Wayne RESA

Unit PlannerEDM4 Math 5

Wayne Resa - Math / Grade 5 / Mathematics / EDM4 Math 5 / Week 9 - Week 13
5 Curriculum Developers
Unit Abstract

In this unit, students build on fraction concepts from previous grades to understand fractions as division. They also use visual models to make estimates, add and subtract fractions and mixed numbers, and check the reasonableness of their answers. Students explore strategies for solving fraction-of problems. The following big ideas will be covered in this unit:

 

- The meanings of the operations on fractions are the same as the meanings for the operations on whole numbers.

- A mental image or awareness of the size of a fraction helps assess for reasonableness of the answer.

- A fraction is another representation for division.

- Fractions may represent division with a quotient less than one.

- Equivalent fractions can be used to add and subtract fractions with unlike denominators.

- Previous understandings of multiplication can be applied to multiply a fraction with a whole number.

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Expectations/Standards
MI: Mathematics
MI: Grade 5
Operations & Algebraic Thinking
5.OA.A. Write and interpret numerical expressions.
Number & Operations in Base Ten
5.NBT.B. Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.B.6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Number & Operations—Fractions
5.NF.A. Use equivalent fractions as a strategy to add and subtract fractions.
5.NF.B. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
5.NF.B.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
5.NF.B.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.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Practice Standards

 

Students will have opportunities to:

  • Choose appropriate tools (MP.5)
  • Use tools effectively and make sense of their results (MP.5)
  • Create and justify rules, shortcuts, and generalizations (MP.8)
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Concepts from Previous Units

Concepts from Previous Grades:

- Fractional parts are equal shares or parts of a whole or unit.

- Fractions are numbers with special names that tell how many parts of that size are needed to make the whole (i.e. thirds require three parts to make a whole)

- Equivalent fractions represent the same value.

- With unit fractions, the greater the denominator, the small the part.

- Mixed numbers and improper fractions can be used interchangeably.

- Area model and number line can be used to add and subtraction fractions with like denominators.

Unit 1:

- Tiling can be used to find the area of rectangles with fractional side lengths.

Connections to Upcoming Units

- Previous understandings of multiplication can be applied to multiply a fraction by a fraction.

- Fractional side lengths can be multiplied to find the area of a rectangle.

- Multiplication is an operation by which one factor scales the second up or down.

- There are two meanings for division of fractions: partition and measurement.

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Key Terms / Vocabulary

3.1 – model, partition, patterns, equation

3.2 - dividend, numerator, quotient, divisor, denominator, mixed number

3.4 - interval, mixed number, fraction greater than 1, compare, less than, greater than

3.6 - conjecture, argument, estimate, reasonable

3.7 - benchmark

3.10 - equivalent fraction, sum, difference

3.13 - fraction-of problem, representation, product, factor

 

Bold Font- listed in teacher’s edition

Normal Font- not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations

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Lesson Plan Sequence

The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day.

Gr 5 Unit 3: Fraction Concepts, Addition & Subtraction
Monitoring Student Work Tool
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Language Support

The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics.

Language Supports - Language Objectives and Sentence Stems.doc
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