Download DRAFT Grade 5 Go Math! Quarterly Planner 11

Grade 5 Go Math! Quarterly Planner
11-13 Days
CHAPTER 4 Multiply Decimals
BIG IDEA: Students connect previous experiences with the meaning of multiplication and division of decimals using estimation, models, and place value structure. They begin with modeling using base-ten
blocks or grid paper models and relate those models to written equations. They explain their thinking in composing and decomposing numbers. It is important that conceptual understanding is built on place
value rather than simply lining up the decimal points to compute. Problem situations extending from those used with whole numbers will provide a context for thinking about reasonableness of results. Too
often multiplication and division of decimals are taught as a series of rules developed around moving the decimal point with little connection to the meaning of the operations.
ESSENTIAL QUESTION: How can you solve decimal multiplication problems?
STANDARDS: 5.NBT.2, 5.NBT.7
ELD STANDARDS:
ELD.PI.5.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.5.9- Expressing information and ideas in oral presentations.
ELD.PI.5.3-Offering opinions and negotiating with/persuading others.
ELD.PI.5.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.P1.5.5-Listening actively and asking/answering questions about what was heard.
ELD.PI.5.12-Selecting and applying varied and precise vocabulary.
Lesson
4.1
4.2
Algebra•
Multiplication
Patterns with
Decimals
Investigate • Multiply
Decimals and Whole
Numbers
Standards &
Math Practices
Essential Question
Math Content and Strategies
5.NBT.2
MP.4, 7, 8
How can patterns
help you place the
decimal point in a
product?
Describe place value patterns in multiplication
examples.

When I multiply tenths by tenths, the product is in
the hundredths.

When I multiply tenths by hundredths, the product
is in the thousandths.

Use models such as base-ten blocks in which the
flat represents one whole, the long represents one
tenth, and the cube represents one hundredth as
important representations to help build students'
number sense about the size of decimals.

Give students time to explore and describe similar
patterns based on the place value of a given digit.

Students may become confused with extending
patterns and focus on the zeros rather than the
value of the digit based on its place.

Use numeral cards, playing cards, dice, money, and
a stop watch to generate numbers, including
decimals, to compare the values of various places.
5.NBT.7
MP.1, 4, 5
How can you use a
model to multiply
a whole number
and a decimal?
Decimal models give students a way to visualize
decimals as parts of a whole. A decimal can be
modeled by shading the number of squares it
represents. The product is found by adding the shaded
squares.
Connect previous experiences with the meaning of
multiplication and division of whole numbers to
DRAFT
Models/Tools
Go Math!
Teacher
Resources G5
Decimal Models
Decimal Place
Value Chart
Digit Tiles
Connections
Vocabulary
In Grade 4, students
explored and
generalized that when
a digit moves one
place to the left (from
tens to hundreds) it
becomes ten times
greater. In Grade 5,
students look at what
happens as the digit
moves to the right (10
is 1/10 of 100). Have
students think of
money to answer the
following.
1 x .10 (dime)
10 x .10
100 x .10
Decimal,
hundredths,
multiplication
ones, pattern,
place value,
product,
tenths,
thousandths
Academic Language
Support
ELD Standards
ELD Standards
ELA/ELD Framework
ELPD Framework
Journal
Explain how to use a
pattern to find the product
of a power of 10 and a
decimal.
Access Strategies
Organizing Learning
for Student Access to
Challenging Content
Student Engagement
Strategies
Problem Solving Steps
and Approaches
Equitable Talk
Accountable Talk Simply
Stated
Base Ten Blocks
Decimal Models
Decimal Place
Value Chart
Using decimal models
to show how to
multiply a decimal by a
whole number
reinforces the familiar
concept of
multiplication as
Product,
decimals,
hundredths,
tenths,
rename
Equitable Talk
Conversation Prompts
Accountable Talk Posters
Five Talk Moves
Bookmark
Explain how multiplying a
whole number and a
decimal is similar to and
different from multiplying
whole numbers.
multiplication and division of decimals using
estimation, models and place value structure.
Students should explain their reasoning using models,
pictures, words, and numbers.
