Patti Herrington Title of Unit Curriculum Area Developed By Content Standards

Numbers and Operations Fractions Grade Level Mathematics Time Frame Patti Herrington Identify Desired Results (Stage 1)

Fifth (5 th) 6-8 Weeks

MCC5.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. MCC5.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. MCC5.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. 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 = (na)/(nb) to the effect of multiplying a/b by 1. MCC5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. 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.) 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. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. MCC5.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. MCC5.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. MCC5.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. b. Interpret division of a whole number by a unit fraction, and compute such quotients 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. https://www.georgiastandards.org/Common-Core/Documents/CCGPS-GrK-5-Math-Standards.pdf

Understandings
Overarching Understanding Math (in particular, fractions) plays an important role in our daily lives. Fractions are embedded in multiple content areas of mathematics. Fractions = Division/Ratio Fractions can represent parts of regions, parts of sets, parts of measures, division or ratio. A fraction is not meaningful without knowing what the whole is. Renaming fractions is often the key to comparing them or computing with them. Ever fraction can be renamed in an infinite number of ways. There are multiple models and procedures for comparing and computing with fractions. Operations with fractions have the same meanings as operations with whole numbers, even though the algorithms differ. Related Misconceptions Numerators and denominators can be added or subtracted. (Do not realize that the denominator is the size of the fractional part and the numerator is the number of the part.) EX. 1/3 + 2/5 = 3/8 Not finding a common denominator when adding or subtracting fractions with unlike denominators. Working with only the whole number or the fractional part of a mixed number. Multiplying on the numerator by numerator and leaving the denominator the same when multiplying fractions. When multiplying mixed numbers by mixed numbers multiplying the whole numbers and then the fractions instead of converting the mixed number to an improper fraction. Inversion problems with dividing fractions. http://www.ernweb.com/public/1237print.cfm

Essential Questions
Overarching *How do fractions play a part in our everyday lives? *Why should I learn about fractions? *Why are fractions such an important part of mathematics? *How can fractions be modeled, compared, and ordered? *Identify real world situations when fractions are used to represent numbers? Topical *How do I recognize and name equivalent fractions? *How do I identify fractions as part of a whole and part of a set? *How to I read and write common fractions? *How can using the greatest common factor help me write a fraction in simplest form? *How do I add and subtract fractions with like denominators? *How do I add and subtract fractions with unlike denominators using the Least Common Multiple? *How do I add and subtract mixed numbers? *How can I multiply fractions? *How do I recognize and rename improper fractions and mixed numbers? *What methods can be used to compare fractions? *How are common denominators used to compare fractions? *How can addition/subtraction of fractions be represented by objects, pictures, words and numbers? *How do I identify the inverse relationship when dividing fractions?

Knowledge
Students will know

Skills
Students will be able to

Multiplication or division can be used to find equivalent fractions. Both the numerator and denominator must be multiplied or divided by the same number. A mixed number is made up of a whole number and a fraction part. An improper fraction is has a larger numerator than denominator. When you add or subtract fractions the fractions must have the same denominator. Before adding or subtracting fractions with unlike denominators, you must find a common denominator. (Write as equivalent fractions.) When multiplying fractions by fractions, the numerators are multiplied and the denominators are multiplied. Fractions should be written in simplest form. Fractions are a way of showing division. Reciprocals are two numbers that have a product of one. When dividing fractions you must divide by the reciprocal of a fraction.

Identify the key terms used with fractions with their definitions. Use multiplication or division to find equivalent fractions. Use number lines to find fraction equivalents. Write mixed numbers as improper fractions and improper fractions as mixed numbers. Model the process of converting mixed numbers to improper fractions and improper fractions to mixed numbers. Add and subtract fractions with like denominators. Find the least common multiple(s) of two or more numbers. Find common denominators when adding or subtracting fractions with unlike denominators. Write the steps needed for adding or subtracting fractions with unlike denominators. Add and subtract mixed numbers with like and unlike denominators. Multiply a fraction by a fraction. Identify the steps in multiplying fractions. Compare fractions and identify which fraction is largest and smallest. Order fractions from least to greatest and largest to smallest. Multiply fractions and whole numbers. Explain how to multiply a fraction by a whole number. Write a fraction as a division problem. Divide fractions by fractions or whole numbers. Write steps for dividing fractions with fractions or whole numbers.

Key Terms
Fraction - names part of a whole or group. A number in the form of a/b where a and b are whole numbers and b is not 0. A fraction may be used to name part of a whole, or to compare two quantities. A fraction may also be used to represent division. For example, 2/3 can be thought of as 2 divided by 3. Equivalent Fractions - Fractions with different denominators that name the same number. For example 1/2 and 4/8 are equivalent fractions. Numerator - The number above the line in a fraction. A fraction may be used to name part of a whole. If the whole (the ONE, or the unit) is divided into equal parts being considered. In the fraction a/b, a is the numerator. Denominator - The number below the line in a fraction. A fraction may be used to name part of a whole. If the whole (the ONE, or the unit) is divided into equal parts, the denominator represents the number of equal parts into which the whole is divided. In the fraction a/b, b is the denominator.

