Teachers Guide: Grade 5 - Unit 2 - Module 1

Teachers Guide
GRADE 5 – UNIT 2 – MODULE 1

Module 1
Adding & Subtracting Fractions
Session 1 Using a Money Model�� 3
Session 2 Unit 2 Pre-Assessment�� 9
Session 3 Clock Fractions�� 15
Session 4 Introducing the Clock Fractions Game��21
Session 5 Which Model Works Best?��27
Teacher Masters Student Book Pages

Pages renumber with each module. Page numbers correspond to those in the consumable books.
Unit 2 Pre-Assessment�� T1 Money & Fractions�� 32
Unit 2 Pre-Assessment Reflection Sheet��T3 Fractions & Mixed Numbers�� 33
Clock Fractions Problem String�� T4 Fractions on a Clock Face��34
Work Place Guide 2A Clock Fractions �� T6 Clock Face Fractions�� 35
2A Clock Fractions Record Sheet��T7 Clock Fractions Problem String��36
Skateboarding��T8 Work Place Instructions 2A Clock Fractions�� 37
Clock Faces��T9 Adding Fractions��38
Fraction Subtraction Problem String��T10 Equivalent Fractions on a Clock��39
Fractions Work Sample��T12
Home Connections Pages
Page numbers correspond to those in the consumable books.
Comparing Fractions�� 21
More Adding Fractions��23
Bridges in Mathematics Grade 5 Teachers Guide © The Math Learning Center | mathlearningcenter.org
Unit 2
Unit 2
Module 1
Module 1
Adding & Subtracting Fractions
Overview
This module focuses on using money and clocks as models for adding and subtracting fractions. Using familiar units of money
and time (quarters, dimes, nickels and halves, thirds, and quarters of hours) helps students figure out how to add and subtract
fractions efficiently with and without finding common denominators. Students work with fractions, mixed numbers, and
improper fractions. Students also learn one new Work Place, the Clock Fraction Game, and complete a work sample at the end
of the module.
Planner
Session & Work Places Introduced P&I PS MF WP A DP HC
Session 1 Using a Money Model
In this session, students discuss the connections between fractions and money while using money as
a model to find equivalent fractions. Then the teacher leads students in a problem string in which the
addition of fractions with unlike denominators is framed in the context of money amounts.
Session 2 Unit 2 Pre-Assessment
The session begins with a money-related fraction problem string. Then students take the Unit 2
Pre-Assessment.
Session 3 Clock Fractions
Today’s session begins with another problem string involving fractions and money. Then the class
begins to explore fractions on a clock, another model that helps deepen understanding of frac-
tions, equivalence, and addition and subtraction of fractions. Finally, students reflect on their Unit 2
Pre-Assessments.
Session 4 Introducing the Clock Fractions Game
This session begins with a problem string that uses the clock as a model for adding fractions with dif-
ferent denominators. Next, the teacher introduces the Clock Fractions Game to provide more practice
with equivalent fractions and informal addition of fractions.
Work Place 2A Clock Fractions
Players add fractions with different denominators and write fraction equations as they try to be the
first person to exactly fill three clocks with fractions they spin.
Session 5 Which Model Works Best?
This session begins with a story problem involving time and fractions. Then the teacher presents a
problem string that leads students to think about which model—money or a clock face—works best
for each problem, and why. Students also complete a work sample to demonstrate their understand-
ing of how to use models to add and subtract fractions.
P&I – Problems & Investigations, PS – Problem String, MF – Math Forum WP – Work Place, A – Assessment, DP – Daily Practice, HC – Home Connection
Bridges in Mathematics Grade 5 Teachers Guide 1 © The Math Learning Center | mathlearningcenter.org
Unit 2 Module 1 Introduction
Materials Preparation Additional

Resources
Each session includes a complete list of the materials you’ll need to conduct the session, as well
as notes about any preparation you’ll need to do in advance. If you would like to prepare materi- Please see this module’s
als ahead of time for the entire module, you can use this to-do list. Resources section of the
Bridges Educator site for
Task Done a collection of resources
Copies Run copies of Teacher Masters T1–T14 according to the instructions at the top of you can use with students
each master. to supplement your
Run a single display copy of Student Book page 34. instruction.
If students do not have their own Student Books, run a class set of Student Book
pages 32–39.
If students do not have their own Home Connections books, run a class set of
the assignments for this module using pages 21–24.
Work Place Prepare the materials for Work Place 2A using the lists of materials on the Work
Preparation Place Guide (Teacher Master T6).
Unit 2 Module 1
Unit 2
Module 1
Session 1 Session 1
Using a Money Model
Summary
In this session, students discuss the connections between fractions and money while using
money as a model to find equivalent fractions. Then the teacher leads students in a problem
string in which the addition of fractions with unlike denominators is framed in the context of
money amounts.
Skills & Concepts

• Add fractions with unlike denominators, including mixed numbers (5.NF.1)
• Rewrite fractions with unlike denominators as equivalent fractions with a common
denominator in order to find their sum or difference (5.NF.1)
• Model with mathematics (5.MP.4)
• Look for and express regularity in repeated reasoning (5.MP.8)
Materials
Copies Kit Materials Classroom Materials
Vocabulary
An asterisk [*] identifies
Problem String Using Money those terms for which Word
Resource Cards are available.
• money value pieces (8 sets) • student math journals
decimal*
Daily Practice
decimal notation
SB 32
denominator*
Money & Fractions
dime
HC – Home Connection, SB – Student Book, TM – Teacher Master equivalent fractions*
Copy instructions are located at the top of each teacher master.
fraction*
hundredth*
numerator*
Problem String penny

quarter
tenth*
Using Money
1 Open the session by telling students that today they will complete a prob-
lem string about fractions using a money model.
2 Have students date and label the next available math journal page with
“Using Money Problem String.”
3 Before you begin the string, take some time to review the fraction of a
dollar that is represented by each coin.
• Distribute the sets of money value pieces so that each student pair has easy access to at
least one of each of the different pieces.
• Ask student pairs to set out one piece for each denomination between them and share
observations about how the pieces are related, especially in terms of what fraction of a
dollar is represented by each coin.
Unit 2 Module 1 Session 1
Amos I remember these! I like them because you can see the fractions
really easily.
Betty They’re kind of like the base ten area pieces, except with money.
Amos It’s cool because you can see that the piece with the quarter on
it really is one-fourth of a dollar.
Betty OK, and the dime is like a strip in the base ten area pieces. It
takes 10 of them to make the dollar mat, so you can see they’re each
one-tenth of a dollar.
Amos So, if the nickel is half as big as the dime, it must be half of
one-tenth.
Betty Yep, it takes 20 of those to make the dollar mat, so each one is
one-twentieth of a dollar.
4 After students have had a few minutes to examine the money value pieces
and share observations, work with their input to represent each piece as a
unit fraction, and a decimal.
• Start with the half-dollar piece and work your way down to the penny.
• Record this information on the board as students do so in their journals.
SUPPORT One of the advantages of using the money value pieces rather than plastic, or
even real, coins, is that they make the fractional relationships between and among the
denominations visible in a clear and simple way.
1 50
half dollar = 2 = 100 = 0.50
1 25
quarter = 4 = 100 = 0.25
1 10
dime = 10 = 100 = 0.10
1 5
nickel = 20 = 100 = 0.05
1
penny = 100 = 0.01
Rosie See the penny piece? I put one on the dollar mat, in the corner,
and you can see that it would take 100 of them to fill the mat.
Sasha Yeah, the penny is the same as one of the little square units in
the base ten area pieces.
5 Next, record 3/4 on the board. Ask students to build this fraction of a dollar
with their money value pieces, and use the value of the collection to deter-
mine the decimal equivalent.
Record the results on the board.
Teacher Please work with your partner to set out 3/4 of a dollar with
your money value pieces.
Sam That’s easy—it’s just 3 quarters.
Rhonda See how they look if you put them on top of the dollar mat?
You can see that they really do fill up 3 fourths of the whole mat.
Teacher How much money do you have when you set out three-
fourths of a dollar?
Students Seventy-five cents!
Teacher So, is it correct to say that 3/4 is equivalent to 75/100? Talk with
the person sitting next to you about that for a few moments.
Willie Yes, it’s true, because each of the quarters is 25 hundredths, so
three quarters has to be 25 + 25 + 25 hundredths.
Teacher So, I’m going to record that on the board.
3 of a dollar = 75¢ = 75 = 0.75

4 100
6 Repeat step 5 with the fractions 7/10 and then 11/100.
7 of a dollar = 70¢ = 70 = 0.70 11 of a dollar = 11¢ = 0.11

10 100 100
7 Now complete the following problem string.

