G05U05 Complete 20171222

Grade 5, Unit 5
_________________
Name
Using Equivalent Fractions Lesson 5-1
to Find Common Denominators DATE TIME
1 Fill in the table by using the information given to help you find equivalent fractions. SRB
168
Multiply Both the

Equivalent
Fraction Numerator and Number Sentence
Fraction
Denominator by:
_____
(1 º 2) __
2 __
2
2
(2 º 2)
=4 4
_1 3
2
_2 3
5
What do you notice about the fractions in the gray shaded boxes?
2 Use the table above to help you solve the following problems.
a. _ +_ b. _ -_
1 2 1 2
2 5
= 2 5
=
c. Fill in the blank with <, >, or =.

_
1 _
2
2 5
3 Fill in the table by using the information given to help you find equivalent fractions.
Multiply Both the Numerator and Denominator by:

Fraction 2 3 4 5 6
_2 _
6 _
10
3 9 15
_1 _
2 _
4
6 12 24
_1 _
3 _
5
3 9 15
154
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 448.
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Program: EM4 Component: Math Journal

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Vendor: MPS Grades: 5
Solving Problems Using Lesson 5-1
Common Denominators DATE TIME
SRB
1 Solve. Use the tables on journal page 154 to find equivalent fractions with a 168,
181–182
common denominator. Write a number sentence showing the fractions you used.
a. _ -_
1 1
3 6
=?
Common denominator:
(number sentence)
b. _ +_
1 1
3 2
=?
Common denominator:
(number sentence)
2 List four equivalent fractions for each fraction given.
a. _ b. _
1 1
4
= , , , 5
= , , ,
3 Make an estimate. Then solve by finding fractions with a common denominator. Use the
tables and lists of equivalent fractions above and on journal page 154 to help you. Write a
number sentence with a common denominator to summarize each problem.
a. _ -_ b. _ +_
1 1 1 1
2 4
=? 2 6
=?
Estimate: Estimate:
Common denominator: Common denominator:
(number sentence) (number sentence)
_
1
-_
1
= _
1
+_
1
=
2 4 2 6
c. _ +_ d. _ -_
1 2 1 1
4 3
=? 4 6
=?
Estimate: Estimate:
Common denominator: Common denominator:
(number sentence) (number sentence)
_
1
+_
2
= _
1
-_
1
=
4 3 4 6
4 Rewrite the fractions as equivalent fractions with a common denominator. Fill in the blank
with >, <, or = to make a true number sentence.
a. _ _
1 2
2 5
Fractions with a common denominator: ,
b. _ _
1 2
3 6
Fractions with a common denominator: ,
155

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Practicing Common Lesson 5-2
Denominator Strategies DATE TIME
Summarize the strategies discussed in class for finding a common denominator. SRB
177, 190
Circle the ones that always work.
Put a star next to the strategy that you prefer.
Strategy 1
Strategy 2
Strategy 3
Explain why you prefer the strategy you starred.
Use any of these strategies to find common denominators.

Rewrite each pair of fractions using a common denominator. Then solve.
_
4 __
15
a. _ and _ _ _
2 5 18 2 5
1
9 6
. Common denominator: 9
= 18 6
= 18
b. _ + _ c. _ - _
2 5 5 2
9 6
= 6 9
=
d. Fill in the blank with >, <, or = : _ _

2 5
9 6
a. _ and _ _ _
3 7 3 7
2
4 12
= 12
=
b. _ +_ c. _ -_
3 7 3 7
4 12
= 4 12
=

3 7
4 12
a. _ and _ _ _
4 1 4 1
3
7 2
= 2
=
b. _ + _ c. _ - _
4 1 4 1
7 2
= 7 2
=

4 1
7 2
156

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Practicing Common Lesson 5-2
Denominator Strategies (continued) DATE TIME
For each problem, find a common denominator and write which strategy you used. Then SRB
177, 190
write the fractions using a common denominator and solve.
Strategies:
• I listed equivalent fractions.
• I noticed one denominator was a multiple of the other denominator.
• I found a quick common denominator.
4 _
2
and _
10
3 15
a. Strategy:
b. Fractions with a common denominator: and
c. _ + _ =
2 10
d. Fill in the blank with <, >, or = : _ _
2 10
3 15 3 15
5 _
1
and _
2
4 9
a. Strategy:
c. _ - _ = d. Fill in the blank with <, >, or = : _ _

1 2 1 2
4 9 4 9
6 _
5
and _
3
6 4
a. Strategy:
c. _ + _ = d. _ - _ =
5 3 5 3
6 4 6 4
7 a. What other strategy could you have used to find a common denominator in Problem 6?
b. Which strategy do you think is best for this problem? Why?
157