Key Terms (cont.)

Like Fractions - are fractions that have the same denominator. Common Denominator - If two fractions have the same denominator, that denominator is called a common denominator. Unlike Fractions - Fractions with different denominators. Factor - Whenever two or more numbers are multiplied to give a product, each of the numbers that is multiplied is called a factor. (A number that divides evenly into another number. Multiple - A product of n and a counting number. The number you get when you multiply a number by a counting number. For example, multiples of 7 are 7, 14, 21, 28, 35, ... Least Common Multiple - The smallest number that is a multiple of two or more numbers. For example, while some common multiples of 6 and 8 are 24, 48, and 72, the least common multiple of 6 and 8 is 24. Least Common Denominator - The least common multiple of the

Simpler Form - An equivalent fraction with a smaller numerator and smaller denominator. A fraction can be put in simpler form by dividing its numerator and denominator by a common factor greater than one. For example, dividing the numerator and denominator of 18/24 by 2 gives the simpler form 6/12. Simplest Form - A fraction that cannot be renamed in simpler form. Also known as lowest terms. Example 18/24 (6 is the largest common factor). Divide both the numerator by 6 (18 6 = 3 and 24 6 = 4) so 18/24 in simplest form is 3/4. Mixed Number - A number that is written using both a whole number and a fraction. For example: is a mixed number equal to (5 + 2/3). Improper Fraction - A fraction whose numerator is greater than or equal to its denominator. For example, 4/3, 5/2, 4/4, and 24/12 are improper fractions.

denominators of every fraction in a given collection. For example, the least common denominator of 1/2, 4/5, and 3/8 is 40. Greatest Common Factor - The largest factor that two or more counting numbers have in common. For example the common factors of 24 and 36 are 1, 2, 3, 4, 6, 12. The greatest common factor of 24 and 36 is 12. Product - The result of multiplying two numbers, called factors. For example, 3 x 4 = 12, the product is 12. Unit Fraction - A fraction with a numerator of 1. Reciprocals - Two numbers that have a product of one. To find the reciprocal, switch the numerator and the denominator of the divisor. The reciprocal of 1/4 is 4/1.

Assessment Evidence (Stage 2) Culminating Performance Task Description

Goal Role Audience Situation Students will recognize that fractions are evidenced in many aspects of everyday life and realize the urgency in learning how to model, compare, and order fractional numbers, as well as, provide evidence of computation through addition, subtraction, multiplication, and division. Teacher Producer Writer - Designer Fifth grade students. A new student has moved from Atlanta to Brunswick. Our class has just completed our unit on fractions. At his/her old school, the teacher was just beginning to teach the class about fractions. Your teacher needs your assistance in helping teach this student learn how to make equivalent fractions, change mixed numbers to improper fractions and improper fraction to mixed numbers, as well as how to add and subtract like and unlike fractions and multiply and divide fractions. In addition you need to help this student understand the urgency in learning to work with fractions. Culminating Activity - You are to assume the role of the teacher and design a brochure, create a golg, or produce a PowerPoint presentation that demonstrates, as well as illustrates how to add, subtract (like/unlike denominators proper/improper fractions), multiply, and divide fractions. (Dont forget to include simplest terms!) MCC5.NF.1 MCC5.NF.2 MCC5.NF.5 MCC5.NF.4 MCC5.NF.6. MCC5.NF.3 MCC5.NF.7

Product/Performance Standards

Other Evidence
Classify counting numbers into subsets; find factors and multiples; analyze and use divisibility rules; find equivalent fractions; simplify fractions; use concrete, pictorial, and computational models to find common denominators; compare fractions using <,>, or = and justify the comparison; add and subtract fractions (proper and improper) and decimals interchangeably; model multiplication and division of fractions (denominators not to exceed 12); estimate products and quotients; use variables for unknown quantities; and use formulae to represent the relationship between quantities.

