Days, Unit & Learning Target Cluster & Mathematical Critical KCAS Standard Vocabulary Resources Statement Target Type Practices, & Area Comments Time Frame: January and February Unit #8 20 days Standard # I can create story Cluster: Go Math Chapter 7 contexts for Calendar Math Counting Tape Critical MP- Model with Apply and 5.NF.4: Apply and problems involving Counters Area #1 extend mathematics. multiplication of a extend previous Fraction Strips previous fraction and a understandings of Fraction Circles understanding whole number of Cuisenaire Rods multiplication to ((a/b ) x q) or multiplication Fraction blocks multiplication of multiply a fraction and division two fractions Number lines to multiply or whole number by ((a/b) x (c/d)) by Dice and divide interpreting a fraction. Graph paper fractions. multiplication with Grab and Go Centers Kit: Fraction Fix fractions in the a. Interpret the Target Type: Up (Activity Card 6) and Fraction same way that I Factors Game product (a/b) × q as would interpret Product KET videos: Math Mansions: Get Some a parts of a multiplication with Fraction Action; The Cartoon Reasoning whole numbers partition of q into b Encyclopedia of Math: Multiplying (e.g., 2/3 x 4 can Skill Fractions equal parts; be interpreted as, Websites: “If I need 2/3 equivalently, as the cups of sugar for result of a sequence 1 batch of of operations a × q ÷ cookies, how much sugar do I need to b. For example, use make 4 batches of a visual fraction cookies?”). model to show (2/3) × 4 = 8/3, and I can explain why create a story (a/b) x q = (a x context for this q)/b by using visual models to equation. Do the show that q is same with (2/3) × partitioned into b equal parts, and (4/5) = 8/15. (In a parts of each general, (a/b) × partition results in (a x q) /b (e.g., in (c/d) = ac/bd.) 2/3 x 4, there are
Unit & Critical Area KCAS Standard Learning Target Statement Vocabulary Cluster & Target Type Days, Mathematical Practices, & Comments Resources Time Frame: January and February Unit #8 Critical Area #1 Standard # 5.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.) I can create story contexts for problems involving multiplication of a fraction and a whole number ((a/b ) x q) or multiplication of two fractions ((a/b) x (c/d)) by interpreting multiplication with fractions in the same way that I would interpret multiplication with whole numbers (e.g., 2/3 x 4 can be interpreted as, “If I need 2/3 cups of sugar for 1 batch of cookies, how much sugar do I need to make 4 batches of cookies?”). I can explain why (a/b) x q = (a x q)/b by using visual models to show that q is partitioned into b equal parts, and a parts of each partition results in (a x q) /b (e.g., in 2/3 x 4, there are Cluster: Apply and extend previous understanding of multiplication and division to multiply and divide fractions. Target Type: Product Reasoning Skill 20 days MP- Model with mathematics. Go Math Chapter 7 Calendar Math Counting Tape Counters Fraction Strips Fraction Circles Cuisenaire Rods Fraction blocks Number lines Dice Graph paper Grab and Go Centers Kit: Fraction Fix Up (Activity Card 6) and Fraction Factors Game KET videos: Math Mansions: Get Some Fraction Action; The Cartoon Encyclopedia of Math: Multiplying Fractions Websites:
Greenup%20County%205th%20Grade%20Math%20Curriculum.docx