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Solving Addition Problems with Lesson 5-3
Fractions and Mixed Numbers DATE TIME
SRB
Estimate each sum and then solve. Show your work. 181, 187,
189–191
1 Estimate: 2 Estimate:
3_ 6_
4 3
7 4
_ +_
4 1
+4 7 6
3 Estimate: 4 Estimate:
_
7
7_
2
8 3
+ _
1
+2 _
3
6 5
For each number story, write a number model with an unknown and make an estimate. Then
solve the story. Show your work. Record your answer and a summary number model. Use your
estimate to check whether your answer makes sense.
Mr. Kumar’s class ate 6 _ pizzas, and Ms. Rinehart’s class ate 4 _
3 2
5
4 4
pizzas. How many pizzas
did the two classes eat?
Number model:
Estimate:
Answer: pizzas Summary number model:
161

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Solving Addition Problems
Lesson 5-3
with Fractions and DATE TIME
Mixed Numbers (continued)

Melanie’s superhero costume for the school play requires 1 _
5
6
6
yards of green fabric and SRB
_
1
yard of yellow fabric. How many total yards of fabric are needed for the costume?
181, 187,
189–191
3
Number model:
Estimate:
Answer: yards Summary number model:
Charlotte ran 5 _ miles on Monday and 1 _

2 5
7
3 8
miles on Tuesday. How many miles did she
run in all?
Number model:
Estimate:
Answer: miles Summary number model:
162

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Subtraction with Fractions Lesson 5-4
and Mixed Numbers DATE TIME
1 Fill in the missing numbers. 2 Estimate:

_
7
-_
3
a. 5 _ = 4_
1 =
4 4 12 8
b. 8 _
7
9
= _
16
9
SRB
c. _
3
= 3_
9 173,
181–193
6 6
Jake has two pet guinea pigs named Fluffy and Scruffy. Fluffy is 8 _
1
3
8
inches long. Scruffy is
_
1
10 4 inches long. How much longer is Scruffy than Fluffy?
Number model:
Estimate:
Scruffy is inches longer than Fluffy.
Rachel is traveling by plane from Chicago to San Diego. The flight will take 4 _
1
4
4
hours. The
_
2
plane took off 1 3 hours ago. How much longer will Rachel be on the plane?
Number model:
Estimate:
Rachel will be on the plane more hours.
5 Estimate:
Try This
4_
1
6
6 Estimate:
_
2
- 36 9
- 4_
7
8
164

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Lesson 5-5
Solving Fraction-Of Problems DATE TIME
Math Message SRB

53–54,
195–196
1 Use the rule to complete the table. 2 Look at this function machine and table.
Compare it to the function machine and
table in Problem 1. Talk to a partner about
what you notice.
in in out in in out
10 10 6
Rule 25 Rule 25 15
_1 of _3 of
5 15 5 15 9
30 30 18
out out
3 Fill in the missing out numbers. 4 Fill in the missing out numbers.
in in out in in out
9 6 8
Rule 24 16 Rule 20
_2 of _3 ∗
3 12 4 16
6 28
out out
Stella had a carton of 12 eggs. She used _

4
5
6
of the eggs to bake loaves of bread for
a bake sale.
a. How many eggs are in _

1
6
of the carton? eggs
b. How many eggs did Stella use for the bread? eggs
c. Write a multiplication number model for the problem.
6 A shoe store had 30 pairs of tennis shoes in stock. One week they had a sale and sold
_8
of the shoes. How many pairs of tennis shoes did they sell that week?
10
Answer: pairs of tennis shoes
(multiplication number model)
167

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Multiplying Whole Numbers Lesson 5- 6
by Fractions DATE TIME
13 ∗ _
2 SRB
1
3
=? 195–196,
a. Solve the problem by thinking about _
2
3
b. Solve the problem by thinking about 199–200
of 13. Show your work. _

2
as 2 ÷ 3. Show your work.
3
13 ∗ _
2
13 ∗ _
2
3
= =
3
Solve Problems 2–5 using any strategy. Show your work.
16 ∗ _ 20 ∗ _
3 5
2
4
=? 3
8
=?
16 ∗ _ 20 ∗ _
3 5
4
= 8
=
Lydia had 10 feet of ribbon. She used _
4
4
5
5 In a classroom, there are 14 cubbies
along a wall. Each cubby is _
5
of it to tie a bow on a large gift box. How 6
foot wide.
much ribbon did she use? How long is the line of cubbies?
Number model: Number model:
Answer: feet Answer: feet
170

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Lesson 5-7
Paper-Folding Problems DATE TIME
SRB
1 Think of the rectangles below as sheets of paper. Draw fold lines and shade to show 201
how you found _ of _ and _ of _

1 1 2 1
3 2 3 2
while solving Ava’s pizza problem.
a. _ of _ b. _ of _
1 1 2 1
is is
3 2 . 3 2 .
2 Fold paper to help you solve this number story:
Carolyn had _ liter of water. She drank _

