This short video and interactive assessment activity is designed to teach fifth graders about dividing whole numbers by mixed numbers.
Lesson Standard(s): 6.NS.1 Compute and represent quotients of positive fractions using a variety of procedures (e.g., visual models, equations, and real- world situations). Process Standard (s):4: Connect mathematical ideas and real-world situations through modeling.b) Interpret mathematical models in the context of the situation.d) Evaluate the reasonableness of the model and refine if necessary.Lesson Objective(s):Students will exhibit their prior knowledge of dividing whole numbers using area models.After exploration through videos, manipulatives, and drawings, students will represent the quotient of a whole number divided by a fraction using area models.See attachments for lesson plan, PowerPoint presentation, and worksheet.
This task requires students to recognize both "number of groups unknown" and "group size unknown" division problems in the context of a whole number divided by a unit fraction.
These word problems address common errors that students make when adding fractions.
It is common in the real world to see mathematical examples where the cents sign was used when the dollar sign was supposed to be used. Converting and comparing decimals and fractions can help clear up this misconception. Two real coupons clipped from a Sunday paper coupon section are included in this activity. This resource is from PUMAS - Practical Uses of Math and Science - a collection of brief examples created by scientists and engineers showing how math and science topics taught in K-12 classes have real world applications.
Students will use dominos to learn about common denominators and fractions
This problem involves fraction multiplication that can be solved with pictures or number lines.
One goal of this task is to help students develop comfort and ease with adding fractions with unlike denominators. Another goal is to help them develop fraction number sense by having students decompose fractions. Because the Egyptians represented fractions differently than we do, it can also help students understand that there can be many ways of representing the same number.
Students will review and practice the concepts of equivalent fractions. This is a great tool to use for extra practice or review for a test.
The purpose of the task is to get students to reflect on the definition of decimals as fractions (or sums of fractions), at a time when they are seeing them primarily as an extension of the base-ten number system and may have lost contact with the basic fraction meaning. Students also have their understanding of equivalent fractions and factors reinforced.
The purpose of this task is for students to show they understand the connection between fraction and decimal notation by writing the same numbers both ways.
The purpose of this task is to provide students with an opportunity to explain fraction equivalence through visual models in a particular example.
The CyberSquad solves the problem of giving equal parts of two apples to Cerberus, the three headed dog of Greek mythology, in this video from Cyberchase.
This task asks students to locate fractions on a number line.
Mathematically:
Addresses standards: 3.NF.A.2a and MP.1
Helps students understand fractions in relation to whole numbers 3.NF.A.2a
Includes an example of a fraction greater than one, allowing students to see that fractions are not limited to values between $0$ and $1$
Requires students to make sense of the problem and persevere in solving it (MP.1)
In the classroom:
Engages students quickly without needing much scaffolding by the teacher
Encourages students to share their developing thinking
This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line.
This task asks students to find and use two different common denominators to add the given fractions. The purpose of this question is to help students realize that they can use any common denominator to find a solution, not just the least common denominator.
This task asks students to use two different denominators to subtract fractions. The purpose of this is to help students realize that any common denominator will work, not just the least common denominator.
This short video and interactive assessment activity is designed to teach fifth graders about finding the least common denominator.
This short video and interactive assessment activity is designed to teach fifth graders about finding the reciprocal of fractions.