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You are on page 1of 2

Grade 5 Unit 2

In this unit your child will:

Add and subtract fractions with unlike

denominators

Solve story problems involving addition

and subtraction of fractions with unlike

denominators

Find common denominators for fractions with unlike denominators

Find the greatest common factor and least common multiple to help

simplify fractions and find common denominators

Multiply multi-digit numbers

Your child will learn and practice these skills by solving problems like those shown

below. Keep this sheet for reference when youre helping with homework. Use the

free Math Vocabulary Cards app for additional support: mathlearningcenter.org/apps.

PROBLEM

COMMENTS

they then extend to their work with numbers alone. To compare the

13

first pair of fractions in this example, students can reason that 10

= 1 103 ,

3

5

13

1

and since 10 is less than half ( 10 ), 10 must be less than 1 2 . They might

notice that in the second pair of fractions, the numerator is the same:

3. Since tenths are smaller than fourths, 103 < 34 . They might also use

1

3

1

3

1

3

2 as a landmark and see that since 10 < 2 while 4 > 2 , 10 must be less

3

than 4 .

12

3

10

>

<

13

10

3

4

Then add them and report the sum.

1

4

1

3

7

12

What is:

12

15

25

of 100? _______

10

100? _______

1

5

of 60? _______

1

4

60? _______

1

4

1

10

in this unit involve fractions with denominators that lend themselves

to thinking about clock faces or money. Any fraction in which the

denominator is a factor of 60 can be represented on a clock face,

as part of the 60 minutes in an hour or a full rotation of a hand

on a clock face, as shown here. The contexts of time and money

are natural ways to ease students into thinking about adding and

subtracting fractions with like and unlike denominators.

Students multiply unit fractions (fractions with a 1 in the numerator)

by whole numbers. Because so many of the problems in this unit

invite them to think about fractions of an hour (60 minutes) or of a

dollar (100 cents), these multiplication problems also involve finding

some fraction of 60 or 100. Students come to see that they can

find, for example, 15 of 60 by dividing 60 by 5 and that this can be

represented with multiplication notation.

Parents and teachers may reproduce this document for classroom and home use.

www.mathlearningcenter.org

PROBLEM

COMMENTS

9

7

16

3

7

7 + 21 = 21

21

21

understanding of factors and multiples, as well as of equivalent

fractions, to add and subtract fractions with unlike denominators.

In both examples here, students first need to determine a common

denominator so that they can add or subtract the pair of fractions.

8

15

3

6

16

= 30

15

30

1

30

In this example, they use a ratio table to use known facts to

calculate first the partial products (45 4 and 45 40) and then

the final product, which is the sum of those partial products

(45 44 = 45 4 + 45 40).

1,980

45 44 = _______

1

45

40

44

Q: Why do so many of the fraction problems use time and money?

A: Any fraction with a denominator that is a factor of 60 (2, 3, 4, 5, 6, 10, 12, 15, 20, 30) can be represented

as part of the 60 minutes in a whole hour. Any fraction with a denominator that is a factor of 100 (2, 4, 5, 10,

20, 25, 50) can be represented as part of the 100 cents in a whole dollar. This makes a clock face and a whole

dollar versatile models for a variety of fractions.

1

4

2

3

whole hour, they can see that it is also

8 40

4

equal to 12 , 60 , and 6 .

whole dollar (100 cents in the whole square grid),

25

they can see that it is equal to 100 .

The contexts of time and money are natural ways to ease students into thinking about adding and subtracting

fractions with like and unlike denominators. When students represent each fraction as part of a whole hour or

dollar, they are using the model to convert the original fractions into equivalent fractions that have a common

denominator, as in the second example on the previous page.

Parents and teachers may reproduce this document for classroom and home use.

www.mathlearningcenter.org

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