HMH Video Podcast Multiply Decimals
4.3
Multiplication with
Decimals and Whole
Numbers
*option: integrate this
this lesson with 4.4
5.NBT.7
MP.5, 7
How can you use
properties and
place value to
multiply a decimal
and a whole
number?
Quick pictures help students visualize decimal
multiplication and the process of renaming. A decimal
can be modeled by drawing a square to represent a
whole (1), a line to represent a tenth (0.1), and a circle
to represent a hundredth (0.01).
Use models such as base-ten blocks in which the flat
represents one whole, the long represents one tenth,
and the cube represents one hundredth as important
representations to help build students' number sense
about the size of decimals.
Discuss why when multiplying a decimal by a decimal,
the product can be smaller than at least one of the
factors.
Have students estimate and explain why their answer
is reasonable.
Provide opportunities for students to make explicit
connections from concrete and pictorial models to
solving written equations.
DRAFT
Base Ten Blocks
Decimal Models
Decimal Place
Value Chart
repeated addition.
The goal of this lesson
is to provide the
foundation of
multiplication of
decimals so that
students eventually
can use the standard
multiplication
algorithm to find
decimal products.
Have students answer
and ask questions
using a food menu to
make connections
with repeated addition
of decimals and
multiplication.
Fresno Zoo Menu:
How much would the
following cost?
3 Angus
Cheeseburgers?
2 Rustic Pizzas?
4 Garlic Fries?
Have students make
connections to money
or use base ten blocks
for understanding
decimal multiplication.
Make connections to
repeated addition.
Task: A movie ticket at
UA 8 costs $3.50 as
compared to $12.50 at
Edwards Cinema. How
much would it cost to
buy three tickets at UA
8? How much more
would it cost to buy
the same number of
tickets at Edwards
Cinema?
Effective Math Talks
Cooperative
Learning
Cooperative Learning
Role Cards
Collaborative Learning
Table Mats
Seating Chart
Suggestions
Decimal
point,
product,
partial
products,
tenths,
hundredths
Use base ten and grid
paper to have students
model and discuss.
Make connections to
repeated addition and
money (.06 + .06 + .06)
Compare and contrast the
methods you can use to
multiply a whole number
and a decimal.
4.4
Multiply Using
Expanded Form
5.NBT.7
MP.3, 4
*option: integrate
teach this lesson
before 4.3
How can you use
expanded form
and place value to
multiply a decimal
and a whole
number?
Use models such as base-ten blocks in which the flat
represents one whole, the long represents one tenth,
and the cube represents one hundredth as important
representations to help build students' number sense
about the size of decimals.
Base Ten Blocks
Decimal Models
Decimal Place
Value Chart
Provide opportunities for students to make
connections between concrete and pictorial models
and the solving of written equations.
Example using a generic rectangle: 46 x 9.8
4.5
Problem Solving•
Multiply Money
5.NBT.7
MP.1, 4, 6
How can the
strategy draw a
diagram help you
solve a decimal
multiplication?
Students use diagrams to help solve two-step
problems involving multiplication and addition. The
boxes in the diagrams will be different sizes to
represent different money amounts.
By studying the way same-size or different-size boxes
are combined in a diagram, students are able to
decide which operations to use and in what order to
solve a problem. Representing problems with
diagrams such as those used in this lesson prepares
students for writing and solving problems using
equations with two or more steps.
DRAFT
Draw a diagram
In the context of
whole-number
multiplication,
students have learned
how to write numbers
in expanded form and
can draw an area
model to solve
problems. Students
may be familiar with
using the expanded
form and area models
from previous learning
of the distributive
property.
Have students solve
the following using a
generic rectangle.
Make connections to
the use of this model
for multiplying
decimals. Twelve 5th
grade classrooms are
going on a field trip to
the Aquarium. If there
are 24 students in
each classroom, how
many lunches will
need to be ordered?
24 x 12 =
200
40
40
8
Students have already
learned to use
diagrams to help solve
real-world problems
involving
multiplication. In those
problems, the boxes in
the diagram
represented equal
amounts. Have
students solve the
following: It costs
$3.50 for a small snow
cone. If a large snow
Expanded
form, partial
products,
decimal
factor
Use Base ten blocks to
model and discuss
multiplication of
decimals and regrouping.
