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Week of January 6-10
Focused Standard/
Element(s)
Monday, January 6, 2014
Tuesday January 7, 2014
Wednesday January 8, 2014
MCC5.NF.1 & 2
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.
For example, interpret ¾ as the result
of dividing 3 by 4, noting that ¾
multiplied by 4 equals 3, and that
when 3 wholes are shared equally
among 4 people each person has a
share of size ¾. If 9 people want to
share a 50-pound sack of rice equally
by weight, how many pounds of rice
should each person get? Between
what two whole numbers does your
answer lie?
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
MCC5.NF.1 & 2
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.
For example, interpret ¾ as the result
of dividing 3 by 4, noting that ¾
multiplied by 4 equals 3, and that
when 3 wholes are shared equally
among 4 people each person has a
share of size ¾. If 9 people want to
share a 50-pound sack of rice equally
by weight, how many pounds of rice
should each person get? Between
what two whole numbers does your
answer lie?
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
MCC5.NF.1 & 2
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.
For example, interpret ¾ as the result
of dividing 3 by 4, noting that ¾
multiplied by 4 equals 3, and that
when 3 wholes are shared equally
among 4 people each person has a
share of size ¾. If 9 people want to
share a 50-pound sack of rice equally
by weight, how many pounds of rice
should each person get? Between what
two whole numbers does your answer
lie?
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
Opening (10-15 min)
Work-Time Activities
Closure Activity
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.)
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.
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.)
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.
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.)
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.
Review multiplying fractions
by fractions and fractions by
whole numbers; simplifying
fractions; and changing
mixed to improper and
improper to mixed.
Students will work on IXL 5th
grade fractions for the
remaining time.
Video on multiplying mixed
numbers
Review for Daily grade
Students will work on math
sheet to practice multiplying
mixed numbers
Daily grade- teacher made
math sheet
Summarize lesson.
Summarize lesson
Summarize lesson
Thursday January 9, 2014
Friday January 10, 2014
Additional Notes
Focused Standard/
Element(s)
MCC5.NF.1 & 2
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.
For example, interpret ¾ as the result
of dividing 3 by 4, noting that ¾
multiplied by 4 equals 3, and that
when 3 wholes are shared equally
among 4 people each person has a
share of size ¾. If 9 people want to
share a 50-pound sack of rice equally
by weight, how many pounds of rice
should each person get? Between
what two whole numbers does your
answer lie?
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
MCC5.NF.1 & 2
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.
For example, interpret ¾ as the result
of dividing 3 by 4, noting that ¾
multiplied by 4 equals 3, and that
when 3 wholes are shared equally
among 4 people each person has a
share of size ¾. If 9 people want to
share a 50-pound sack of rice equally
by weight, how many pounds of rice
should each person get? Between
what two whole numbers does your
answer lie?
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
Calendar math will be a
review of skills already taught
and maybe an introduction to
a skill coming up. If the
internet is up and working, the
students will have playlists
assigned to them on
learnzillion.com that they will
have to watch and work
through independently. If the
internet is not up and running
smoothly then they will watch
and practice as a whole
group.
general, (a/b) × (c/d) = ac/bd.)
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.
Opening (10-15 min)
Work-Time Activities
Closure Activity
Put students in groups and go
over directions for
computation day.
Board computation day.
Students will work fraction
computation on board one
group member at a time.
Summarize lesson
PSD Lesson Plan Template
general, (a/b) × (c/d) = ac/bd.)
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.
Math test on multiplying,
adding and subtracting
fractions; simplifying fractions.
IXL on ipad
Teacher: _Hayes_____ Course/ Level: _Math 5th____