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Third Nine Weeks

Big Idea
Standards:
SMP
You can use common
1,2,3,4,5,6,7,8
18 days for Chapter 9denominators to add or5.NF.1 ADD and
subtract fractions with SUBTRACT
unlike denominators. fractions with unlike
denominators
Essential Question (including mixed
How do you add or
numbers) by
subtract fractions with
REPLACING given
unlike denominators?
fractions with
equivalent fractions
in such a way as to
Big Idea
You can tell the
produce an
validity of an answer equivalent sum or
by using benchmark difference of
fractions and number fractions with like
sense.
denominators. For
example, 2/3 + 5/4 =
Essential Question
8/12 + 15/12 = 23/12.
How do you know
when your answer is (In general, a/b + c/d
= (ad + bc)/bd.)
reasonable when
multiplying fractions?
5.NF.2 Solve word
problems involving
addition and
subtraction of
fractions referring to
the same whole,
including cases of
Pacing:

Resources:

Assessments:

My Math: Chapter 9
(ALL)

Choose your own


assessments for
Chapter 9 (quizzes and
test)

Envision: Topic 10,


ALL
Envision: Topic 11
Lesson 1

Engage NY Module Goal is to be


3
completed by
Feb. 13

Pacing:

Big Idea
You can find the area of
15 days for Chapter 10 rectangles with fractional
side lengths using tiles
and multiplication.

Standards:

SMP:

5.NF.4a. Interpret the 1,2,3,4,5,6,7,8


product (a/b) x q as a
parts of a partition of q
into b equal parts;
Essential Question
equivalently, as the
How can you find the
result of a sequence of
areas of rectangles.
operations a x q /b. For
example, use a visual
Big Ideas
fraction model to show
a. If you multiply a
(2/3) x 4 = 8/3, and
number a number by a
create a story context for
fraction that is greater
this equation. Do the
(lesser) than one the
same with (2/3) x (4/5) =
product will be bigger
(lesser) than the number. 8/15. (In general, (a/b) x
(c/d) = ac/bd.)
b. If a fraction is
multiplied by one (4/4), 5.NF. 4b. Find the area
of a rectangle with
the quantity is unchanged.
fractional side lengths
and show that the area is
Essential Questions
the same as would be
a. What causes the
found by multiplying the
product of a given number side lengths. Multiply
to be greater or lesser than fractional side lengths to
the given number when find areas of rectangles,
multiplied by a fraction? and represent fraction
products as rectangular
areas.
Standards:
5.NF.5a comparing the
size of product to the

Resources:

Assessments:

My Math- Chapter 10

Choose your own


assessments for Chapter
10 (quizzes and test)

Envision: Topic 9,
Lesson 3
Envision: Topic 11
Goal is give Common
Lesson 1 & 2
Assessment on March 10
(Focus on word problems)
or 11 (Chapters 9 & 10)
Engage NY
Module 4

Learning Objectives:
Students will solve word problems by interpreting a fraction as division of the numerator by the denominator.
Students will determine the common factors and the greatest common factor of a set of numbers
Students will generate equivalent fractions by writing a fraction in simplest form.
Students determine the common multiples and the least common multiples of a set of numbers
Students will compare fractions by using the least common denominator.
Students will explore how to use models and fraction equivalence to write fractions as decimals.
Students will use fraction equivalence to write fractions as decimals.

Common Core Standards:


5.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. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that
when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of
riceequallybyweight,howmanypoundsofriceshouldeachpersonget?Betweenwhattwowholenumbersdoesyouranswerlie?
5.NF.2Solvewordproblemsinvolvingadditionandsubtractionoffractionsreferringtothesamewhole,includingcasesofunlike
denominators,e.g.,byusingvisualfractionmodelsorequationstorepresenttheproblem.Usebenchmarkfractionsandnumbersense
offractionstoestimatementallyandassessthereasonablenessofanswers.Forexample,recognizeanincorrectresult2/5+1/2=
3/7,byobservingthat3/7<1/2.

5.NF.5 Interpret multiplication as scaling (resizing), by:


5.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.
5.NBT.5Fluentlymultiplymultidigitwholenumbersusingthestandardalgorithm.

This unit is titled Fractions and Decimals and concentrates on the Number and Operations-Fractions
domain. The unit will be taught during the third nine weeks of the school year. In order to be successful in
this unit, fifth grade students will need to build off knowledge learned in the fourth grade. Students prior
knowledge should consist of the following fourth grade common core standards: expression of 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 (4.NF.5), use of decimal notation for fractions with
denominators 10 or 100 (4.NF.6), and comparison of two decimals to hundredths by reasoning about their
size (4.NF.7).
To assess students on their prior knowledge and their ability to use a fraction to represent division, use
models to represent division, write a fraction in simplest form, compare fractions with unlike denominators,
and use models to write fractions as a decimal, which are all fifth grade standards, their will be a preassessment given to students. This pre-assessment will come from the math workbook Am I Ready? on
page 543. Although the pre-assessment will not be graded, it will be used to differentiate instruction
amongst students; placing students on either on level, approaching level, or beyond level. After preassessment is collected, the data will be analyzed to judge students readiness.

When teaching this unit, there will be many strategies used to assist the growth of students. Strategies
like the use of math journals where student record their math notes, use of tenths and hundredths grids,
models, knowledge of vocabulary words, math talk strategy, communication, and a study organizer
foldable.
During the pre-teaching, students will review vocabulary to gain a better understanding of the words and
learn how to use them when talking math. They will also read and understand the essential questions
provided with each lesson. Reading and understanding the essential questions allows students the
opportunity to see how learning the information will benefit them. While the lessons are taught, students
will be expected to meet an array of expectations. Some of those expectations are to record notes in their
math notebook, and complete the guided and independent practices in their workbooks. Communication
is also another strategy that will be used during every part of the unit allowing the integration of a ELA
content area standard CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
After the lessons are taught, students will have a formative and summative assessment. Formative
assessment will require students to correctly complete their homework and exit slips; exit slips will also
allow the opportunity to integrate the ELA content area by incorporating the ELA standard CCSS.ELALiteracy.W.5.2.e Provide a concluding statement or section related to the information or explanation presented. Summative
assessment will take form of a chapter or unit test.
The major long-range plan objectives will be crafted to start off focusing on fractions and division with
hopes that students will understand how fractions and division work together. Following fractions and
division, students will learn how to find the greatest common factor of a set of numbers by learning how to
use prime factorization. Then, students will learn how to use the greatest common factor to learn how to
simplify fractions. Next, students will learn how to find the least common multiple and least common
denominator in order to compare factions. Once students have learned how to compare fractions,
students will then learn how to write fractions as decimals.

It is important that students are exposed to these five standards at the beginning of the of third nine
weeks, with the expectation that fifth grade students will be able to successfully understand how factors
and multiples are helpful in solving problem. The placement of this unit will also benefit students when
moving to the next unit - measurements. When learning about measurements, students will have the prior
knowledge from this unit to assist them. Students prior knowledge will also advise them in the years to
come when leaning about fraction. Integrating ELA in this unit is beneficial to the sequence as well. ELA
grants students the opportunity to effectively communicate and successfully work with on another.
Students ability to communicate and work well with others will be very important in years to come on the
middle school level, high school level, college level, and in the real world.