5.NS.1 Equivalency Between Fractions

The student will use reasoning and justification to identify and represent equivalency between fractions (with denominators that are thirds, eighths, and factors of 100) and decimals; and compare and order sets of fractions (proper, improper, and/or mixed numbers having denominators of 12 or less) and decimals (through thousandths). 

Students will demonstrate the following Knowledge and Skills: 

A.    Use concrete and pictorial models to represent fractions with denominators that are thirds, eighths, and factors of 100 in their equivalent decimal form.*

B.    Use concrete and pictorial models to represent decimals in their equivalent fraction form (thirds, eighths, and factors of 100).*

C.    Identify equivalent relationships between decimals and fractions with denominators that are thirds, eighths, and factors of 100 in their equivalent decimal form, with and without models.*

D.    Compare (using symbols <, >, =) and order (least to greatest and greatest to least) a set of no more than four decimals and fractions (proper, improper) and/or mixed numbers using multiple strategies (e.g., benchmarks, place
value, number lines). Justify solutions orally, in writing, or with a model.* 

* On the state assessment, items measuring this objective are assessed without the use of a calculator.

Computational Thinker

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods, including those that leverage assistive technologies, to develop and test solutions. 

In this standard students will:

A.    create, identify, explore, and solve problems using technology to analyze data, model, and thinking.

B.    use technologies to represent data, for interpretation and evidence-based decision making.

C.    break problems into parts, identify key pieces, and use that information to solve problems.

D.    explore and understand basic concepts related to automation, patterns, and algorithmic thinking.

GT: Algorithmic Thinking & Complexity

DEFINITION: The ability to break down massive problems into repeatable steps and identify the underlying "rules" that govern a system. 

Instructional Strategies:

• Optimization Challenges: Don't just ask for the answer; ask, "Can you solve this in fewer steps?" or "Will this rule always work?"

• Decomposition Tasks: Provide a "messy" real-world problem and have the student break it into smaller "prep" steps.

• Flowcharting Logic: Ask students to map out their thinking process visually (Pseudo-coding) before they start the task.