All the resources on this page come from the GADOE Framework 5th Grade Unit 4 Overview. Reviewing this information before or during planning can help ensure your instruction is aligned with the standards and is at the depth expected.

Unit 4 Overview

Use equivalent fractions as a strategy to add and subtract fractions.

Students apply their understanding of fractions and fraction models to represent the addition and subtraction of fractions with unlike denominators as equivalent calculations with like denominators. They develop fluency in calculating sums and differences of fractions, and make reasonable estimates of them. Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language. The terms students should learn to use with increasing precision with this cluster are: fraction, equivalent, addition/ add, sum, subtraction/subtract, difference, unlike denominator, numerator, benchmark fraction, estimate, reasonableness, and mixed numbers.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Students also use the meaning of fractions, of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for multiplying and dividing fractions make sense. (Note: this is limited to the case of dividing unit fractions by whole numbers and whole numbers by unit fractions.) Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language. The terms students should learn to use with increasing precision with this cluster are: fraction, numerator, denominator, operations, multiplication/multiply, division/divide, mixed numbers, product, quotient, partition, equal parts, equivalent, factor, unit fraction, area, side lengths, fractional side lengths, scaling, comparing.

Represent and interpret data.

Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language. The terms students should learn to use with increasing precision with this cluster are: line plot, length, mass, liquid volume

It is important that students are eventually able use an algorithm to compute with fractions. However, building understanding through the use of manipulatives, mathematical representations, and student discourse while students develop these algorithms through problem solving tasks is research-based best practice. (Huinker, 1998)

The following guidelines should be kept in mind when developing computational strategies with children (Elementary and Middle School Mathematics, Teaching Developmentally, Van de Walle, John A., Karp, Karen S., and Bay-Williams, Jennifer M. 2010, Pearson Ed. Inc., pg 310).

1. Begin with simple, contextual tasks. What you want is a context for both the meaning of the operation and the fractions involved.

2. Connect the meaning of fraction computation with whole-number computation. To consider what 2 ½ x ¾ might mean, we should ask, “What does 2 x 3 mean?” Follow this with “What does 2 x 3 ½ mean?” slowly moving to a fraction times a fraction.

3. Let estimation and informal methods play a big role in the development of strategies. “Should 2 ½ x ¼ be more or less than 1? More or less than 2?” Estimation keeps the focus on the meanings of the numbers and the operations, encourages reflective thinking, and helps build informal number sense with fractions.

4. Explore each of the operations using models. Use a variety of models. Have students defend their solutions using the models, including simple student drawings. Sometimes it may happen that you get answers with models that do not seem to help with pencil and paper methods. This is fine! The ideas will help students learn to think about fractions and the operations, contribute to mental methods, and provide a useful background when you do get to the standard algorithms.

Mentor texts that may be useful for teaching this unit are listed below.

My Half Day by Doris Fisher

Ed Emberly’s Picture Pie by Ed Emberley

Two Ways to Count to ten by Ruby Dee

My Even Day by Doris Fisher

The Wishing Club: A story about fractions by Donna Jo Naoli

For more detailed information about unpacking the content standards, unpacking a task, math routines and rituals, maintenance activities and more, please refer to the Grade Level Overview.

STANDARDS FOR MATHEMATICAL PRACTICE

This section provides examples of learning experiences for this unit that support the development of the proficiencies described in the Standards for Mathematical Practice. These proficiencies correspond to those developed through the Literacy Standards. The statements provided offer a few examples of connections between the Standards for Mathematical Practice and the Content Standards of this unit. The list is not exhaustive and will hopefully prompt further reflection and discussion.

1. Make sense of problems and persevere in solving them. Students make sense of the meaning of addition, subtraction, multiplication and division of fractions with whole number multiplication and division.

2. Reason abstractly and quantitatively. Students demonstrate abstract reasoning to create and display area models of multiplication and both sharing and measuring models for division. They extend this understanding from whole numbers to their work with fractions.

3. Construct viable arguments and critique the reasoning of others. Students construct and critique arguments regarding their understanding of fractions greater than, equal to, and less than one whole.

4. Model with mathematics. Students draw representations of their mathematical thinking as well as use words and numbers to explain their thinking

5. Use appropriate tools strategically. Students select and use tools such as candy bars, measuring sticks, and manipulatives of different fraction sizes to represent situations involving the relationship between fractions.

6. Attend to precision. Students attend to the precision when comparing and contrasting fractions and whether or not they are equivalent. Students use appropriate terminology when referring to fractions.

7. Look for and make use of structure. Students develop the concept of addition with fractions using common and unlike denominators through the use of various manipulatives.

8. Look for and express regularity in repeated reasoning. Students relate new experiences to experiences with similar contexts when allowing students to develop relationships for fluency and understanding of fractional computation. Students explore operations with fractions with visual models and begin to formulate generalizations.

