Math: Unit 5

Grade 5

Teaching Guide Unit 5:

Making Sense of Multiplication of Fractions

Pacing 4 weeks and 1 week reinforcing/enriching

All unit standards are interrelated. Standards should not be taught in isolation.

• 5.NF.3. Interpret a fraction as division of the numerator y the denominator (a/b = a+b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or missed numbers, e.g., by using visual fraction models or equations to represent the problem .

• 5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

• 5.NF.4a. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q * b. For example, use a visual fraction model to show (2/3) x 4 = 8/3, and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd).

• 5.NF.4b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of 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.

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

  • 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.

  • Explaining why multiplying a given number by a fraction greater than I results in a product greater than the given number (recognizing multiplication by whole numbers greater than i as a familiar case); explaining why multiplying a given number by a fraction equivalence a/b = (n x a)(n x b) to the effect of multiplying a/b by 1.

• 5.NF.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.