• Present each problem one at a time by writing it on the board. Present the problems in
order from top to bottom.
• Give students time to solve each one on their own.
• Invite 2 or 3 students to share their strategies for solving each problem, one at a time,
and record their thinking with equations, including mixed numbers and improper
fractions.
CHALLENGE Encourage students to use the most efficient or sophisticated strategy they can
think of. Then encourage them to look back at their work and see if they can think of an
even more efficient strategy.
SUPPORT Encourage students to build the combination with their money value pieces so
they can see the results before they record anything in their journal.
Problem String Using Money
Problems Sample Strategies & Recording Connections

What is 1/2 of a dollar and 1/4 of a dollar? Big Idea
It’s 75 cents because 50 cents and 25 cents is 75 cents. Today’s string introduces
the idea of using money to
1/2 + 1/4 1/2 + 1/4 = 0.50 + 0.25
add fractions with unlike
= 0.75 denominators. The use of
= 75/100 money enables students
What is three-fourths of a dollar plus one-half of a dollar? to build intuitions about
Three fourths of a dollar is like three quarters—75 cents. So 75 common denominators in
cents and 50 cents is 1 dollar and 25 cents. a relatively painless way
because most fifth graders
3/4 + 1/2 = 0.75 + 0.50
are accustomed to thinking
= 75/100 +50/100 of coins and combinations
= 1.25 of coins in terms of pennies.
3/4 + 1/2 For example, adding 1/4
= 1 25/100
I kept thinking about quarters—3 quarters and 2 quarters is 5 and 1/10 can be thought of
quarters. as adding a quarter and
a dime. The answer is 35¢
= 5/4
or $0.35 or 35/100 of a dollar,
I thought about it as a dollar and a quarter. the conversion to like
= 1 1/4 denominators (hundredths
What is one and one-quarter dollar added to one-half dollar? or pennies) having taken
place at an almost invisible
1 1/4 + 1/2 = 1.25 + 0.50
level. As you work with
= 1.75 this string, allow students
= 1 3/4 to use whatever unit they
1 ¼ + ½ like—coins, money-decimal
= 7/4
= 125/100 + 50/100 representation, fractions out
of 100. Encourage answers
= 175/100
in both mixed numbers and
improper fractions.
Students use their money
1 1 2
+ = value pieces to build, see,
10 10 10
and discuss the fact that
2/10, or two dime strips are
= 1 equivalent to 1/5 of a dollar.
5
1/10 + 1/10 Even though there is no
= 20¢
single coin worth 1/5 of a
20 dollar, the fact that a dime is
=
100 worth 1/10 of a dollar makes
it relatively easy to conceive
= 0.20 of fifths when working with
money.
1/5 + 3/10
8 After you have discussed the final problem, ask students to turn to a
partner and talk about how they used money to find equivalencies to solve
the problems.
9 Wrap up the string by having students add the terms numerator and
denominator to the handbook section of their math journals.
Record each term, along with a class definition of each and at least one example generated
by the group on the board or at the projector as students do so in their handbooks.
numerator: the top number in a

fraction; shows how many equal parts
are counted
denominator: the bottom number
in a fraction; shows how many equal
parts the whole is divided into
Examples:
3 (numerator)
4 (denominator)
This fraction means that something has
been divided into 4 equal parts,
and we’re talking about 3 of them.
10 Close the session.

• Have students put away their materials.
• Ask students to turn to a partner and talk about one example of when they might
need to add fractions that do not involve money or a school assignment. Invite several
students to share their thinking with the class.
Daily Practice
The optional Money & Fractions Student Book page provides additional opportunities to
apply the following skills:
• Convert a decimal to a fraction, and a fraction to a decimal (supports 4.NF)
Unit 2 Module 1
Unit 2
Module 1
Session 2 Session 2
Unit 2 Pre-Assessment
Summary
The session begins with a money-related fraction problem string. Then students take the Unit 2 Pre-
Assessment. Finally, the teacher introduces and assigns the Comparing Fractions Home Connection.
Skills & Concepts

• Express a fraction with denominator 10 as an equivalent fraction with denominator 100 (4.NF.5)
• Write fractions with denominator 100 in decimal notation (4.NF.6)
• Add and subtract fractions with unlike denominators, including mixed numbers (5.NF.1)
• Solve story problems involving addition and subtraction of fractions referring to the same
whole, with like and unlike denominators (5.NF.2)
• Mentally estimate the answers to story problems involving addition of fractions with like
and unlike denominators (5.NF.2)
• Assess the reasonableness of answers to story problems involving addition of fractions
with like and unlike denominators (5.NF.2)
• Solve story problems involving division of whole numbers with fraction or mixed number
quotients (5.NF.3)
• Multiply a whole number by a fraction and solve related story problems (5.NF.4a)
• Make sense of problems and persevere in solving them (5.MP.1)
• Attend to precision (5.MP.6)
Materials
Vocabulary
Problem String Money Fractions those terms for which Word
• money value pieces (8 sets) • whiteboards, markers, and erasers (class set) Resource Cards are available.
Assessment Unit 2 Pre-Assessment decimal*

decimal notation
TM T1-T3 • money value pieces • scratch paper
Unit 2 Pre-Assessment
denominator*
dime
Home Connection
equivalent fractions*
HC 21–22 fraction*
Comparing Fractions
hundredth*
Daily Practice numerator*
SB 33 penny
Fractions & Mixed Numbers quarter
tenth*
HC – Home Connection, SB – Student Book, TM – Teacher Master
Copy instructions are located at the top of each teacher master. twentieth
Preparation
Students will be given time to reflect on their Unit 2 Pre-Assessments next session. If you
don’t have time to correct their papers by then, plan to return students’ scored pre-assess-
ments later in the module and give them time to fill out reflection forms so they can set their
own goals for Unit 2.
Problem String
Money Fractions
1 Explain to students that they will begin the sessions with a fraction prob-
lem string and then take the Unit 2 Pre-Assessment.
2 Distribute the materials students will need for the problem string, and give
them a minute or two to get organized.
• Explain that they’ll do their recording on individual whiteboards today, rather than in
their math journals.
• Have student helpers make sure each person has a whiteboard, marker, and eraser, as
well as easy access to the money value pieces.
The switch from math journals to individual whiteboards is temporary, and meant to help
students relax a little as they wrestle with adding and subtracting fractions. The whiteboards
are easier to erase than a journal page, and for some students the chance to work without a
“record of error” makes it easier to engage with the mathematics at hand.
3 Write 1/4 + 1/10 on the board and discuss the expression for a minute before
students start to work.
• Ask students to brainstorm some of the ways in which they might think about and
represent one-fourth of a dollar and one-tenth of a dollar.
• Record some of their ideas on the board.
one-fourth of a dollar = a quarter one-tenth of a dollar = a dime

25¢ 10¢
$0.25 $0.10
1 1
+ 10 25 10
4 100 100
4 Then complete the following problem string.

• Present each problem one at a time by writing it on the board. Present the problems in
order from top to bottom.
• Give students time to solve each one on their own.
• Have them record the answer in as many forms as they can.
• Challenge students to generate additional equivalent fractions by thinking in terms of
dimes as well as nickels.
• Invite 2 or 3 students to share their strategies for solving each problem.
• Record equations on the board to represent students’ thinking.
SUPPORT Help students maintain the connection between fractions and money through-
out this problem string by building each combination with the money value pieces.
SUPPORT It’s not unusual for students to get confused and think that 1/5 of a dollar is a
nickel. If this happens (or, to prevent it from happening), have students refer back to their
money value pieces. Ask them to place a nickel piece on the dollar mat. Does it fill 1/5
of the mat? Confirm with them that it only fills 1/20 of the mat, and that it takes 4 nickel
pieces or 2 dime pieces to fill 1/5 of the mat.
Problem String Money Fractions

What is one-fourth of a dollar and one-tenth of a dollar? Big Idea
Students use money to
1 + 1 1 + 1
make adding or subtracting
4 10 4 10
fractions easier.
35¢ 25¢ + 10¢ = 35¢
$0.35
35 $0.25 + $0.10 = $0.35
100
25 + 10 = 35
3 dimes, 1 nickel 100 100 100
1/4 + 1/10 Challenge students to find the equivalent of 35/100 in nickels or

twentieths.
35
= 7
100 20
What is one-fifth of a dollar plus one-half of a dollar?

1 1
+
5 2
20¢ + 50¢ = 70¢
$0.20 + $0.50 = $0.70
20 50 70
1/5 + 1/2 + = (pennies)
100 100 100
2+ 5= 7
(dimes)
10 10 10
4 + 10 = 14
(nickels)
20 20 20
70 = 7 = 14
100 10 20
What is nine-tenths of a dollar plus one and a half dollar?

