Quarter 3
Unit 8: Seeing Fractions as Division
5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
For example, interpret ¾ as the result of dividing 3 by 4, noting that ¾ multiplied by 4 equals 3 and that when 3 wholes are shared equally among 4 people each person has a share of size ¾. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
Instructional Videos
5.NF.3
Interpret fractions as division of the numerator by the denominator using area models
Interpret fractions as division of the numerator by the denominator using number lines
Use picture models to divide whole numbers leading to answers in the form of fractions
Use picture models to divide whole numbers leading to answers in the form of mixed numbers
Unit 9: Strategies for Addition and Subtraction of Fractions with Unlike Denominators
5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad +bc)/bd.)
5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
Instructional Videos
5.NF.1
Add fractions with unlike denominators using fraction bars
http://learnzillion.com/lessons/2390-add-fractions-with-unlike-denominators-using-fraction-bars
Subtract fractions with unlike denominators using fraction bars
http://learnzillion.com/lessons/2480-subtract-fractions-with-unlike-denominators-using-fraction-bars
Add mixed numbers with unlike denominators using fraction bars
http://learnzillion.com/lessons/2483-add-mixed-numbers-with-unlike-denominators-using-fraction-bars
Subtract mixed numbers with unlike denominators using fraction bars
Subtract fractions and mixed numbers by decomposing
http://learnzillion.com/lessons/2443-subtract-fractions-and-mixed-numbers-by-decomposing
5.NF.2
Games
Work with Uncommon Denominators http://www.facthttp://www.math-play.com/fractions-board-game/fractions-board-game.html Building Fluency with Standard: 5.NF.2
Estimate answers to problems involving fractions using area models
Estimate answers to problems involving fractions using number lines
Use area models to assess the reasonableness of answers to problems involving mixed-numbers
Use benchmark fractions to assess the reasonableness of answers to problems involving fractions
Estimate mentally to assess the reasonableness of answers to problems involving fractions
Unit 10: Using Ordered Pairs
5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
CCSS.Math.Content.5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
CCSS.Math.Content.5.OA.B.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Instructional Videos
Use a model to identify parts of a coordinate plane
http://learnzillion.com/lessons/1700-use-a-model-to-identify-parts-of-a-coordinate-plane
Plot points on a coordinate plane
http://learnzillion.com/lessons/1701-plot-points-on-a-coordinate-plane
Read coordinates of a point on the coordinate plane
http://learnzillion.com/lessons/1702-read-coordinates-of-a-point-on-the-coordinate-plane
Find distance between points on a coordinate plane by counting
http://learnzillion.com/lessons/1703-find-distance-between-points-on-a-coordinate-plane-by-counting
Move a point and describe its location on a coordinate plane
http://learnzillion.com/lessons/1704-move-a-point-and-describe-its-location-on-a-coordinate-plane
Determine the shortest distance between two points on a coordinate plane
Draw a shape on a coordinate plane
http://learnzillion.com/lessons/1706-draw-a-shape-on-a-coordinate-plane
Use a model to identify parts of a coordinate plane
http://learnzillion.com/lessons/1700-use-a-model-to-identify-parts-of-a-coordinate-plane
Plot points on a coordinate plane
http://learnzillion.com/lessons/1701-plot-points-on-a-coordinate-plane
Read coordinates of a point on the coordinate plane
http://learnzillion.com/lessons/1702-read-coordinates-of-a-point-on-the-coordinate-plane
Find distance between points on a coordinate plane by counting
http://learnzillion.com/lessons/1703-find-distance-between-points-on-a-coordinate-plane-by-counting
Move a point and describe its location on a coordinate plane
http://learnzillion.com/lessons/1704-move-a-point-and-describe-its-location-on-a-coordinate-plane
Determine the shortest distance between two points on a coordinate plane
Draw a shape on a coordinate plane
http://learnzillion.com/lessons/1706-draw-a-shape-on-a-coordinate-plane
Identify the relationship between two numerical patterns
http://learnzillion.com/lessons/3194-identify-the-relationship-between-two-numerical-patterns
Create ordered pairs using a table
http://learnzillion.com/lessons/3198-create-ordered-pairs-using-a-table
Create a line graph on a coordinate plane
http://learnzillion.com/lessons/3466-create-a-line-graph-on-a-coordinate-plane
Graph and compare patterns on a coordinate plane
http://learnzillion.com/lessons/3284-graph-and-compare-patterns-on-a-coordinate-plane
Coordinate Plane
http://www.brainpop.com/math/geometryandmeasurement/coordinateplane/
Rene Descartes and Coordinate Plane
https://www.youtube.com/watch?v=nF3a7KpOGQc
Unit 11: Multiplying Fractions
Games
Multiplying Fractions Millionaire Game www.math-play.com/Multiplying-Fractions-Millionaire/Multiplying-Fractions-Millionaire.html Building Fluency with Standard: 5.NF.4
CCSS.Math.Content.5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
CCSS.Math.Content.5.NF.B.4a Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
CCSS.Math.Content.5.NF.B.4b Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
CCSS.Math.Content.5.NF.B.5 Interpret multiplication as scaling (resizing), by:
CCSS.Math.Content.5.NF.B.5a Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
CCSS.Math.Content.5.NF.B.5b Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.CCSS.Math.Content.5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Instructional Videos
Multiply by fractions: using repeated addition
http://learnzillion.com/lessons/123-multiply-by-fractions-using-repeated-addition
Multiply fractions by fractions: using a sequence of operations
http://learnzillion.com/lessons/128-multiply-fractions-by-fractions-using-a-sequence-of-operations
Multiply fractions by whole numbers: describing the problem
http://learnzillion.com/lessons/124-multiply-fractions-by-whole-numbers-describing-the-problem
Multiply fractions by whole numbers: using a sequence of operations
Multiply fractions by fractions: finding a part of a part
http://learnzillion.com/lessons/125-multiply-fractions-by-fractions-finding-a-part-of-a-part