***Mathematical Practices 1 and 6 should be evident in EVERY lesson***

STANDARDS FOR MATHEMATICAL CONTENT

MGSE5.NF.1 Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators.

MGSE5.NF.2 Solve word problems involving addition and subtraction of fractions, 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 + ½ = 3/7, by observing that 3/7 < ½.

MGSE5.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. Example: 3 5 can be interpreted as “3 divided by 5 and as 3 shared by 5”.

MGSE5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

a.Apply and use understanding of multiplication to multiply a fraction or whole number by a fraction. Examples: 𝑎/𝑏 × 𝑞 as 𝑎/𝑏 × 𝑞/1 and 𝑎/𝑏 × 𝑐/𝑑 = 𝑎𝑐/𝑏d

b. 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.

MGSE5.NF.5 Interpret multiplication as scaling (resizing), by:

a. 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. Example 4 x 10 is twice as large as 2 x 10.

b. 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.

MGSE5.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.

MGSE5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share ½ lb of chocolate equally? How many 1/3-cup servings are 2 cups of raisins

Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.

MGSE5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were

COMMON MISCONCEPTIONS

MGSE5.NF.1, MGSE5.NF.2 – Students often mix up models when adding, subtracting or comparing fractions. Students will use a circle for thirds and a rectangle for fourths when comparing fractions with thirds and fourths. Remind students that the representations need to be from the same whole models with the same shape and size.

BIG IDEAS

• A fraction is another representation for division.

• Fractions are relations – the size or amount of the whole matters.

• Fractions may represent division with a quotient less than one.

• Equivalent fractions represent the same value.

• With unit fractions, the greater the denominator, the smaller the equal share.

• Shares don’t have to be congruent to be equivalent.

• Fractions and decimals are different representations for the same amounts and can be used interchangeably.

ESSENTIAL QUESTIONS

(Choose one or two that are appropriate to meet the needs of your students.)

• How are equivalent fractions helpful when solving problems?

• How can a fraction be greater than 1?

• How can a fraction model help us make sense of a problem?

• How can comparing factor size to 1 help us predict what will happen to the product?

• How can decomposing fractions or mixed numbers help us model fraction multiplication?

• How can decomposing fractions or mixed numbers help us multiply fractions?

• How can fractions be used to describe fair shares?

• How can fractions with different denominators be added together?

• How can looking at patterns help us find equivalent fractions?

• How can making equivalent fractions and using models help us solve problems?

• How can modeling an area help us with multiplying fractions?

• How can we describe how much someone gets in a fair-share situation if the fair share is less than 1?

• How can we describe how much someone gets in a fair-share situation if the fair share is between two whole numbers?

• How can we model an area with fractional pieces?

• How can we model dividing a unit fraction by a whole number with manipulatives and diagrams?

• How can we tell if a fraction is greater than, less than, or equal to one whole?

• How does the size of the whole determine the size of the fraction?

• What connections can we make between the models and equations with fractions?

• What do equivalent fractions have to do with adding and subtracting fractions?

• What does dividing a unit fraction by a whole number look like?

• What does dividing a whole number by a unit fraction look like?

• What does it mean to decompose fractions or mixed numbers?

• What models can we use to help us add and subtract fractions with different denominators?

• What strategies can we use for adding and subtracting fractions with different denominators?

• When should we use models to solve problems with fractions?

• How can I use a number line to compare relative sizes of fractions?

• How can I use a line plot to compare fractions?

CONCEPTS AND SKILLS TO MAINTAIN

It is expected that students will have prior knowledge/experience related to the concepts and skills identified below. It may be necessary to pre-assess in order to determine if time needs to be spent on conceptual activities that help students develop a deeper understanding of these ideas.

• Add/Subtract fractions with like denominators

• Add/Subtract mixed numbers

• Convert mixed numbers to improper fractions

• Convert improper fractions to mixed numbers

• Compare fractions using >, <, =

• Plot fractions on a number line

• Use visual models to compare and find equivalent fractions

• Multiply a fraction by a whole number

• Convert fractions to decimals with powers of ten

Fluency: Procedural fluency is defined as skill in carrying out procedures flexibly, accurately, efficiently, and appropriately. Fluent problem solving does not necessarily mean solving problems within a certain time limit, though there are reasonable limits on how long computation should take. Fluency is based on a deep understanding of quantity and number.

Deep Understanding: Teachers teach more than simply “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives. Therefore, students are able to see math as more than a set of mnemonics or discrete procedures. Students demonstrate deep conceptual understanding of foundational mathematics concepts by applying them to new situations, as well as writing and speaking about their understanding.

Memorization: The rapid recall of arithmetic facts or mathematical procedures. Memorization is often confused with fluency. Fluency implies a much richer kind of mathematical knowledge and experience.

Number Sense: Students consider the context of a problem, look at the numbers in a problem, make a decision about which strategy would be most efficient in each particular problem. Number sense is not a deep understanding of a single strategy, but rather the ability to think flexibly between a variety of strategies in context.