9
10 + 2
11
90¢ + $1.50 = $2.40
$0.90 + $1.50 = $2.40
9/10 + 1 1/2 90 150 240
+ = (pennies)
100 100 100
9 dimes + 15 dimes = 24 dimes
9 + 15 = 24
(dimes)
10 10 10
18 + 30 = 48
(nickels)
20 20 20
Make 1/5 and 1/2 look like money or fractions out of a dollar and
1/2 - 1/5
then subtract them.
5 Wrap up the problem string by having students turn and talk about how
using money can make adding or subtracting fractions easier. Then, invite
a few pairs to share from their conversations.
CHALLENGE If most of your students have solved the four problems in today’s string quickly
and easily, with good understanding, you might want to pose some or all of the following
before you wrap things up:
• 1/20 + 1/5
• 1/5 – 1/20
• 7/20 + 2/5
• 3/10 – 3/100
Press students to express the answers to these combinations in different formats. For
example, 7/20 + 2/5 = 0.75 or 75/100. Ask them to express the answer not only in terms of nickels
or quarters, but also in terms of nickels and quarters as a fraction of a dollar: 75 cents is 3
out of the 4 quarters in a dollar, or 3/4. 75 cents is 15 out of the 20 nickels in a dollar, or 15/20.
6 Then, have students put away their whiteboards, markers and erasers to get
ready for the Unit 2 Pre-Assessment.
Have them keep the money value pieces out for use during the assessment.
Assessment Guide
Assessment See the Grade 5
Assessment Guide for
Unit 2 Pre-Assessment scoring and intervention
suggestions.
7 Set the stage for the Unit 2 Pre-Assessment.
• Tell students that today they will take the Unit 2 Pre-Assessment to help everyone,
teacher and students alike, know where they are with the concepts and skills in the
unit. With the results, everyone will be better able to prepare for the sessions coming
up in the next month or so.
• Let students know how much time they have to work right now, and reassure them that
if they are not able to complete the assessment, you will give them more time later to
finish their work.
• Encourage students to do their best but to not get bogged down on any one problem.
Tell them that if they get really stuck on one problem, they can skip it for now, work on
other problems, and then return to it if they have time.
8 Display the Unit 2 Pre-Assessment Teacher Master where everyone can see
it as helpers give a copy of the assessment to each student.
Have helpers place a small stack of scratch paper at each table or near each cluster of
desks. Let students know that they can use the money value pieces or scratch paper to help
with any of the problems on the assessment.
9 Discuss strategies students can use that will help them during an assessment.
• Model the following strategies as you describe them to students.
»» Read the whole assessment before you begin to get a sense of what you need to do.
»» Notice which problems might be easier or more difficult for you. You may put a
small star by easier problems and a question mark by more challenging ones.
»» Think about how to use your time during the test so you have time and energy to
finish all the problems.
»» If you get really stuck on one problem, skip it for now, work on other problems, and
then go back to it later, if you have time.
»» Pay special attention to math words like those on Word Resource Cards. You may want
to underline them, especially if you are having a hard time understanding a question.
10 When students understand what to do, let them begin.

Remind students to raise their hands if they need help reading a problem; this is not
meant to be a reading test.
SUPPORT If some students are unable to complete the assessment in the allotted time, allow
them additional time later in the day or early the next to finish their work.
11 As students finish, have them turn in their work and read quietly or work
on some other pre-assigned project.
12 Close the session.
• Collect any unfinished assessments, and let students know when they will be able to
complete their work.
• Let the class know that they will get their pre-assessments back soon so they can set
their own goals for the unit.
Note You will have students reflect on the Unit 2 Pre-Assessment next session. If it is impos-
sible to score the Unit 2 Pre-Assessments before Session 3, mark them when you can and then
make time for students to reflect on their own work and set goals as described in Session 3.
Home Connection
13 Introduce and assign the Comparing Fractions Home Connection, which
provides more practice with the following skills:
• Use the symbols >, =, and < to record comparisons of two fractions with different
numerators and different denominators (4.NF.2)
Daily Practice
The optional Fractions & Mixed Numbers Student Book page provides additional oppor-
tunities to apply the following skills:
• Convert a fraction to a mixed number (supports 4.NF)
• Create a visual representation of a mixed number or improper fraction (supports 4.NF)
• Express a fraction with denominator 10 as an equivalent fraction with denominator 100
(4.NF.5)
• Add fractions with unlike denominators (5.NF.1)
Unit 2 Module 1
Unit 2
Module 1
Session 3 Session 3
Clock Fractions
Summary
Today’s session begins with another problem string involving fractions and money. Then the
class begins to explore fractions on a clock, another model that helps deepen understanding
of fractions, equivalence, and addition and subtraction of fractions. Finally, students reflect on
their Unit 2 Pre-Assessments.
Skills & Concepts

• Express a fraction with denominator 10 as an equivalent fraction with denominator 100 (4.NF.5)
• Construct viable arguments and critique the reasoning of others (5.MP.3)
Materials
Copies Kit Materials Classroom Materials Vocabulary
Problem String More Fraction Models those terms for which Word
SB 34* • money value pieces (8 sets) • student math journals Resource Cards are available.
Fractions on a Clock Face • Word Resource Cards for • piece of copy paper to mask parts of the clock face
fraction, mixed number, and teacher master
improper fraction decimal*
• colored pencils for student use
decimal notation
Assessment Reflecting on the Unit 2 Pre-Assessment
denominator*
TM T4 • scored Unit 2 Pre-Assessments (TM T1–T2, equivalent fractions*
Unit 2 Pre-Assessment completed in Session 2)
fraction*
Reflection Sheet
hour (hr.)
Daily Practice hundredth*
SB 35 improper fraction*
Clock Face Fractions minute (min.)
HC – Home Connection, SB – Student Book, TM – Teacher Master mixed number*
Copy instructions are located at the top of each teacher master. * Run 1 copy of this page for display. numerator*
sixtieth
Preparation twelfth
Have students’ Unit 2 Pre-Assessments scored and ready to hand back to them. If you cannot
score the pre-assessments by today, score them in the next few days and find time for
students to reflect on them before the end of Module 1.
Problem String
More Fraction Models
1 Open the session by letting students know that today they will participate
in another fraction problem string. Then they will explore another model
that will deepen their understanding of fractions, and finally look over and
reflect on the pre-assessment.
2 Have students take out their math journals, turn to their handbooks, and
add entries for the terms fraction, mixed number, and improper fraction.
You might want to point out to students that despite its name, an improper fraction is not
“wrong,” and mathematicians often use improper fractions.
• Ask students to share their thoughts about what each term means.
• Then display the Word Resource Cards for each term to confirm or clarify
understanding.
• Have students record the terms to their handbooks along with a definition and one or
more examples.
• Use this exercise as an opportunity to encourage students to use both improper frac-
tions and mixed numbers when solving problems.
CHALLENGE Ask students to generate and record at least one counter-example for each term.
3 Have students date and label the next available math journal page for
today’s problem string, and have helpers distribute sets of money value
pieces so these models are easily accessible to all the students.
4 Then complete the following string.
Present each problem, one at a time. Continue to ask students to think of each fraction in
terms of money, as in previous strings.
SUPPORT Ask students to model and solve each combination with money value pieces before
they record anything in their journals. If necessary, take a few minutes to iron out the
difference between 1/5 and 1/20 of a dollar with the pieces, as students often confuse the two,
believing that 1/5 of a dollar is a nickel, and unable to determine the value of 1/20 of a dollar.
Problem String More Fraction Models

Review and emphasize the difference between 1/5 (two dimes or Big Idea
1/5 + 1/20
$0.20) and 1/20 (one nickel or $0.05). Students find equiva-
lencies between
1 1 fractions and money
5 – 20 = $0.20 – $0.05 and use them to solve
fraction problems.
If the answer is greater
0.05 than 1, ask students to
give the answer as an
improper fraction and
0.15 0.20 as a mixed number.
0.05 0.10
1/5 – 1/20
0.05 0.10 0.20

We know that 1/5 of a dollar is 2 We can also model this prob-
dimes or 20 cents, because 1 lem on the open number
dime is 1/10 of a dollar. If we set line. We can either start with
out 2 dime strips and cover one 20 cents (0.20) and jump back
of them with 1/20 of a dollar—the 5 cents, or we can start with 5
nickel piece—how much is left? cents and jump forward until
we reach 20 cents. Either way,
what is the answer?
2/5 + 19/20
25 times 4 is like a dollar because there are 4 quarters in a dollar.
There are 25 groups of 4 cents in a dollar, so 1/25 is 4 cents.
1/25 + 1/20
1/25 is like four cents and 1/20 is like five cents so together they’re
nine cents.
1/25 + 1/4 Deepen student

understanding of the
1/100 + 1/25 fractions 1/25, 1/4, and
1/100 by discussing what
Think about each fraction in terms of the same coin: each fraction is equal
1/5 of a dollar is 4 nickels, 1/10 is 2 nickels, and 1/20 is 1 nickel. to in terms of dollars,
Money value pieces decimals, and coins.
Put out 2 dimes for the 1/5, 1 dime for the 1/10, and a nickel for the 1/20.
Trade in the dimes for nickels. Since 1 nickel is 1/20 of a dollar, the
answer is 7/20.
1/5 + 1/10 + 1/20
1
5 + 101 + 201 7
20
5 Wrap up the string by talking about equivalencies.