Compare the method of
using expanded form and
the method of using place
value to multiply a decimal
and a whole number.
Use Bar Models to solve
and discuss
multiplicative
comparison problems.
Use grid paper (decimal
squares) to model
multiplication of
decimals.
Scaffold by saying six
tenths of 1.3.
0.6 x 1.3 =
Diagram,
product,
tenths,
hundredths
0.3 x 0.4 = 0.12
Scaffold by saying three
tenths of 0.4.
Create a word problem
that uses multiplication of
money. Draw a bar model
to help you write equations
to solve the problem.
cone costs two times
as much, how much
will it cost to buy one
small and one large
snow cone?
Small
4.6
Investigate • Decimals
Multiplication
5.NBT.7
MP.1, 5, 6
How can you use a
model to multiply
decimals?
Use decimal squares to model multiplication of two
decimals in the tenths place.
Decimal Models
Decimal Place
Value Chart
Continue using models such as base-ten blocks to
develop conceptual understanding.
Have students continue to use area models and partial
products strategies.
Use word problems that provide a context.
4.7
Multiply Decimals
5.NBT.7
MP.2, 6
What strategies
can you use to
place a decimal
point in a product?
Make sure students understand how decimal
multiplication relates to multiplication of whole
numbers. The actual process of multiplying decimals
is identical to the process of multiplying whole
numbers.
Placing the decimal point in the correct position
determines the final value of the product. So, it is
important for students to understand the processes
involved in determining the proper placement of the
decimal point. Estimation can help ensure the correct
placement of the decimal.
Decimal Place
Value Chart
Digit Tiles
4.8
Zeros in the Product
5.NBT.7
MP.2, 7, 8
How do you know
you have the
correct number of
decimal places in
your product?
When multiplying decimals, the additional step of
placing the decimal point in the product may require
writing zeros to ensure that each digit in the product is
placed in its correct place-value position.
Decimal Place
Value Chart
Digit Tiles
DRAFT
Large
In the past, students
have used decimal
squares to model
tenths and
hundredths. In this
lesson, they use
decimal squares to
model multiplication
of two decimals in the
tenths place.
Make connections to
money and taking half:
0.50 (is half of a dollar)
0.50 x 2.00 (half of $2)
0.50 x 1.50
0.50 x 0.80
0.50 x 0.60
Use this to make
connections on the
10x10 grid.
Using decimals in
multiplication is an
important skill
because it affects
multiplication of
currency, weights, and
measures. These are
three of the most
common forms of
multiplication students
will use in real-world
applications.
Students who are
proficient in the use of
place-value will find
multiplying decimals
to be a logical process.
Decimal
square,
decimals
greater than
1, tenths,
hundredths,
shade rows
that overlap
the columns
Write a story problem that
involves multiplying a
decimal less than 2 by a
decimal less than 1. Include
the solution and the work
you did to find it.
Decimal
point,
product,
tenths,
hundredths
Write a problem that
includes multiplying
decimals. Explain how you
know where to place the
decimal in the product.
Product,
digits,
decimal,
hundredths,
tenths
Explain how you write
products when there are
not enough digits in the
product to place the
decimal point.
They should
understand that
writing zeros in the
product is a necessary
step used to correctly
show the value of each
digit. A firm grasp of
the concept will
benefit all students as
they encounter
decimal multiplication
in real-world
situations.
Assessments:
Go Math Chapter 4 Test
Go Math Chapter 4 Performance Task - Earning a Bicycle
DRAFT
Grade 5 Go Math! Quarterly Planner
11-13 Days
CHAPTER 5 Divide Decimals
BIG IDEA: Students connect previous experiences with the meaning of multiplication and division of decimals using estimation, models, and place value structure. They begin with modeling using base-ten
blocks or grid paper models and relate those models to written equations. They explain their thinking in composing and decomposing numbers. It is important that conceptual understanding is built on place
value rather than simply lining up the decimal points to compute. Extending problem situations from those used with whole numbers will provide a context for thinking about reasonableness of results. Too
often multiplication and division of decimals are taught as a series of rules developed around moving the decimal point with little connection to the meaning of the operations.
