Days, Unit & Learning Target Cluster & Mathematical Critical KCAS Standard Vocabulary Resources Statement Target Type Practices, & Area Comments Time Frame: February and March Unit #9 20 days Standard # Unit fraction I can create story Cluster: Go Math Chapter 8 contexts for Fraction Strips Critical MP- Model with Apply and 5.NF.7: Apply and problems involving Number lines Area # extend mathematics. division of a unit extend previous Calendar Math Counting Tape previous fraction by a understandings of Fraction Circles understanding whole number of Cuisenaire Rods division to divide (1/b n) or ÷ multiplication Fraction blocks division of a whole unit fractions by and division Comment: Graph paper number by a unit to multiply whole numbers and Websites: fraction (n 1/b) ÷ Division of a and divide whole numbers by by interpreting fractions. fraction by a division with unit fractions. fraction is not a fractions in the requirement at (Note: Students same way that I this grade. Target Type: would interpret able to multiply division with whole Product fractions in general numbers (e.g., 1/3 can develop 4 can be ÷ Skill interpreted as, strategies to divide Reasoning “How big would fractions in general, each piece be if I had to share a by reasoning about 1/3 slice of pizza the relationship with 4 people?”). between I can solve real multiplication and world problems division. But division involving division of unit fractions by of a fraction by a non-zero whole fraction is not a numbers and division of whole requirement at this numbers by unit grade.) fractions, and interpret the a. Interpret quotient in the context of the division of a unit problem. fraction by a I can explain or
Unit & Critical Area KCAS Standard Learning Target Statement Vocabulary Cluster & Target Type Days, Mathematical Practices, & Comments Resources Time Frame: February and March Unit #9 Critical Area # Standard # 5.NF.7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Note: 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.) a. Interpret division of a unit fraction by a I can create story contexts for problems involving division of a unit fraction by a whole number (1/b ÷ n) or division of a whole number by a unit fraction (n ÷ 1/b) by interpreting division with fractions in the same way that I would interpret division with whole numbers (e.g., 1/3 ÷ 4 can be interpreted as, “How big would each piece be if I had to share a 1/3 slice of pizza with 4 people?”). I can solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, and interpret the quotient in the context of the problem. I can explain or Unit fraction Cluster: Apply and extend previous understanding of multiplication and division to multiply and divide fractions. Target Type: Product Skill Reasoning 20 days MP- Model with mathematics. Comment: Division of a fraction by a fraction is not a requirement at this grade. Go Math Chapter 8 Fraction Strips Number lines Calendar Math Counting Tape Fraction Circles Cuisenaire Rods Fraction blocks Graph paper Websites:
Greenup%20County%205th%20Grade%20Math%20Curriculum.docx