• Point out that for each problem, students gave a variety of answers which were all cor-
rect because they were equivalent.
• Write the following set of equations for everyone to see:
»» 2 dimes = 4 nickels = 20 pennies
»» 1/5 = 20/100 = 2/10 = 4/20 = 0.20
• Have students think quietly, then share with a neighbor their thoughts about the equa-
tion. The following questions may help build discussion:
»» Which representation are you are most likely to use?
»» Is it easier to visualize 1/5 or 4/20?
»» Which would you rather have in your pocket, 2 dimes or 20 pennies? Why?
This discussion has two goals. On one hand, we want to illustrate the idea that students
should choose the representation that makes the most sense or makes the problem the easiest
to solve in a given situation. For example, if the problem is 1/5 + 2/5, there is no reason to look
for an alternative. However, if the problem is 1/5 + 3/25, students might use money notation
or a fraction with 100 as the denominator (i.e., $0.20 + $0.12 or 20/100 + 12/100). On the other
hand, we also want students to begin thinking about fractions in their simplified forms. We
want students to see that 1/5 is a simplified form of 2/10 and 4/20 and that 1/5 is generally easy to
work with. Students will continue to learn about simplified forms as the unit continues and
will learn the standard method of finding simplest form in Module 4 of this unit.
6 Transition to discussing fractions on a clock by having students consider

the limits of money as a fraction model.
• Note with students that money has been a useful model for adding and subtracting
fractions with denominators that are factors of 100, and have them list these as you
record them on the board: 1, 2, 4, 5, 10, 20, 25, 50, 100.
• Ask students if they would want to use money to think about 1/3 or 1/6 of a dollar. Why not?
7 Display your copy of the Fractions on a Clock Face Student Book page,
revealing only the first clock as you introduce the idea of using time and
clocks to help think about fractions.
Don’t have students find the corresponding page in their Student Books yet.
• How many minutes are there in one hour?
• Where do we see minutes on a clock?
8 Then reveal the second clock in the top row on the sheet, and work with
the students to generate a variety of fractions equivalent to 1/2, based on the
markings on the clock face and some of the things students know about
telling time.
Call on a variety of students as you ask the following questions and record their answers
on the sheet:
• How many minutes are in 1/2 an hour?
• How could I shade in 1/2 an hour on this clock?
• How can I write that as a fraction? Are there any other ways I can write that?
NAME | DATE
Fractions on a Clock Face
1
2
60 minutes in an hour 1
2 = 30 minutes =
30
60 =
6 sets of 5 minutes
12 sets of 5 minutes
12 sets of 5 minutes 3 sets of 10 minutes

9 Reveal the next clock

1 on the sheet, which 1 is labeled with the fraction 1/4, and
work with the students
4 to generate a variety
3 of fractions equivalent to 1/4,
based on the markings on the clock face and some of the things students
know about telling
= time.
1
4 = 1
3
If it doesn’t come up in discussion, ask students to discuss the relationship between 1/2 an
hour and 1/4 an hour.
SUPPORT Encourage students to think about the 15 minutes in 1/4 hour as a single chunk
1 1
of time. Help them see6 that in 1/4 of an hour there
12 is one set of 15 minutes out of four
15-minute chunks. Then, help them see that 1/2 an hour equals 2/4 of an hour, which equals
two sets of 15 minutes
1
6 =
out of four 15-minute121 chunks.
=
10 Now have students find the Fractions on a Clock Face in their Student Books.
Ask them to get out colored pencils or crayons in several different colors as well as a
Bridges in Mathematics Grade 5 Student Book 34 © The Math Learning Center | mathlearningcenter�org
regular pencil.
11 Have students quickly shade in half a clock face and a quarter of a clock
face, each in a different color. Then work with them to shade in the other
three fractions on the sheet: 1/3, 1/6, and 1/12.
• Shade in these fractions on your copy of the sheet as students do so on their own sheet.
• Ask students to share observations about the relationships between 1/3 of an hour, 1/6 of
an hour and 1/12 of an hour. Specifically, how can they use 1/3 of an hour to find 1/6 of an
hour and 1/6 of an hour to find 1/12 of an hour?
12 Then give students about 5 minutes to record as many equivalent fractions

as they can generate for each of the last 3 clocks on the sheet.
Have early finishers go back and write in the equivalent fractions the class has already
generated for the clocks labeled 1/2 and 1/4, and add any more they can think of.
13 Reconvene the class and call on volunteers to share the equivalent fractions Math Practices
they have come up with for 1/3, 1/6, and 1/12. in Action 5.MP.3
Record these on your copy of the sheet and invite students to add ideas shared by class- Students construct viable
mates to their own sheets. arguments and critique
the reasoning of others
As students share and you discuss and record their ideas, continue to help them think about
when they explain how
the number of minutes in each fraction as a chunk. For example, in 1/3 of an hour, there is
they know two or more
one set of 20 minutes out of three 20-minute chunks, or two sets of 10 minutes out of six fractions are equivalent.
10-minute chunks, or four sets of 5 minutes out of twelve 5-minute chunks. This will help In so doing, they think
them build understanding of equivalence and lay the foundation for working with common more deeply about
denominators later in the unit. fractions, models for
fractions, and factors and
14 Let students know they will continue to work with clock fractions in the multiples.
next session.
Assessment
Reflecting on the Unit 2 Pre-Assessment
15 Tell students they now have a chance to reflect on the Unit 2 Pre-
Assessment and set goals for Unit 2.
Hand students their scored Unit 2 Pre-Assessments and give them a minute or so to look
over the results.
16 Hand students their scored Unit 2 Pre-Assessments, and give them a

minute or so to look over their papers.
Looking at the pre-assessment results can help students recognize the learning expectations
for the unit, identify which skills and concepts they currently understand, and concentrate
their efforts more effectively.
• Review with students how they can use the results of the Unit 2 Pre-Assessment to help
them throughout the rest of the unit.
• Encourage students to ask questions, but do not explain how to do problems at this
time. Similar problems will be introduced throughout the unit.
»» Advise students not to be discouraged if their results were disappointing. They have
several weeks to develop their skills, and they will retake the assessment at the end
of the unit.
»» Advise students to not be complacent if their results were excellent. The assessment
is just a quick snapshot to guide your teaching, and students will have opportunities
to improve their mathematical understanding during the unit.
17 Then display a copy of the Unit 2 Pre-Assessment Student Reflection

Teacher Master. Give students each a copy and work with them to fill it in.
• Go over the sheet, one row at a time, with the class.
• For each row, read the skill and make sure students understand it. Ask volunteers to explain,
or use one of the associated items on the pre-assessment to explain the skill to the class.
• Have students look at the assessment item(s) associated with that particular skill, talk in
pairs about how they did with the skill, and then mark their reflection sheets accordingly.
18 When you and the students have finished working through all the skills
listed on the reflection sheet, have students star the two they feel they need
to work on most in the next few weeks.
19 Finally, give students a couple of minutes to describe in writing any other
goals, needs, requests, or questions at the bottom of the sheet.
When students are finished, collect the Unit 2 Pre-Assessment and student reflection
sheets. Staple them together and file them so they can be shared with students at the
conclusion of the unit should you choose to do so.
Daily Practice
The optional Clock Face Fractions Student Book page provides additional opportunities to
• Use the symbols >, =, and < to record comparisons of two fractions with different
numerators and different denominators (4.NF.2)
• Subtract fractions with unlike denominators, including mixed numbers (5.NF.1)
Unit 2 Module 1
Unit 2
Module 1
Session 4 Session 4
Introducing the Clock
Fractions Game
Summary
This session begins with a problem string that uses the clock as a model for adding frac-
tions with different denominators. Next, the teacher introduces the Clock Fractions Game to
provide more practice with equivalent fractions and informal addition of fractions. Finally, the
teacher introduces and assigns the More Adding Fractions Home Connection.
Skills & Concepts

• Recognize equivalent fractions (4.NF.1)
• Solve story problems involving addition of fractions referring to the same whole, with like
• Use appropriate tools strategically (5.MP.5)
Materials
Vocabulary
Problems String Clock Fractions those terms for which Word
T5–T6 • colored pencils for student use Resource Cards are available.
Clock Fractions Problem String • a piece of copy paper to mask clock face
SB 36* portions of the teacher masters
decimal*
Clock Fractions Problem String
decimal notation
Work Places Introducing Work Place 2A Clock Fractions denominator*
TM T7 • single spinner overlay, • colored pencils, half-class set equivalent fractions*
Work Place Guide 2A Clock Fractions half-class set fraction*
TM T8
hour (hr.)
2A Clock Fractions Record Sheet
hundredth*
SB 37**
Work Place Instructions 2A Clock Fractions improper fraction*
minute (min.)
Home Connection
mixed number*
HC 23–24
numerator*
More Adding Fractions
sixtieth
Daily Practice twelfth
SB 38
Adding Fractions
HC – Home Connection, SB – Student Book, TM – Teacher Master

Copy instructions are located at the top of each teacher master. * Run 1 copy of this page for display.
** Run 1 copy of this page for use by the teacher and other adult helpers during Work Place time.
Preparation
In today’s session, you’ll introduce Work Place 2A Clock Fractions. Before this session, you
should review the Work Place Guide and Work Place Instructions. Make copies of the 2A
Clock Fractions Record Sheet, both for use today and to be stored in the Work Place 2A Clock
Fractions tray along with the materials listed on the guide. The Work Place Guide also includes
suggestions for differentiating the game to meet students’ needs.
Problem String
Clock Fractions
1 Open today’s session by letting students know that they will explore more
clock fractions in a problem string and learn a new Work Place game today.
2 Connect today’s activities with the previous session by working with stu-
dent input to identify the number of minutes in one-half, one-quarter, and
one-third of an hour, as well as any equivalent fractions they can generate
right now.
Record the information on the board for students’ reference during the problem string
and game today.
1 hour = 30 minutes = 30 = 6 = 3 = 2
2 60 12 6 4
1 hour = 15 minutes = 15 = 3
4 60 12
1 hour = 20 minutes = 20 = 4 = 2
3 60 12 6
3 Display the Clock Fractions Problem String Teacher Master, sheet 1,

with all but the title covered, and have students find the Clock Fractions
Problem String Student Book page in their books.
Explain that they will record, model, and solve the problems in today’s string in their
books instead of their math journals.