Assessments
Culminating Writing Assessment

Personal Narrative (using interactive math journals) - Using your math journal you are to write a personal narrative of your learning experiences with fractions. Things you may want to include are: What you knew about fractions before the fraction unit began; things you did not know; what was easy; what was difficult; what frustrated you the most; where you stand at the end of this unit (have learned everything or still need help on some areas). Common Formative Assessments (School Mandated Weekly) Equivalent Fractions (CPS) Improper Fraction Mixed Numbers (CPS) Adding/Subtracting Like Fractions (CPS) Adding/Subtracting Unlike Fractions (CPS) Multiplying Fractions (CPS) Dividing Fractions (CPS) Expository Writing (School Mandated) Equivalent Fractions: How can you use multiplication or division to find equivalent fractions? Using the fraction 4/8 write an equivalent fraction using multiplication and an equivalent fraction using division. Improper Fraction Mixed Numbers: Explain how to write two and one-fourth as an improper fraction? How can you write any improper fraction as a mixed number? (In addition to your writing, provide an example.) Adding/Subtracting Like Fractions: How do you add or subtract like fractions? Is the sum of 1/4 + 2/4 less than or greater than 1? Explain. Adding/Subtracting Unlike Fractions: What must you do first before adding or subtracting unlike fractions? How can you find a common denominator for two unlike fractions? Multiplying Fractions: How do you multiply two fractions? Provide an example. How can you use multiplication to multiply a whole number by a fraction? Provide an example. Dividing Fractions: How can you write a fraction as a division problem? Provide an example. How can you divide a whole number by a fraction? Provide an example. Performance Assessment Audio Podcasts Vocabulary and Think A-Louds Create a fraction story using http://littlebirdtales.com/ Create a collage that shows various examples of using fractions in our daily lives. Create a fact and fib sheet about how you multiply and divide fractions. Math dictionaries

Learning Plan (Stage 3)

W
Where and Why

Third grade recognizing decimal fractions and common fractions; adding subtracting fractions with like denominators. Fourth grade equivalent fractions; mixed to improper and improper to mixed; addition and subtraction mixed numbers and common fractions with like denominators. Fifth Grade Add/Subtract common fractions and mixed numbers with unlike denominators; common denominators; simply fractions; multiply/divide fractions; compare fractions Sixth grade Real world problem to add/subtract multiply/divide fractions; ratios; algebra Review with examples previous grade learning. Exposure to 6th grade sample problems. Visit from a current sixth grader who brings words of wisdom. Poster of check list as we move through lessons. Reading of The Doorbell Rang by Pat Hutchins. After the reading, display recipe for making chocolate chip cookies on Active Board and remove materials for making a batch out of cookies. Student volunteers to help add and mix ingredients. Real life applications and activities based on lessons Working with recipes, building specs., and guest speakers. Peer review (check work against one another). Teacher assistance in organization of thinking maps and vocabulary books. Homework to practice skills learned from lesson. (See calendar) Video Podcasts Everyday Math Games Playing with Fractions Games Video and Audio Podcasts Math Journals (Interactive) Common Formative Assessment Conferencing (Expository Writing) Peer Review Peer Tutoring Audio and Video Podcasts Students will respond to a writing prompt for daily math journal writing. See daily calendar for journal prompts. Examples: What do you really understand about How difficult was What grade did you expect to receive on your CFA and why? What questions or what comments do you have about How could you improve Pre-Assessment on 3rd and 4th grade skills - recognizing decimal fractions and common fractions; adding subtracting fractions with like denominators; equivalent fractions; mixed to improper and improper to mixed; addition and subtraction mixed numbers and common fractions with like denominators.

H
Hook and Hold

E
Experience and Explore

R
Reflect and Rethink

E
Exhibit and Self-Evaluate

T
Tailor

oral presentations, faction books, board games, computer games, writing activities, computer activities (writing books, power point, audacity, podcasts etc.), posters, brochures, instruction manuals. small group instruction cooperative groups individual assigned problems real world problems homework https://www.ceismc.gatech.edu/csi/5.htm http://www.visualfractions.com/ (Visual Fractions) http://www.visualfractions.com/investigate.htm Investigations - (areas shown below)

http://www.helpwithfractions.com/

http://www.kidsolr.com/math/fractions.html (tutorials)

O
Organize How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

http://www.conceptuamath.com/sites/default/files/pdf/Conceptua-Fractions-Scope-Sequence-92011.pdf Lessons in the unit will be presented based on the scope and sequence as set forth in the curriculum map for the Glynn County Schools. Equivalent Fractions > Improper Fractions and Mixed Numbers > Adding and Subtracting Like Fractions > Adding and Subtracting Unlike Fractions > Understanding Multiplication of Fractions > Multiplying Fractions > Understanding Division of Fractions > Dividing Fractions Six Elements of a Math Lesson http://helpdesk.glynn.k12.ga.us/goals/2007/aesmathstrategies.pdf

1 Review of prime and composite numbers. Review of multiples and factors. 6 Mixed Numbers and Improper Fractions. Key terms. 11 16 21 26 31

2 Equivalent Fractions Multiplying and Dividing 7

3 Equivalent Fractions Number Lines and Models 8

4 Equivalent Fractions Fraction Tiles 9

5 Common Formative Assessment Writing Assignment 10

12 17 22 27 32

13 18 23 28 33

14 19 24 29 34

15 20 25 30 35