ESSENTIAL QUESTION: How can you solve decimal division problems?
STANDARDS: 5.NBT.2, 5.NBT.7
ELD STANDARDS:
ELD.PI.5.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.5.9- Expressing information and ideas in oral presentations.
ELD.PI.5.3-Offering opinions and negotiating with/persuading others.
ELD.PI.5.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.P1.5.5-Listening actively and asking/answering questions about what was heard.
ELD.PI.5.12-Selecting and applying varied and precise vocabulary.
Lesson
Standards &
Math Practices
5.1
Algebra • Division
Patterns with
Decimals
5.NBT.2
MP.5, 6, 7
Essential Question
How can patterns
help you place the
decimal point in
the quotient?
Math Content and Strategies
Students learn that patterns for dividing are similar
to the patterns for multiplying: the position of the
decimal point moves one place to the left for each
power of 10.
Models/Tools
Go Math!
Teacher
Resources G5
Decimal Place
Value Chart
Scaffold division examples using problem situations
beginning with dividing a whole number by a whole
number, and progressing to dividing by tenths and
hundredths.
Expect students to use estimation, the meaning of
division, and a variety of contexts to explain why
their answer is reasonable.
Connections
Students are already
familiar with multiplying
by powers of 10 and by
0.1 and 0.01. In this
lesson, students learn
that the patterns for
dividing are similar to
the patterns for
multiplying. Have
students answer the
following and think
about the pattern:
Vocabulary
Decimal,
decimal point,
dividend,
divisor,
exponent,
quotient
200x1=200; 200÷1=200
200x0.1= 20; 200÷10=20.0
200x0.01; 200÷100=2.00
Make connections to:
Have students explain their reasoning using models,
pictures, words, and numbers.
Investigate •
Divide Decimals by
Whole Numbers
5.NBT.7
MP.3, 5
How can you use a
model to divide a
The base 10 blocks are used to show the dividend
and students share the blocks to form equal groups.
The number of blocks in each group is the quotient.
DRAFT
Base Ten
Blocks
Students should already
be able to use base-ten
Have students discuss
how the pattern for
division is similar to the
pattern for multiplying
decimals.
Students learn that
patterns for dividing are
similar to the patterns
for multiplying: the
position of the decimal
point moves one place to
the left for each power
of 10.
Journal
Explain how to use a
pattern to find 35.6÷ 102 .
Model and Discuss
The blocks are used to
show the dividend and
students share the
blocks to form equal
groups. The number of
blocks in each group is
the quotient.
Example:
5.2
Academic Language
Support
Hundredths,
tenths,
quotient,
Have students use base
ten blocks to model and
Explain how you can use
base-ten blocks or other
decimal models to find
decimal by a
whole number?
5.3
Estimate
Quotients
5.NBT.7
MP.1, 2
How can you
estimate decimal
quotients?
5.NBT.7
MP.2, 7
How can you
divide decimals by
whole numbers?
*Option: Do this
lesson first.
5.4
5.5
Division of
Decimals by Whole
Numbers
Investigate•
Decimal Division
5.NBT.7
MP.2, 5, 6
How can you use a
model to divide by
a decimal?
Scaffold division examples using problem situations
beginning with dividing a decimal by a whole number
and progressing to dividing by tenths and
hundredths.
HMH PD Video Podcast Division with Decimals
Students use compatible numbers to estimate the
quotient of a decimal dividend by a whole number.
Students learn that even when the dividend is a
decimal, they can still use basic facts to find
compatible numbers.
It is important to learn how to calculate with
decimals so we can deal with money in our society.
The dollar is the whole number part and the cents
are the tenths and hundredths.
Students can use decimal models to divide by a
decimal. Students are finding the number of same
sized groups. For example, when dividing 1.2 ÷ 0.3,
students find how many groups of 0.3 are in 1.2.
DRAFT
People Cut
Outs for
Division
in division of a decimal
by a whole number, a
flat represents 1, a long
represents 1/10, and a
small cube represents
1/100.