• Establish a context for each problem.
»» Consider asking students how much time you spent reading yesterday if you read 1/2
hour in the morning and 1/3 hour at night. What fraction of an hour did you read?
Problem String Clock Fractions

Half an hour is 30 minutes, and a third of an hour is 20 minutes. Big Idea
Half an hour is 30 minutes out of 60, so that’s 30/60, and a third of Students solve problems
an hour is 20 minutes out of 60, which is 20/60. involving time to help
them add fractions. Like
1/2 an hour is 3/6 and the 1/3 of an hour is 2/6. money, time enables
Two 10-minute chunks out of six 10-minute chunks equals 1/3, and students to build
three 10-minute chunks out of six 10-minute chunks equals 1/2. intuitions about common
denominators, because
Unit 2 Module 1 Session 4 1 copy for display any fraction of an hour
1/2 + 1/3 Clock Fractions Problem String page 1 of 2
can be thought of in terms
1 = 3 1 = 2 3 + 2 of minutes. For example,
6 6
1 1
2 6 3 6
= 5
adding 1/4 and 1/6 of an
+ + =
2 3
6
hour can be thought of as
adding 15 minutes and 10
30 minutes + 20 minutes = 50 minutes minutes, or 15/60 + 10/60. The
1 + 1 = 30 + 20 = 50
2 3 60 60 60
1 = 3 =
2 6
= 30
60
1 = 2 =
3 6
= 20
60 total is 25 minutes, which
1 + 1 = 3 + 2 = 30 + 20 = 50 = 5
can also be expressed
2 3 6 6 60 60 60 6 as 25/60. If one thinks of
1 1
3
+
4 + = the two addends, 1/4 and
1/6, in terms of 5-minute
chunks, or twelfths, the
Danielle combination can also be
expressed as 3/12 + 2/12, or
1 + 1 = 5 1 + 1 = 7
2 3 6 3 4 12 5/12. Again, the act of rewrit-
1 3 ing fractions so they have
+ + =
6 4 like denominators takes
place in a context that’s
30 minutes + 20 minutes = 50 minutes 20 minutes + 15 minutes = 35 minutes
familiar and fairly intuitive
1/3 + ¼ 30 + 20 = 50 = 5 20 + 15 = 35 = 7
60 60 60 6 60 60 60 12 for many students. The last
two problems in the string
1 + 3 = 11 2 + 1 = 11
6 4 12 3 4 12 result in sums greater
(continued on next page)
than 1, so students will
Bridges in Mathematics Grade 5 Teacher Masters T5 © The Math Learning Center | mathlearningcenter�org
review mixed numbers
and improper fractions
10 minutes + 45 minutes = 55 minutes 40 minutes + 15 minutes = 55 minutes
as they work with these
10 + 45 = 55 = 11 40 + 15 = 8 + 3 = 11
60 60 60 12 60 60 12 12 12 combinations.
Find and use the relationships between the problems. For

example, 3/4 is 3 times as much as 1/4, so if students know that 1/4
1/6 + ¾
of an hour is 15 minutes, then, 3/4 of an hour is 3 × 1/4 or 3 × 15
minutes, which equals 45 minutes.
2/3 + ¼ Similarly, 2/3 is twice as much as 1/3.
1/3 is equal to 2/6 and since the other number is 5/6, it is easier to Encourage students to
work with 2/6 and 5/6. record their answers as
Shade in 5/6 on the clock. Then shade in one more sixth and both mixed numbers and
5/6 + 1/3 improper fractions.
shade in the other sixth on a second clock. So, the 2/6 are on two
different clocks. The answer is 1 1/6.
The answer is 7/6 because 5/6 plus two more sixths is 7/6.
3/4 + 2/3
5 Wrap up the string by asking students to turn and talk with a partner
about why they would want to use a clock rather than money to model
some fraction problems. Then invite a few students to share their thinking.
Help students see that while a money model works well for fractions with denominators that
are factors of 100, a clock model works better for fractions that involve dividing the whole
into 3 or 6 parts.
6 Have students put away their journals and get ready to learn a new Work Place.
Ongoing
Work Places Assessment
The Assessment Guide
Introducing Work Place 2A Clock Fractions includes a Work Places
Differentiation Chart for
7 Introduce the new Clock Fractions game.
each unit. If you like, you
• Display the Clock Fractions Record Sheet where everyone can see it. can use these charts to
• Explain that the game will help students add fractions with different denominators. make notes about which
students need support or
8 Briefly summarize the game before playing against the class. challenge with the skills
featured in each Work
Players take turns spinning two spinners to generate two fractions, which they use to write
Place. Suggestions for
an addition equation. Then they use the fractions to begin filling in the first of three clocks.
differentiating a particular
When one clock is completely filled, players write an equation that shows which fractions Work Place activity are
were used. Players can split a fraction to complete one clock and then place the remaining included on the Work
portion in the next clock. The player who completely fills all three clocks first wins the game. Place Guide.
9 Play a game of Clock Fractions against the class. Use your copy of the Work
Place Instructions 2A Clock Fractions Student Book page as needed.
As you play the game, emphasize the parts of the game that may be challenging for students.
• Discuss what to do when one clock is almost full and you spin a fraction that is too big
for the space remaining in the clock.
• Review strategies for adding fractions.
• Make sure students understand that the game is not over until one player has all three
clocks exactly full—players cannot go over the third clock. If a player needs 1/12 to fill
the final clock, she must wait until she spins 1/12.
10 Ask students to turn to a partner to summarize the directions for Clock

Fractions. Then have them get the materials they need to play Clock
Fractions with a partner.
Each student pair will need two copies of the 2A Clock Fractions Record Sheet, 1 clear spin-
ner overlay to share, and colored pencils in several different colors, as well as regular pencils.
11 As students play, circulate to make observations, answer questions, and

provide differentiated instruction as suggested on the Work Place Guide.
SUPPORT If it doesn’t seem reasonable to expect some of your students to play this game
independently without more instruction from you, gather those students and have them
work as a team against you as you play the game with them a second time.
12 When there are just a few minutes left in the session, bring the class
together again to make observations about the game.
• Ask students to look over their record sheets and review the equations they wrote for
each turn.
• Have students find the equations that were especially easy to solve. Build discussion
about these equations.
»» What made the equations easy to solve? Were there some that they just knew? Why?
»» What makes some equations harder to solve?
Boris Almost all of them had different denominators so they looked

hard, but some were easier than others. If I had to add 1/3 and 1/6, that
was easy because I know that 1/3 is the same as 2/6, so then I could just
add 1/6 more.
Autumn Doing it on the clock made it easier. Sometimes I thought
about the fractions as bigger chunks and sometimes I thought about
them as minutes. Adding 1/3 and 1/12 looked hard, but when I looked at
them on the clock, it looked like 20 minutes and 5 minutes and that’s
easy. I could do 20/60 and 5/60 to get 25/60.
13 Wrap up the lesson by recognizing students for their effort and participa-
tion. Then have them clean up and put away materials.
Home Connection
14 Introduce and assign the More Adding Fractions Home Connection, which
provides more practice with the following skills:
• Solve story problems involving addition of fractions referring to the same whole, with
like and unlike denominators (5.NF.2)
Daily Practice
The optional Adding Fractions Student Book page provides additional opportunities to
Unit 2 Module 1
Unit 2
Module 1
Session 5 Session 5
Which Model Works Best?
Summary
This session begins with a story problem involving time and fractions. Then the teacher
presents a problem string that leads students to think about which model—money or a
clock face—works best for each problem, and why. Students also complete a work sample to
demonstrate their understanding of how to use models to add and subtract fractions.
Skills & Concepts

• Solve story problems involving addition of fractions referring to the same whole, with like
• Make sense of problems and persevere in solving them (5.MP.1)
• Reason abstractly and quantitatively (5.MP.2)
Materials
Copies Kit Materials Classroom Materials Vocabulary
Problem String Fraction Subtraction those terms for which Word
TM T9 • money value pieces (8 sets) • student math journals Resource Cards are available.
Skateboarding • scissors clock face
TM T10 • colored pencils for student use
Clock Faces
decimal notation
• glue sticks
TM T11–12 • piece of copy paper to mask decimals
Fraction Subtraction Problem String portions of the teacher master denominator*
Assessment Fractions Work Sample equivalent fractions*
fraction*
TM T13–T14 • money value pieces (8 sets) • colored pencils for student use
Fractions Work Sample
hundredth*
TM T10 improper fraction*
Clock Faces minute (min.)
Daily Practice mixed number*
model
SB 39
Equivalent Fractions on a Clock numerator*
simplify
HC – Home Connection, SB – Student Book, TM – Teacher Master sixtieth
Copy instructions are located at the top of each Teacher Master.
twelfth
Preparation
Run a double-class set of the Clock Faces Teacher Master, and cut the sheets into strips
of three clocks each. Plan to make some available, along with the money value pieces, to
students who want to use them now. Save the extras for students to use in Modules 2 and 3.
Problem String
Fraction Subtraction
1 Open today’s session with a quick story problem to get students thinking.
• Display the Skateboarding Teacher Master and invite a student to read the problem aloud.
• Have students turn to a partner to discuss how they would solve the problem.
• Then have students solve the problem.
• Invite a few students to share their strategies and solutions. During the discussion, take
the opportunity to review how clocks can be used to help solve problems that involve
adding and subtracting fractions.
• As students share, continue to emphasize equivalence by discussing the idea that the
answers can be represented more than one way.
How students think about the two fourths of an hour and the one-third of an hour will
impact their answer. For example, some students may think about the 1/4 of an hour as 15
minutes, while others will think about it as 15/60 and others may realize they use the 1/4 twice
and it might be easier to deal with 1/2 of an hour.
2 Next, tell students that today they will participate in another problem
string and then complete a work sample using their current strategies for
adding and subtracting fractions with unlike denominators.
3 Have students date and label the next available math journal page for
today’s problem string.
• Place a handful of the clock face strips you prepared and one or more sets of money
value pieces on each table or near each cluster of desks.
• Let students know that they can use either of these to model and solve some or all of
the problems in the string. They can use colored pencil to shade in fractions of the
clock face, and they can also cut out the clock faces they use and glue them into their
journals if they like.

