You can’t take 3/6 away from 2/6 so we have to trade that one whole into 6/6. Then we can take away that 3/6 away from that 8/6. It leaves us with 1 5/6. Vocabulary Benchmark fraction Estimate Reasonableness Mixed numbers Number lines Common denominator CCGPS Example/Vocabulary System Resources Example: 3/5 can be interpreted as “3 MCC5.NF.3 MCC5.NF.3 divided by 5 and as 3 shared by 5”. Students are expected to demonstrate their understanding : directions for yearly spiral review using concrete materials, drawing models, and explaining their thinking when working with fractions in multiple This is new learning. contexts. They read 3/5 as “three fifths” and after many experiences with sharing problems, learn that 3/5 can also Whole Group be interpreted as “3 divided by 5”. Essential Questions NY Module/Eureka Math Module 4 Fifth grade student should connect fractions with division, understanding that 5 ÷ 3 = 5/3 How are division and fractions related? *Concept Development
You can’t take 3/6 away from 2/6 so we have to trade that one whole into 6/6. Then we can take away that 3/6 away from that 8/6. It leaves us with 1 5/6. Vocabulary Benchmark fraction Estimate Reasonableness Mixed numbers Number lines Common denominator CCGPS Example/Vocabulary System Resources Example: 3/5 can be interpreted as “3 divided by 5 and as 3 shared by 5”. This is new learning. Essential Questions How are division and fractions related? MCC5.NF.3 Students are expected to demonstrate their understanding using concrete materials, drawing models, and explaining their thinking when working with fractions in multiple contexts. They read 3/5 as “three fifths” and after many experiences with sharing problems, learn that 3/5 can also be interpreted as “3 divided by 5”. Fifth grade student should connect fractions with division, understanding that 5 ÷ 3 = 5/3 MCC5.NF.3 : directions for yearly spiral review Whole Group NY Module/Eureka Math Module 4 *Concept Development
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