Have students think of
money to solve the
following:
$4.50 ÷ 2 =
$8.60 ÷ 2 =
$6.90 ÷ 3 =
$10.40 ÷ 4 =
(Use money
manipulatives if this
helps your students)
discuss division with
decimals.
Ex. 9.6 ÷ 4 =
3.15÷ 3. include pictures to
support your explanation.
Ex. 4.24 ÷ 4
Model 4.24 and divide it
into 4 groups.
Word Map
Decimal Place
Value Chart
Fluency Builder
Estimation with
compatible numbers:
Compatible
numbers,
estimate
Explain how to find an
estimate for the quotient
3.4÷6.
Decimal
Models
Decimal Place
Value Chart
Fluency Builder. Have
students use strategies
to divide:
Estimate the
quotient, place
the decimal,
share the ones,
tenths,
hundredths
Write a word problem
involving money that
requires dividing a decimal
by a whole number.
Include an estimate and a
solution.
Decimal Place
Value Chart
Have students think of
money to solve the
following thinking about
how many groups of _
are in _?
Decimal models,
divisor, number
sentence,
tenths,
hundredths,
unknown value
Model and Discuss
Ex. 1.2 ÷ 0.3 = 4
Scaffold by asking, how
many groups of 0.3 are
there in 1.2?
Student response:
There are __ groups of
__ in __.
Write a word problem that
involves dividing by a
decimal. Include a picture
of the solution using a
model.
$1.20 ÷ $0.30 =
$2.50 ÷ $0.50 =
$4.80 ÷ $1.20 =
$2.50 ÷ $0.25 =
$2.40 ÷ $0.20 =
5.6
Divide Decimals
5.NBT.7
MP.6, 7
How can you place
the decimal point
in the quotient?
Students learn that they can multiply the divisor by a
power of 10 to change it to a whole number before
dividing.
5.7
Write Zeros in the
Dividend
5.NBT.7
MP.1, 6
When do you write
a zero in the
dividend to find a
quotient?
Write a zero in the dividend when there aren’t
enough digits in the dividend to complete the
division.
5.8
Problem Solving•
Decimal
Operations
5.NBT.7
MP.1, 2, 5
How can you use
the strategy work
backward to solve
multistep decimal
problems?
Working backward makes it possible to start with the
total and use the given information to find the value
of the unknown part.
Decimal Place
Value Chart
Work
backward
Assessments:
Go Math Chapter 5 Test
Go Math Chapter 4 Performance Task - Prize Painting
DRAFT
Have students use
inductive reasoning to
understand why
multiplying dividend and
divisor by 10 results in
the same quotient by
thinking about money.
250÷ 50 = ; 25 ÷ 5 =
500÷100 = ; 50 ÷ 10 =
600÷200 = ; 60 ÷ 20 =
50 ÷ 25 = ; $5.00 ÷ $2.50
25 ÷ 5 =; 2.50 ÷ 0.50 =
Dividend,
divisor, power
of 10, decimal
point, tenths,
hundredths
Write and solve a division
problem involving
decimals. Explain how you
know where to place the
decimal point in the
quotient.
Equivalent
fractions,
remainder
Solve 14.2 ÷ 0.5. Show
your work and explain how
you knew where to place
the decimal point.
Decimal
operations,
inverse
operations, cost
of__, product,
work backward
Write a problem that can
be solved using a flowchart
and working backward.
Then draw the flowchart
and solve the problem.
Grade 5 Go Math! Quarterly Planner
14-15 Days
CHAPTER 6 Add and Subtract Fractions with Unlike Denominators
BIG IDEA: As fifth graders begin to add fractions with unlike denominators, they use visual models, including bar models, fraction strips, and number lines. Working with addition and subtraction of fractions
should include solving problems with various situations. They understand the need for like denominators in addition and subtraction by examining situations using concrete models. No matter which
strategy students use, it is important for students to have many experiences to understand why a strategy works. Using benchmarks (0, ½, 1) to determine whether an answer is reasonable using
comparisons, mental addition, or subtraction will help students to justify their thinking with oral and written explanations.
ESSENTIAL QUESTION: How can you add and subtract fractions with unlike denominators?