• Start by displaying the Fraction Subtraction Problem String Teacher Master and cover
all but the first problem. Then uncover each problem by 1s.
• As you reveal each problem, have students copy it into their journal and give them time
to solve it.
• Record equations in the space provided on the teacher master to represent students’
thinking. (If anyone responds with a strategy that involves time, use the clock face at
the far right to represent it.)
• Note and reflect back to students their use of money and or time with the second and
third problems. In each case, talk with them about which model they used and why,
and record the information on the teacher master.
Problem String Fraction Subtraction

Think about 1/2 like 50 cents and 1/4 like 25 cents, so it’s 25 cents. Big Idea
Fractions of a dollar: 50/100 – 25/100, and the answer is 25/100. The purpose of this string is to allow students additional
opportunity to think about which model, clock or money, is
A clock where half an hour is 30 minutes and 1/4 of an hour is 15
more helpful when finding equivalents to add or subtract
minutes. When you subtract them, you get 15 minutes out of an hour.
fractions with unlike denominators. Although both models
Fractions with sixtieths for the clocks, so 30/60 – 15/60 = 15/60. can be used, along with others, for many of these subtraction
15/60 is the same as 25/100 or 1/4. problems, students should begin to determine when one
You can divide a clock into halves and fourths, and you can also model is preferable over another.
do that with money.
1/2 - 1/4 Unit 2 Module 1 Session 5 1 copy for display
NAME | DATE
Fraction Subtraction Problem String page 1 of 2

1 1
2 – 4 50 25 25
$0.50 – $0.25 = $0.25 or 100 – 100 = 100
2 1 1
or 4 – 4 = 4
30 minutes – 15 minutes = 15 minutes

30 15 15
60 – 60 = 60
Which model? Why?
2 and 4 are factors of 100 and also factors of 60.
3 1 Students will likely choose to use money, rather than the clock
3/4 - 1/5 4 – 5 face to help solve problems 2 and 3, as these both involve
fifths. You may have one or more students who choose the
clock, reasoning that there are 5 sets of 12 minutes in an hour,
3/4 - 2/5 but most will probably conclude that money is quicker and
Which model? Why? easier to use when dealing with fifths.
There will likely be agreement that the clock is the best model
2/3 - 5/12 3 2 to use in solving the fourth combination, as it involves thirds
4 – 5 and twelfths.
4/5 - 1/10 Money is much more easily used than the clock for the last
two problems, both of which involve fifths and tenths (or
4/5 - 10/100 hundredths).
Which model? Why?
5 Wrap up the problem string by having students think about the simplest
Bridges in Mathematics Grade 5 Teacher Masters T11
© The Math Learning Center | mathlearningcenter�org

Math Practices
form of the fractions they are using. in Action 5.MP.2
• Work with input from the students to record the solution to 1/2 – 1/4 on the board in as By giving students the
many different forms as they can generate. opportunity to select
their own models, or to
work without models,
1 - 1 = 15 minutes = 15 you are inviting them to
2 4 60 reason abstractly and
quantitatively. By embed-
1 - 1 = 25 cents = $0.25 = 25 ding the subtraction
2 4 100 problems in a money or
time context, students are
giving themselves ways
• Explain that mathematicians call 1/4 the simplified form of 15/60 and 25/100. to reason quantitatively
• Help students use chunks of time or money to understand this idea. about the problem.
»» With 25/100, you can think of 5 nickels out of 20 nickels, so 25/100 = 5/20. Writing equations to
represent their thinking
»» In 15/60, you can think of 1 group of 15 minutes out of 4 groups of 15 minutes, so helps them move toward
15/60 = 1/4. more abstract ways of
»» With 1/4, there are no more coins or groups of minutes, so 1/4 is the simplified form. reasoning about the
problems.
• It might help students to think about 1 quarter versus 5 nickels versus 25 pennies.
One-quarter is the simplest because it is a single unit whereas it takes 5 nickels and 25
pennies to make up the $0.25.
In general, a fraction is in its simplest form when the numerator and denominator do not
have any common factors. This definition will be explored in Module 4.
Assessment Guide
Assessment See the Grade 5
Assessment Guide for
Fractions Work Sample scoring and intervention
suggestions.
6 Have students put away their journals and get ready to complete a work
sample about adding and subtracting fractions.
• Remind the students that a work sample is another opportunity for them to show their Extension
understanding of the concepts and skills learned so far.
After scoring the
• Leave the money value pieces and strips of clock faces at students’ tables or desks, and Fractions Work Sample,
explain that they are welcome to use either or both to help solve the problems on the choose one item which
work sample. received a variety of
responses and sequence
7 Introduce and assign the Fractions Work Sample. student work by level
• Display the Fractions Work Sample Teacher Master and hand out a copy to each student. of response. Choose
responses to share with
• Explain that you will collect this work as a sample of their understandings about fractions. the class in the next
• Give students a minute to read over the questions. Provide clarification as needed. few days. Cover student
names and display the
• Note with students that the last part of each problem might be redundant, in the sense
work one response at
that they may already have expressed their answer as a fraction in part b. If they have,
a time. Discuss with
they can use the same fraction for part c, or come up with an equivalent fraction.
students what makes a
complete and accurate
8 When students understand what to do, have them get started. response and encourage
• Circulate and help students to read the questions or provide support as needed. them to reflect on how
they could have improved
9 At the end of the session, collect the work sample. their own work. For
If some students finish before others, have them quietly play Work Place games, make up example, you might
show responses like the
their own fractions story problems, or read at their seats.
following for item 1b:
SUPPORT If some of the students aren’t able to complete the work sample by the end of the
session, give them additional time within the next day or two to finish their work; this is
••I don’t know yet.
not a timed assessment. ••7 cents plus 5 cents is 12
cents or 12/100.
••7 dimes and 5 pennies =
Daily Practice 75 cents = 75/100.
••7 dimes and 5 pennies =
The optional Equivalent Fractions on a Clock Student Book page provides additional 75 cents. 75 cents is 75/100.
opportunities to apply the following skills:
••$0.70 + $0.05 = $0.75.
• Use a visual mode to explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) 0.75 = 75/100 = 3/4.
(4.NF.1) ••7/10 is 7 dimes or $0.70.
• Recognize equivalent fractions (4.NF.1) 5/100 is 1 nickel or $0.05.
• Generate a fraction equivalent to fraction a/b by multiplying the numerator (a) and 0.70 + 0.05 = 0.75 = 3/4.
denominator (b) by the same number (4.NF.1) ••I know that 7/10 is the
same as $0.70 and 5/100
is the same as $0.05.
$0.70 + $0.05 = $0 .75 I
know .75 is the same as
75/100, so the answer is
75/100 which is the same
as 3 quarters or 3/4.
Teacher Masters
Unit 2 Module 1 Session 2 class set, plus 1 copy for display
NAME | DATE
Unit 2 Pre-Assessment page 1 of 3

1 Add or subtract.
a 1
6 + 2 14 = _____
b 5
6 + 1
3 = _____
c 5
6 – 1
3 = _____
d 1 15 − 3
10 = _____
2 Write equivalent fractions with common denominators and use them to add or
subtract the fractions.
a 1
2 + 1
3 = _____ + _____ = _____
b 4
3 15 + 2 13 = _____ + _____ = _____
c 3
5 − 4
10 = _____ – _____ = _____
d 10
16 – 5
8 = _____ – _____ = _____
3 Find the following:
a 1
3 of 27
b 1
12 × 60
4 Mark drove 34 of a 36 km trip before he stopped to get gas for his car. How many
kilometers had Mark driven at that point? Show your work using words, numbers,
or labeled sketches.
5 Fill in the missing fraction or mixed number in each equation.
a 1 56 + _____ = 2
b _____ + 5
8 = 3
4
c 3 14 − _____ = 1 (continued on next page)
Bridges in Mathematics Grade 5 Teacher Masters T1 © The Math Learning Center | mathlearningcenter.org
NAME | DATE
6 Which is a better buy? Explain your thinking using words, numbers, or sketches.
a 4 cans for $3 or 8 cans for $6?
b 5 cans for $6 or 8 cans for $10?
7 Shawn made a mix of lettuce seeds to plant. The mix has 12 cup of green leaf seeds,
2 23 cups red leaf seeds, and 1 14 cups bronze leaf seeds. How many cups of seeds
does Shawn have to plant? Show your work.
8 Abby is 5 12 feet tall. Craig is 5 13 feet tall.
a Who is taller?
b How much taller? Show your work.
NAME | DATE
9 Andrea worked out by walking and running on a park trail. She walked 25 of the
trail and then ran 14 of the trail.
a How much of the trail had she covered? Show your work.
b Did Andrea walk farther or run farther?
c How much farther? Show your work.
10 David ran 12 a mile down at the high school track and then walked 13 of a mile.
a How far did David go in all? Choose the best estimate.
NN More than a mile
NN More than half a mile, but less than a whole mile
NN Less than half a mile
b How far did David go in all? Use numbers, labeled sketches, or words to solve
this problem. Show all your work.
c When Sara solved this problem, she got 25 of a mile for her answer. Is this a
reasonable answer? Why or why not?
NAME | DATE
Unit 2 Pre-Assessment Reflection Sheet