Fluent students:

• flexibly use a combination of deep understanding, number sense, and memorization.

• are fluent in the necessary baseline functions in mathematics so that they are able to spend their thinking and processing time unpacking problems and making meaning from them.

• are able to articulate their reasoning.

• find solutions through a number of different paths.

For more about fluency, see: http://www.youcubed.org/wpcontent/uploads/2015/03/FluencyWithoutFear-2015.pdf and: https://bhi61nm2cr3mkdgk1dtaov18- wpengine.netdna-ssl.com/wp-content/uploads/nctm-timed-tests.pdf

STRATEGIES FOR TEACHING AND LEARNING

Adapted from the Ohio DOE USE EQUIVALENT FRACTIONS AS A STRATEGY TO ADD AND SUBTRACT FRACTIONS.

MGSE5.NF.1 This standard builds on the work in 4th grade where students add fractions with like denominators. In 5th grade, the example provided in the standard has students find a common denominator by finding the product of both denominators. For 1/3 + 1/6, a common denominator is 18, which is the product of 3 and 6. This process should be introduced using visual fraction models (area models, number lines, etc.) to build understanding before moving into the standard algorithm.

Students should apply their understanding of equivalent fractions and their ability to rewrite fractions in an equivalent form to find common denominators. They should know that multiplying the denominators will always give a common denominator but may not result in the least common denominator.

MGSE5.NF.2 This standard refers to number sense, which means students’ understanding of fractions as numbers that lie between whole numbers on a number line. Number sense in fractions also includes moving between decimals and fractions to find equivalents, also being able to use reasoning such as 7/8 is greater than 3/4 because 7/8 is missing only 1/8 and 3/4 is missing ¼, so7/8 is closer to a whole Also, students should use benchmark fractions to estimate and examine the reasonableness of their answers. An example of using a benchmark fraction is illustrated with comparing 5/8 and 6/10. Students should recognize that 5/8 is 1/8 larger than 1/2 (since 1/2 = 4/8) and 6/10 is 1/10 1/2 (since 1/2 = 5/10).

USING DIVISION TO MULTIPLY AND DIVIDE FRACTIONS.

MGSE5.NF.3 This standard calls for students to extend their work of partitioning a number line from third and fourth grade. Students need ample experiences to explore the concept that a fraction is a way to represent the division of two quantities. Students are expected to demonstrate their understanding using concrete materials, drawing models, and explaining their thinking when working with fractions in multiple contexts. They read 3/5 as “three fifths” and after many experiences with sharing problems, learn that 3/5 can also be interpreted as “3 divided by 5.”

MGSE5.NF.4 a. This standard references both the multiplication of a fraction by a whole number and the multiplication of two fractions.

MGSE5.NF.4b This standard extends students’ work with area. In third grade students determine the area of rectangles and composite rectangles. In fourth grade students continue this work. The fifth grade standard calls students to continue the process of covering (with tiles). Grids (see picture) below can be used to support this work.

MGSE5.NF.5b This standard asks students to examine how numbers change when we multiply by fractions. Students should have ample opportunities to examine both cases in the standard: a) when multiplying by a fraction greater than 1, the number increases and b) when multiplying by a fraction less the one, the number decreases. This standard should be explored and discussed while students are working with MGSE5.NF.4, and should not be taught in isolation.

MGSE5.NF.6 This standard builds on all of the work done in this cluster. Students should be given ample opportunities to use various strategies to solve word problems involving the multiplication of a fraction by a mixed number. This standard could include fraction by a fraction, fraction by a mixed number or mixed number by a mixed number.

MGSE5.NF.7b This standard calls for students to create story contexts and visual fraction models for division situations where a whole number is being divided by a unit fraction.

MGSE5.NF.7c This standard extends students’ work from other standards in MGSE5.NF.7. Student should continue to use visual fraction models and reasoning to solve these real-world problems.

REPRESENT AND INTERPRET DATA.

MGSE5. MD.2 This standard provides a context for students to work with fractions by measuring objects to one eighth of a unit. This includes length, mass, and liquid volume. Students are making a line plot of this data and then adding and subtracting fractions based on data in the line plot.

SELECTED TERMS AND SYMBOLS

The following terms and symbols are often misunderstood. These concepts are not an inclusive list and should not be taught in isolation. However, due to evidence of frequent difficulty and misunderstanding associated with these concepts, instructors should pay particular attention to them and how their students are able to explain and apply them.

The terms below are for teacher reference only and are not to be memorized by students. Teachers should first present these concepts to students with models and real-life examples. Students should understand the concepts involved and be able to recognize and/or use them with words, models, pictures, or numbers.

• equivalent

• common denominator

• unlike denominator

• numerator

• improper fraction

• mixed number

• unit fraction

• equivalent

• reasonableness

• estimate

• benchmark fraction

• addition/add

• subtraction/subtract

• difference