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TOPIC A: Fractions and Division
TOPIC A: Fractions and Division
Dear Family,
In earlier grades, your student worked to understand a fraction as a number. Now, your student
is learning to interpret a fraction as the numerator divided by the denominator. They use
equal-sharing models to understand how dividing whole numbers can result in a fraction or
mixed number. Building on that understanding, your student writes remainders as fractions.
When solving division word problems, your student reasons whether the answer makes more
sense when written as a fraction or as a mixed number. Understanding the connection
between fractions and division helps your student with fraction concepts that they learn later.
KEY TERMS
centigram
centiliter
exponent
exponential form
kiloliter
milligram
millimeter
powers of 10
AT HOME ACTIVITY
Mealtime Sharing
Use equal sharing at mealtime to help your student see fractions as division.
If you have 4 dinner rolls to share equally among 3 people, ask your student how many rolls each person can have (1 and 1/3 dinner rolls).
If you have 10 tortillas to share equally among 4 people, ask your student how many tortillas each person can have (2 and 1/2 tortillas).
f you have 5 different types of cookies to share equally among 3 people, and everyone wants to try each type of cookie, ask your student how many cookies each person can have ( 5/ 3 or 1 and 2/3 cookies cookies, when each cookie is cut into thirds and each person can have 1/3 of each of the 5 cookies).
Have your student break up the food into equal shares and explain how they can make sure everyone has an equal amount. Encourage your student to say the fraction or mixed number that represents each share.
Find a sample of our lessons below to help support MATH TALK at home.
Students also have these in their APPLY workbook.
Lesson 1
Interpret a fraction as division.
I can use an equal-sharing model to divide whole numbers and write the quotient as a fraction. When given a fraction, I can write it as a division expression.
EM2_G5_M2_TA_L01_PracticePartner.pdfEM2_G5_M2_TA_L01_PracticeSolutions.pdfLesson 2
Interpret a fraction as division by writing remainders as fractions.
I can use an equal-sharing model to divide whole numbers, and I can record my thinking in vertical form. When the quotient has a remainder, I can write it as a fraction and express the quotient as a mixed number.
EM2_G5_M2_TA_L02_PracticePartner.pdfEM2_G5_M2_TA_L02_PracticeSolutions.pdfLesson 3
Represent fractions as division by using models.
I can use the Read–Draw–Write process to make sense of word problems, and a tape diagram can help me see whether I need to divide. I can use a tape diagram to help me divide and record my thinking in vertical form. I can use the context to decide whether it makes more sense to write my answer as a fraction or as a mixed number.
EM2_G5_M2_TA_L03_PracticePartner.pdfEM2_G5_M2_TA_L03_PracticeSolutions.pdfLesson 4
Solve word problems involving division and fractions.
I can model and solve word problems and make connections between the models I use and the models my classmates use. Sometimes I use the model to help me solve a problem. Other times I use the model as a tool to help me make sense of a problem, and I then find the quotient by using a different method.
EM2_G5_M2_TA_L04_PracticePartner.pdfEM2_G5_M2_TA_L04_PracticeSolutions.pdfReport abuse