1 3
3 4
of the water. What part of a liter did she drink?
Think: What is _ of _
3 1
4 3
?
a. Fold and shade paper to show _
1
3
. b. Add double-shading to your paper to
show _ of _
3 1
Then fold and double-shade it to 4 3
. Record your work below.
show _ of _
1 1
4 3
. Record your work
below.
_
1
of _
1
is _
3
of _
1
is
4 3 . 4 3 .
c. What part of a liter of water did Carolyn drink? liter
173

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Lesson 5-7
Paper-Folding Problems (continued) DATE TIME
SRB
Solve Problems 3–6 by folding paper. Then use the rectangles to show what you did.
201
3 _
1
of _
1
is 4 _
1
of _
2
is
2 4 . 3 3 .
5 _
2
of _
1
is 6 _
5
of _
3
is
3 4 . 6 4 .
174

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Using Area Models Lesson 5-8
to Multiply Fractions DATE TIME
1 Follow these steps using the diagram at SRB

1
the right to help you multiply _ by _
3 2 202
4 6
.
a. Label the blank tick marks on the

horizontal number line.
b. Label the blank tick marks on the

vertical number line.
c. Shade a rectangle that is
unit long and unit wide.

d. Find the area of the shaded rectangle. 0 1
square unit
e. Fill in the blank to make a true number sentence: _ ×_
3 2
4 6
=
In Problems 2 and 3:
• Label the blank tick marks.
• Shade a rectangle with the given dimensions.
• Find the area of your rectangle.
• Fill in the blank to complete the fraction multiplication number sentence.
Dimensions: _ by _ Dimensions: _ by _
3 2 5 1
2 3
5 3 6 4
1 1
0 1 0 1
Area: square unit Area: square unit
_
3
×_
2
= _
5
×_
1
=
5 3 6 4
177

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Lesson 5-9
Multiplying Fractions DATE TIME
1 In your own words, describe the method for multiplying fractions discovered in class. SRB
197–198,
202–203
Use the fraction multiplication algorithm described above to solve Problems 2–7.
2 _
1
∗_
3
= 3 _
2
∗_
1
= 4 _
3
∗_
1
=
2 6 3 4 5 6
5 _
3
∗_
3
= 6 _
2
∗_
4
= 7 _
7
∗_
2
=
4 8 5 10 9 12
8 Choose one of the problems above. Draw an area

1
model for the problem. Explain how it shows that
your answer is correct.
0 1
For Problems 9 and 10, write a number model. Then solve.
Sheila had _ The mirror in a dollhouse is _

3 2
9
4
pound of blueberries. She 10
4
-inch wide
_
1
used 3 of them in a fruit salad. How many _3
and 4 -inch tall. What is the area of the
pounds of blueberries did she use? mirror in square inches?
Number model: Number model:
Answer: pound Answer: square inch
Ben tried to solve Problem 9 and got the answer _

4
11
7
. He said, “That can’t be right because
_
1 _
4
is less than 7 .” Do you agree with Ben? Explain.
3
179

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Explaining the Equivalent Lesson 5-11
Fractions Rule DATE TIME
Math Message SRB

152, 168,
197–198
1 Fill in the blanks with >, <, or =.
a. 5 ∗ _ b. 5 ∗ 2 _ c. 5 ∗ _
1 1 5
2
5 3
5 4
5
d. 5 ∗ _
86
87
5 e. 5 ∗ 1 5
2 a. Write three fractions that are equivalent to 1. , ,
b. Use the fractions you wrote in Part a to write three fractions equivalent to _
4
5
.
4 3 12
5 ∗ 3 = 15 , ,
c. Explain how you know that the fractions you found in Part b are equivalent to _
4
5
.
3 Look at the fractions in the table below. They can all be rewritten as equivalent fractions
with a denominator of 12. What would you multiply each fraction by to make twelfths? Write
the fraction name for 1 that you would use in each case. Then find the equivalent fraction
with a denominator of 12. One row has been completed for you.
Original Fraction Fraction Name for 1 Equivalent Fraction

_
2 _4 __
8
3 4 12
_
3
4
_
5
6
_
1
2
4 Pick one fraction name for 1 that you used in Problem 3. How do you know the fraction is
equivalent to 1?
184

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Fraction Multiplication Lesson 5-12
Number Stories DATE TIME
Match each Number Sentence Card (Math Masters, page 199) with a Representation SRB
195–196
Card (Math Masters, page 200). Pick one pair and think of a number story that could
be modeled by the number sentence and representation. Glue or tape the cards in the
boxes below and record your number story and solution. Repeat with another pair of cards.
Number Sentence Card Representation Card
Number Story:
Number Sentence Card Representation Card
Number Story:
.
186