STANDARDS: 5.NF.1, 5.NF.2, 5.OA.2.1
ELD STANDARDS:
ELD.PI.5.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.5.3-Offering opinions and negotiating with/persuading others.
ELD.P1.5.5-Listening actively and asking/answering questions about what was heard.
ELD.PI.5.9- Expressing information and ideas in oral presentations.
ELD.PI.5.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.PI.5.12-Selecting and applying varied and precise vocabulary.
Lesson
Standards & Math
Practices
6.1
Investigate •
Addition with
Unlike
denominators
5.NF.1,2
MP.5, 6, 7
Essential Question
How can you use
models to add
fractions that have
different
denominators?
Math Content and Strategies
Students use fraction strips to compare fractions, to find
equivalent fractions, and to add and subtract fractions.
Fraction strips are concrete representations that help
build students’ conceptual understanding.
HMH PD Video Add and Subtract Fractions
HMH PD Video Add and Subtract Using the Set Model
DRAFT
Models/Tools
Go Math!
Teacher
Resources G5
Fraction Strips
Area Model
Connections
Have students
use the fraction
strips to generate
equivalent
fractions for:
1 = 2/2 = 3/3…
1/2 = 2/4 = 3/6…
1/3 = 2/6 = 3/9
1/4 = 2/8 = 3/12
2/3 = 4/6 =
3/4 = 6/8
Have students
discuss the
pattern and make
connections to
the multiplication
chart and what
happens when
we multiply any
number by 1.
Vocabulary
Sum of two
fractions,
denominator,
simplest form,
difference
between
Academic Language
Support
Vocabulary Strategy
Use a Graphic
Organizer
Visualize It with a
table
Alike
Different
Model and Discuss
Use fraction strips to
model and discuss.
Journal
Write a story problem that
involves adding fractions
with unlike denominators.
Include the solution.
6.2
Investigate •
Subtraction with
Unlike
Denominators
5.NF.2
MP.1, 5, 8
How can you use
models to subtract
fractions that have
different
denominators?
Strips for the fraction they are subtracting are placed
below strips for the fraction from which they are
subtracting. The difference is shown by the length of the
fraction strips.
Fraction Strips
Area Model
Have students
use fraction strips
and their
understanding of
equivalence to
solve the
following:
1/2 + 1/4 =
3/4 – 1/2 =
1/3 + 1/6 =
2/3 – 1/6 =
1/2 + 3/8 =
1/2 – 1/8 =
Difference, same
denominator,
simplest form,
unlike
denominators
Explain how modeling
subtraction with fraction
strips is different from
adding with fraction strips.
Literature Connection
Grab and Go
Goldbach’s Gift to
Math
6.3
Estimate
Fraction Sums
and Differences
5.NF.2
MP.1, 7
How can you make
reasonable
estimates of
fraction sums and
differences?
Benchmarks are used to make an estimate of a sum or
difference. Benchmarks may be consecutive whole
numbers such as 0, 1, and 2 or consecutive halves such as
0, ½, and 1. Students might ask themselves is it closer to
0, ½ or 1 or which whole number is it closest to in order to
estimate and make sense of responses.
Fraction Strips
Fraction
Benchmark
Number Lines
Fraction number
lines
Mental Math
6.4
Factors
5.OA.2.1
MP.1, 2, 7
How can you write
a whole number as
a product of its
prime factors?
The use of tree diagrams as a visual representation of
prime factorization can deepen students’ understanding
of prime and composite numbers as well as give them a
means of organizing their work.
DRAFT
Diagram (factor
tree)
Determine if the
following
fractions are
closer to 0, ½ or
1. Use counters
to build the
fraction.
2/5
5/7
3/6
2/3
2/7
Benchmark,
numerator,
denominator,
number line, sums
and differences,
estimate
What is an instance when
you might want to find an
estimate for fraction sums
or differences rather than
an exact answer?
Have students
build rectangles
to generate all
the possible
factors for the
following
numbers:
24; 28; 36; 40;
42; 56; 60
Factors, tree
diagram, prime
factors
How can you identify the
prime factors of a number?
