models or equations to represent the problem. Which is bigger? Have For example, interpret 3/4 as the result of students focus on the size of dividing 3 by 4, noting that 3/4 multiplied by 4 the unit fraction. Which is equals 3, and that when 3 wholes are shared bigger 1/5 or 1/6? equally among 4 people each person has a The standards give good share of size 3/4. If 9 people want to share a examples of fraction sack of rice equally by weight, how many operations. pounds of rice should each person get? Between what two whole numbers does your answer lie? Module 4: Product, Building understanding of Apply and extend previous multiplying a fraction by a Multiplying and Common factor, understandings of multiplication and whole number that results in a Dividing of Proper fraction, division. smaller number than the whole Fractions and Improper fraction, number will be important. You Interpret the product (a/b) × q as a parts of a Decimal Fractions Mixed Number, partition of into equal parts; equivalently, as can build some understanding q b (14 days—including Reciprocal the result of a sequence of operations a × q ÷ b. through using a semantic map 2 days for For example, use a visual fraction model to to compare multiplying and benchmark show (2/3) × 4 = 8/3, and create a story context dividing whole numbers and assessment) for this equation. Do the same with (2/3) × (4/5) fractions. Estimation will be a = 8/15. (In general, (a/b) × (c/d) = ac/bd.) key to build number sense of Do not forget the working with decimals. following Find the area of a rectangle with fractional side Remember to use distributive lengths by tiling it with unit squares of the Common Core property for multiplication. appropriate unit fraction side lengths, and show Lessons from that the area is the same as would be found by Chapter 4: multiplying the side lengths. Multiply fractional Continue to use the visuals of Lesson 4.0 Pg.
models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? Which is bigger? Have students focus on the size of the unit fraction. Which is bigger 1/5 or 1/6? The standards give good examples of fraction operations. Module 4: Multiplying and Dividing of Fractions and Decimal Fractions (14 days—including 2 days for benchmark assessment) Do not forget the following Common Core Lessons from Chapter 4: Lesson 4.0 Pg. Apply and extend previous understandings of multiplication and division. 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.) 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 Product, Common factor, Proper fraction, Improper fraction, Mixed Number, Reciprocal Building understanding of multiplying a fraction by a whole number that results in a smaller number than the whole number will be important. You can build some understanding through using a semantic map to compare multiplying and dividing whole numbers and fractions. Estimation will be a key to build number sense of working with decimals. Remember to use distributive property for multiplication. Continue to use the visuals of
grade_5_curriculum_math_in_focus.docx