2

Determining equivalent fractions to add unlike

denominatorsFraction Addition and

SubtractionConstructing Task

Individual/Partner TaskFraction Addition and

SubtractionMGSE5.NF.1MGSE5.NF.2

Using manipulatives to add and subtract fractions

Flip it Over Practice TaskPartner/Small Group Task

Building Fluency with Addition of Fractions

MGSE5.NF.1 Understanding fractional computation

Up and Down the Number Line

Practice TaskSmall Group/Partner Task

Building Fluency with Addition and Subtraction of

Fractions

MGSE5.NF.1 Adding fractions on a number line to determine who can get closest to one

whole

Create Three Practice TaskSmall Group/Partner Task

Building Fluency with Addition of Fractions

MGSE5.NF.1 Playing a game to create 3 wholes on a number line

Comparing MP3s Constructing TaskPartner Task

Multiplication of Fractions as an area model

MGSE5.NF.1MGSE5.NF.2 MGSE5.NF.3MGSE5.NF.4MGSE5.NF.5MGSE5.NF.6

Multiplying fractions using arrays and the distributive

property

Measuring for a Pillow Performance TaskIndividual/Partner Task

Using an area model to multiply and compare

products based on factors

MGSE5.NF.4MGSE5.NF.5MGSE5.NF.6

Determining what happens to products when one

factor remains the same and the other changes

Reasoning with Fractions Constructing TaskIndividual/Partner Task

Determine the effect on a product, of multiplying a

number by a factor greater than 1 and less than 1.

MGSE5.NF.4MGSE5.NF.5

Using manipulatives and grid paper to determine

patterns of multiplication of fractions

Sweet Tart Hearts Performance TaskPartner/Small Group Task

Problem solving by adding and multiplying fractions

MGSE5.NF.1 MGSE5.NF.4MGSE5.NF.5MGSE5.NF.6

Wondering how many sweet tarts are placed in a

glass

Dividing with Unit Fractions

Constructing TaskPartner Task

Investigate dividing whole numbers by unit fractions

MGSE5.NF.7 Use reasoning to solve fraction division word

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and unit fractions by whole numbers

problems

Adjusting a Recipe Culminating Task Multiply, divide, add, and subtract unit fractions

MGSE5.NF.1MGSE5.NF.2 MGSE5.NF.3MGSE5.NF.4MGSE5.NF.5MGSE5.NF.6MGSE5.NF.7

Fractional Computations

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