6.5
Common
Denominators
and Equivalent
Fractions
5.NF.1
MP.1, 2
How can you
rewrite a pair of
fractions so that
they have a
common
denominator?
By writing equivalent fractions using a common
denominator, students will later be able to add and
subtract fractions with unlike denominators.
Fraction Strips
6.6
Add and
Subtract
Fractions
5.NF.1
MP.1, 2, 6
How can you use a
common
denominator to
add and subtract
fractions with
unlike
denominators?
Students make connections from the concrete models
(fraction strips) to equivalent fractions and symbols to
begin solving fraction problems abstractly. Students write
the equation, manipulate the fractions to write equivalent
fractions. In the process students conceptualize what the
symbols mean without having to use models.
Fraction Strips
5.NF.1
MP.1, 2, 6
How can you add
and subtract
mixed numbers
with unlike
denominators?
Students find common denominators and use it to write
equivalent fractions with like denominators.
Pattern Blocks
5.NF.1
MP.1, 2
How can you use
renaming to find
the difference of
two mixed
numbers?
Write equivalent fractions using a common denominator.
Use multiplication and addition to rename each mixed
number as a fraction greater than 1.
Renaming
Pattern Blocks
END of Quarter 2
6.7
Add and
Subtract Mixed
Numbers
6.8
Subtracting with
Renaming
Renaming with
Pattern Blocks
Pattern Blocks +/-
6.9
Algebra •
Patterns with
Fractions
5.NF.1
MP.5, 7, 8
How can you use
addition or
subtraction to
describe a pattern
or create a
sequence with
fractions?
Students look for differences between consecutive terms
and write a rule to find an unknown term in the sequence.
Students are given a rule and a starting number and must
give the next few terms in the sequence.
6.10
Problem Solving
• Practice
5.NF.2
MP.1, 2
How can the
strategy work
backward help you
Students can write an equation to present the problem,
and then work backward to solve for the unknown using
the inverse operation.
DRAFT
Work backward
Have students
generate
equivalent
fractions for the
following using
fraction strips:
2/5, 3/4, 2/3, 1/2,
5/6, 4/12, 4/9,
4/8
Fluency Builder
Have students
come up with an
equivalent
fraction for: 2/5,
3/4, 6/15, 3/10,
1/6, 3/21, 16/32,
15/24, 3/7, 1/4
Common
denominator,
common
multiples,
equivalent
fractions
Describe how you would
1
1
rewrite the fraction 6 and4.
Simplest form,
common
denominators,
equivalent
fractions, least
common
denominator, sum
or difference,
unknown number
How is 2+4 solved
Mixed numbers, is
your answer
reasonable,
equivalent
fractions,
difference,
common
denominator
Mixed number,
subtraction with
renaming,
difference,
estimates,
simplest form,
equivalent fraction
Terms in a
sequence,
equivalent
fractions, rule of
the sequence,
increasing or
decreasing,
unknown term
Work backward,
rewrite the
equation
Write your own story
problem using mixed
numbers. Show the
solution.
1 1
1
1
differently than 2 + 3?
Write a subtraction
problem that has mixed
numbers and requires
renaming. Draw a model
illustrating the steps you
take to solve the problem.
Make up your own
sequence of 5 fractions or
mixed numbers. Offer the
sequence to another
student to try and find the
next fraction in the
sequence.
Write a word problem
involving fractions for
which you could use the
Addition and
Subtraction
6.11
Algebra • Use
Properties for
Addition
5.NF.1
MP.2, 7, 8
solve a problem
with fractions that
involves addition
and subtraction?
How can
properties help
you add fractions
with unlike
denominators?
work backward strategy
and addition to solve.
Include your solution.
Students can use the commutative property to rearrange
the fractions so that the fractions with like denominators
are next to each other. I can use the associative property
to group fractions with like denominators.
Assessments:
Go Math Chapter 6 Test
Go Math Chapter 6 Performance Task: Sugar and Spice
DRAFT
Associative
property,
Commutative
property.
Mental math
use properties of
addition,
commutative
property,
associative
property, simplest
form
Write commutative
property and associative
property at the top of the
page. Underneath the
name of each property,
write its definition and
three examples of its use