Unit 2 Module 1
Look at these I can do this I can do this I need to learn

Skill Notes
problems. well already. sometimes. to do this.
Can you add or subtract fractions with
unlike denominators, including mixed 1a, 1b, 1c, 1d
numbers?
Can you rewrite fractions so they have
common denominators, and then add or 2a, 2b, 2c, 2d
subtract them?
Bridges in Mathematics Grade 5 Teacher Masters

Can you multiply a whole number by a
fraction? 3a, 3b
Can you solve a story problem where you

have to multiply a whole number by a 4
Session 3 class set, plus 1 copy for display
fraction?
T4
Can you find the missing value in an
equation by adding or subtracting 5a, 5b, 5c
fractions, including mixed numbers?
Can you solve story problems where you
divide whole numbers and end up with 6a, 6b
answers that are fractions or mixed numbers?
Can you solve a story problem using
addition or subtraction of fractions with 7, 8b, 9a, 9c, 10b
unlike denominators?
Can you estimate the answer to a story
problem where you have to add fractions 10a
with unlike denominators?
Can you tell when an answer doesn't make
sense and explain why? 10c
• After you have made a mark and some notes about each skill above, draw a star next to the two skills that you need to work on the most during this unit.
• Write other ideas about what you want or need to learn how to do during this unit.
© The Math Learning Center | mathlearningcenter.org

Unit 2 Module 1 Session 4 1 copy for display
Clock Fractions Problem String page 1 of 2
1 1
+ + =
2 3
1 1
+ + =
3 4
1 3
+ + =
6 4
Clock Fractions Problem String page 2 of 2
2 1
+ + =
3 4
5 1
+ + =
6 3
3 2
+ + =
4 3
Unit 2 Module 1 Session 4 1 copy stored for use by the teacher and other adult helpers during Work Place time
Work Place Guide 2A Clock Fractions

Summary
Players take turns spinning two spinners to generate two fractions, which they use to write an addition equation. Then they
use the fractions to begin filling in the first of three clocks. When one clock is completely filled, players write an equation
that shows which fractions were used. Players can split a fraction to complete one clock and then place the remaining
portion in the next clock. The first player to completely fill all three clocks wins the game.
Skills & Concepts

• Recognize equivalent fractions (4.NF.1)
• Rewrite fractions with unlike denominators as equivalent fractions with a common denominator in order to find their
sum or difference (5.NF.1)
Materials
TM T7 • spinner overlay, 1 per student pair • colored pencils, 1 set per student pair
Work Place Guide 2A Clock Fractions
TM T8
SB 37
Work Place Instructions 2A Clock Fractions
Assessment & Differentiation

Here are some quick observational assessments you can make as students begin to play this game on their own. Use the
results to differentiate as needed.
If you see that … Differentiate Example

Students are having a hard time adding SUPPORT Encourage students to use the clock "It looks like you’re having a hard time adding
the fractions for each turn. to find the answers. Help students find the 3/4 and 1/3. Have you solved a problem like this
unit fraction first and then scale up to find the before? How can you use your sketch on the
non-unit fraction. For example, to find 5/6, help clock to help you? How many minutes are in 3/4
the student see that 1/6 is 10 minutes, so 5/6 is 50 of an hour? How about 1/3 of an hour? Do you
minutes. Remind students that they can use have an estimate? Will the answer be more than
different representations. If they have 5/6 + 1/12, one hour or less than one hour?"
they can use 10/12 for 5/6 because both of them fill
up the clock to 50 minutes.
Pairs of students understand the game but SUPPORT If the students know what they are
are playing slowly and not finishing. doing and just need extra time, allow them to
play Variation A and only complete two clocks.
One or more students can add fractions CHALLENGE Encourage students to analyze the "You’re playing really well. Let’s take a minute
and write equations easily. game. Ask them to figure out the fewest spins it to think about the game some more. Can
could take to fill up one clock and then all three you figure out the spins that would help you
clocks. Have them also consider the maximum complete the game in the least amount of
number of spins it takes to fill up the clocks. time?"
Encourage students to think about probability.
How likely are they to spin a fraction greater
than 1/2? Less than 1/3? A unit fraction?
English-Language Learners Use the following adaptations to support the ELL students in your classroom.
• Review key vocabulary with ELL students. Post the Word Resource Cards for fraction, mixed number, numerator, and denominator or have them
refer to their handbooks.
• Play a round with students in which you emphasize each step of the game with gestures and examples.
• Pair ELL students with supportive partners who can explain the directions and support students in playing the game.
Unit 2 Module 1 Session 4 4 class sets, plus more as needed, stored in the Work Place tray
NAME | DATE
1 1
11 2 1 4 4 1
12 3 12 6
5 2 1 3
12 3 3 12 5 12
4 6
Equation for Each Turn
Equation for Clock
Equation for Clock
Equation for Clock
NAME | DATE
Skateboarding
1 Matthew walked to the park to go skateboarding. It takes 14 of an hour to walk to the
park. Matthew rode his skateboard for 13 of an hour. Then he walked back home.
a How long did it take Matthew to walk to the park, ride his skateboard, and
return home?
b What fraction of an hour is that?
Unit 2 Module 1 Session 5 3–4 class sets for sessions in Modules 1–3; cut along dotted lines to make strips with 3 clocks per strip
NAME | DATE
Clock Faces
NAME | DATE

1 1
2 – 4
Which model? Why?
3 1
4 – 5
Which model? Why?
3 2
4 – 5
Which model? Why?
NAME | DATE
2 5
3 – 12
Which model? Why?
4 1
–
5 10
Which model? Why?
4 – 10
5 100
Which model? Why?
NAME | DATE
Fractions Work Sample page 1 of 2

1 7
Anthony’s teacher gave the class this problem: 10 5
+ 100 .
a Anthony says it’s better to think about money rather than a clock face to help
solve this problem. Do you agree? Explain your answer.
b Solve 7
10
5
+ 100 . Show your work.
c Express the answer to 7

10
5
+ 100 as a fraction: _______
2 Sara’s teacher gave the class this problem: 1

4 – 3
20 .
a Sara says it’s better to think about a clock face rather than money to help solve
this problem. Do you agree? Explain your answer.
b Solve 1
4 – 3
20 . Show your work.

4 – 3
20 as a fraction: _______
NAME | DATE
Fractions Work Sample page 2 of 2
3 Here is another problem: 2

3 + 1
4 .
a Is it better to think about a clock face or money to help solve this problem?
Explain your answer.
b Solve 2
3 + 14 . Show your work.

3 + 1
4 as a fraction: _______
4 Here is one more problem: 2 56 −

3
4 .
a Is it better to think about a clock face or money to help solve this problem?
Explain your answer.
b Solve 2 56 − 3
4 . Show your work.
c Express the answer to 2 56 − 34 as a fraction: _______
Student Book
NAME | DATE
Money & Fractions

Note: You can use the money value pieces to help solve these problems if you like.
1 Write each amount as a decimal.
a 2 quarters = ______
b 3 dimes and 5 pennies = ______
2 Write each amount as a fraction of a dollar.
a 3 quarters = ______
b 7 dimes = ______
3 Use numbers, labeled sketches, or words to show your work.
a Mila has 12 of a dollar. Claire has 14 of a dollar. How much money do the girls
have together? Record your answer as a fraction and as a decimal.
b Henry has 1 14 dollars. Angel has 1 12 dollars. How much money do the boys
have together? Record your answer as a fraction and as a decimal.
c CHALLENGE Iris has 1 35 dollars. Violet has 2 10

5
dollars. How much money do the
girls have together? Record your answer as a fraction and as a decimal.
Bridges in Mathematics Grade 5 Student Book 32 © The Math Learning Center | mathlearningcenter.org
NAME | DATE
Fractions & Mixed Numbers

1 Color in the strips to show the fractions named below. Each strip represents 1 whole.
1 3
ex 4 a 8
1 3
b 2 c 4
2 Color in the strips to show the improper fractions named below. The write the
fraction as a mixed number. Each strip represents 1 whole.
7 1 34
ex 4
12
a 8
3
b 2
9
c 8
3 Fill in the blanks to show the unit fraction as a fraction of a dollar and as decimal
(money) notation.
10 1 1
ex 101 = 100 = 0.10 a 2 = _____ = _____ b 4 = _____ = _____
3 7
c 4 = _____ = _____ d 10 = _____ = _____
Write in your math journal using numbers, labeled sketches, or words to explain your
answer to the two problems below. (Hint: Use money value pieces to help.)
4 Esther had to solve 1
2
1
+ 4 . She wrote: $0.05 + $0.75 = $0.80, which is the same as 100
80
1 1 80
of a dollar. So 2 + 4 = 100 . Do you agree or disagree with her work?
5 Thanh had to solve 1 1

10 + 5 . He wrote: $0.10 + $0.20 = $0.30, which is the same as 3
10
1 1 3
of a dollar, so 10 + 5 = 10 . Do you agree or disagree with his work?
NAME | DATE
Fractions on a Clock Face
1
2
1
2 =
1 1
4 3
1 1
4 = 3 =
1 1
6 12
1 1
6 = 12 =
NAME | DATE
Clock Face Fractions

1 Color in the clock to show the fractions below. Each clock represents 1 whole.
1 1 2
a 2 b 4 c 6
10 5
d 6 e 3
2 Use the pictures above to help complete each comparison below using <, >, or =.
ex 1
2 >
5
12 a 6
4 1 12 b 5
6
5
12
c 10
6 1 12 d 6
2
6
4 e 3
6
2
3
3 Subtract these fractions. (Hint: Think about money or clocks to help.)

a 1
2 – 1
4 = ______ b 3
4 – 1
10 = ______
c 1– 1
6 = ______ d 2 – 1 14 = ______
4 A certain fraction is greater than 2. The denominator is 8. What must be true about
the numerator? Explain your answer.
?