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Solving Fraction Lesson 5-13
Division Problems DATE TIME
For Problems 1 and 2, write a number model using a letter for the unknown. Solve, SRB
207
showing your solution strategy with representations or drawings. Summarize your work
with a division number model. Check your answer using multiplication and write a number
sentence to show how you checked.
Two students equally share _

1
1
4
of a stick of clay. How much of the stick will each
student get?
Number model:
Solution: Each student will get of the clay stick.
Summary number model:
Check using multiplication:
Three families equally share _

1
2
3
of a community garden space. How much of the community
garden space does each family use?
Number model:
Solution: Each family uses of the community

garden space.
Check using multiplication:
3 When you divide a fraction by a whole number greater than 1, is the quotient larger or
smaller than the fraction? Explain.
Try This
Write a number story for _
1
4
5
÷ 2. Solve your story.
188

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Lesson 5-14
Fraction Division Problems DATE TIME
For Problems 1 and 2, write a number model using a letter for the unknown. Solve, SRB
showing your solution strategy. Summarize your work with a division number model. 207–209
Check your answer using multiplication and write a number sentence to show how
you checked.
How many _
1
1
2
-pound boxes of nuts can be made from 10 pounds of nuts?
Number model:
Solution: _
1
-pound boxes of nuts can be made.
2
Check with multiplication:
Darcy has 6 meters of yarn. She wants to cut the yarn into _
1
2
3
-meter pieces to make
necklaces with a kindergarten class. If she uses all 6 meters of yarn, how many _
1
3
-meter
pieces will Darcy have?
Number model:
Solution: Darcy will have _

1
-meter pieces of yarn.
3
191

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Fraction Division Lesson 5-14
Problems (continued) DATE TIME
SRB
Write a number story for 5 ÷ _
1
3
4
. 207–209
Number story:
Solve your number story. Draw a picture to show your solution strategy.
Solution:
4 When you divide a whole number by a fraction less than 1, is the quotient larger or smaller
than the whole number? Explain.
192

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Grade 5, Unit 5

Multiply Both the

c. Fill in the blank with <, >, or =.

Multiply Both the Numerator and Denominator by:

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Program: EM4 Component: Math Journal

Common denominator: Common denominator:

(number sentence) (number sentence)

Common denominator: Common denominator:

(number sentence) (number sentence)

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Program: EM4 Component: Math Journal

Explain why you prefer the strategy you starred.

Use any of these strategies to find common denominators.

d. Fill in the blank with >, <, or = : _ _

d. Fill in the blank with >, <, or = : _ _

d. Fill in the blank with >, <, or = : _ _

0156_0158_EM4_S_MJ_G5_U05_L02_v2_143100.indd 156 25/03/15 2:49 pm

Program: EM4 Component: Math Journal

b. Fractions with a common denominator: and

b. Fractions with a common denominator: and

c. _ - _ = d. Fill in the blank with <, >, or = : _ _

b. Fractions with a common denominator: and

b. Which strategy do you think is best for this problem? Why?

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Program: EM4 Component: Math Journal

Answer: pizzas Summary number model:

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Program: EM4 Component: Math Journal

Mixed Numbers (continued)

Answer: yards Summary number model:

Charlotte ran 5 _ miles on Monday and 1 _

Answer: miles Summary number model:

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Program: EM4 Component: Math Journal

1 Fill in the missing numbers. 2 Estimate:

Scruffy is inches longer than Fluffy.

Rachel will be on the plane more hours.

0163_0166_EM4_S_MJ_G5_U05_L04_v2_143100.indd 164 25/03/15 3:20 pm

Program: EM4 Component: Math Journal

Math Message SRB

Stella had a carton of 12 eggs. She used _

a. How many eggs are in _

c. Write a multiplication number model for the problem.

Answer: pairs of tennis shoes

(multiplication number model)

0167_0168_EM4_S_MJ_G5_U05_L05_v2_143100.indd 167 25/03/15 3:21 pm

Program: EM4 Component: Math Journal

of 13. Show your work. _

Solve Problems 2–5 using any strategy. Show your work.

Number model: Number model:

Answer: feet Answer: feet

0169_0172_EM4_S_MJ_G5_U05_L06_v2_143100.indd 170 25/03/15 3:22 pm

Program: EM4 Component: Math Journal

how you found _ of _ and _ of _

2 Fold paper to help you solve this number story:

Carolyn had _ liter of water. She drank _

c. What part of a liter of water did Carolyn drink? liter

0173_0175_EM4_S_MJ_G5_U05_L07_v2_143100.indd 173 25/03/15 3:25 pm

Program: EM4 Component: Math Journal

0173_0175_EM4_S_MJ_G5_U05_L07_v2_143100.indd 174 25/03/15 3:25 pm

Program: EM4 Component: Math Journal

1 Follow these steps using the diagram at SRB