8
The numerator must be greater than _________ because:
NAME | DATE
Clock Fractions Problem String
Problem 1: ________________________ Problem 2: ________________________
+ = + =
Problem 3: ________________________ Problem 4: ________________________
+ = + =
Problem 5: ________________________ Problem 6: ________________________
+ = + =
+ = + =
Work Place Instructions 2A Clock Fractions

Each pair of players needs:
• Two 2A Clock Fractions Record Sheets
• 1 spinner overlay
• colored pencils in several colors
• regular pencils
1 Player 1 spins both spinners and writes the two fractions as an addition expression under the words
“Equations for Each Turn.”
2 Then Player 1
• shades in both fractions on his first clock, using a different color for each fraction.
• labels each fraction
• records the sum of the two fractions to finish the equation for that turn.
Three fourths is the same as nine twelfths, so I’m shading in nine twelfths red. One sixth is the
same as two twelfths, so I’m shading in two twelfths green. These two shaded parts add up to
eleven twelfths, so 3/4 + 1/6 = 11/12.
3 1 11
+ =
4 6 12
3 Both players check the work to make sure that Player 1 shaded and labeled the fractions and wrote
the equation correctly.
4 Player 2 takes her turn and both players check her work.
5 Players do not move on to the next clock until a clock is completely filled. However, if a clock is nearly
filled and a player spins a fraction that is too big for it, the player can split the fraction to complete the
first clock and put the rest of the fraction in the next clock.
6 When a clock is completely filled, players write an equation that shows the fractions in the clock on
the line underneath the clock.
7 The first player to completely fill all three clocks wins the game.
If a player spins a fraction that is too big for the third clock, she loses that turn. Players must fill the last clock with the exact
fraction needed. For example, if a player’s third clock has 1/12 to fill in, the player has to spin 1/12 to complete the clock.
Game Variations
A Players can shorten the game by filling only two clocks or lengthen the game by drawing another clock.
B Players can work together to complete one record sheet, discussing each move and representation.
NAME | DATE
Adding Fractions
1 Show the fractions on the strips. Then add them and report the sum.
First Second Add Them Sum
3 3
a 4 4
3 1
b 8 2
5 3
c 8 4
1 7
d 2 8
2 Model each problem on a clock to add the fractions. Remember to label your work.
1 1 2 1
a 2 + 6 = b 3 + 6 =
1 2 2 5
c 3 + 6 = d 3 + 6 =
NAME | DATE
Equivalent Fractions on a Clock

This clock is broken! The hour hand is stuck at the 12, but the minute hand can still move.
1 Marcus looked at the clock shown above and said, “ 14 of an hour has passed.” Sierra
3 15
said, “ 12 of an hour has passed.” Ali said, “ 60 of an hour has passed.” Their teacher
said they were all correct. Explain how this could be possible.
2 Label each clock with at least 3 equivalent fractions to show what part of an hour
has passed.
a b c d
_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____
e f g h
_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____
Home Connections
NAME | DATE
Comparing Fractions page 1 of 2

1 Color in the grid to show the fractions below. Each grid represents 1 whole.
1 1 3
a 2 b 4 c 10
16 6
d 10 e 4
2 Use the pictures above to help complete each comparison below using <, >, or =.
1 3 6 1 6 3
ex 2 > 10 a 4 12 b 10 4
16 1 6 6 3 1
c 10 12 d 10 4 e 10 4
3 Add these fractions. (Hint: Think about money to help.)
a 1
2 + 1
4 = ______
b 1 12 + 3
4 = ______
c 1
2 + 1
10 = ______
d 3
10 + 1
4 = ______
Bridges in Mathematics Grade 5 Home Connections 21 © The Math Learning Center | mathlearningcenter.org
NAME | DATE
Comparing Fractions page 2 of 2
4 Francisco and his mother bought some fruit yesterday. They bought 2 12 pounds
7
of peaches, 10 of a pound of raspberries, and 1 14 pounds of apricots. How many
pounds of fruit did they buy in all? Show all your work.
5 CHALLENGE Write three fraction addition problems in which the fractions have
different denominators and the sum is 1.
ex 1
2 + 2
4 =1
a
b
c
6 CHALLENGEFill in the missing numerators and denominators to make each
comparison true.
a 2
> 4
2 b 1 14 = 1 12 c 16
32
< 8
NAME | DATE
More Adding Fractions page 1 of 2

1 Show the fractions on the strips or clocks. Then add them and report the sum.
First Second Add Them Sum
a 1
2
3
8
b 3
4
3
8
c 5
8
1
2
d 3
4
7
8
e 1
4
2
3
f 3
4
2
3
g 5
6
3
4
h 1
2
5
6
NAME | DATE
More Adding Fractions page 2 of 2
Show your work for each problem using numbers, sketches, or words.
2 Abby and Lauren are preparing for a dance performance. On Monday, they
practiced for 23 of an hour. On Tuesday, they practiced for 56 of an hour. How long
did they practice on Monday and Tuesday together?
3 On Wednesday, Abby and Lauren could not practice together, so they practiced
11
separately. Abby practiced for 12 of an hour and Lauren practiced for 23 of an hour.
How long did they practice on Wednesday?
4 CHALLENGE If you are adding two fractions that are both greater than 12 , what must
be true about the sum? Give three examples to support your thinking.
The sum must be:
5 CHALLENGE If you are adding two fractions that are both less than 12 , what must be
true about the sum? Give three examples to support your thinking.
The sum must be:

Teachers Guide: Grade 5 - Unit 2 - Module 1

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Teachers Guide: Grade 5 - Unit 2 - Module 1

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Teachers Guide

GRADE 5 – UNIT 2 – MODULE 1

Teacher Masters Student Book Pages

Materials Preparation Additional

Skills & Concepts

Problem String penny

3 of a dollar = 75¢ = 75 = 0.75

7 of a dollar = 70¢ = 70 = 0.70 11 of a dollar = 11¢ = 0.11

7 Now complete the following problem string.

Problem String Using Money

Problems Sample Strategies & Recording Connections

numerator: the top number in a

10 Close the session.

Skills & Concepts

Assessment Unit 2 Pre-Assessment decimal*

one-fourth of a dollar = a quarter one-tenth of a dollar = a dime

4 Then complete the following problem string.

Problem String Money Fractions

Problems Sample Strategies & Recording Connections

1/4 + 1/10 Challenge students to find the equivalent of 35/100 in nickels or

What is one-fifth of a dollar plus one-half of a dollar?

What is nine-tenths of a dollar plus one and a half dollar?

10 When students understand what to do, let them begin.

Skills & Concepts

Problem String More Fraction Models

Problems Sample Strategies & Recording Connections

0.05 0.10 0.20

1/25 + 1/4 Deepen student

5 Wrap up the string by talking about equivalencies.

6 Transition to discussing fractions on a clock by having students consider

Unit 2 Module 1 Session 3

Fractions on a Clock Face

12 sets of 5 minutes 3 sets of 10 minutes

9 Reveal the next clock

12 Then give students about 5 minutes to record as many equivalent fractions

16 Hand students their scored Unit 2 Pre-Assessments, and give them a

17 Then display a copy of the Unit 2 Pre-Assessment Student Reflection

Skills & Concepts

HC – Home Connection, SB – Student Book, TM – Teacher Master

3 Display the Clock Fractions Problem String Teacher Master, sheet 1,

4 Then complete the following string.

Problem String Clock Fractions

Problems Sample Strategies & Recording Connections

Find and use the relationships between the problems. For

10 Ask students to turn to a partner to summarize the directions for Clock

11 As students play, circulate to make observations, answer questions, and

Boris Almost all of them had different denominators so they looked

Skills & Concepts

4 Then complete the following string.

Problem String Fraction Subtraction

Problems Sample Strategies & Recording Connections

1/2 - 1/4 Unit 2 Module 1 Session 5 1 copy for display

Fraction Subtraction Problem String page 1 of 2

30 minutes – 15 minutes = 15 minutes

© The Math Learning Center | mathlearningcenter�org

Unit 2 Pre-Assessment page 1 of 3

3 Find the following:

5 Fill in the missing fraction or mixed number in each equation.

c 3 14 − _____ = 1 (continued on next page)

Unit 2 Pre-Assessment page 2 of 3

a 4 cans for $3 or 8 cans for $6?

b 5 cans for $6 or 8 cans for $10?

8 Abby is 5 12 feet tall. Craig is 5 13 feet tall.

Problem 1: Problem 2:

Problem 3: Problem 4:

Problem 5: Problem 6: