Fifth Grade Mathematics Newsletter Marking Period 3, Part 1
MT Learning Goals by Measurement Topic (MT) Number and Opera-ons -­‐ Frac%ons Students will be able to . . . •
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represent and solve real-­‐world mul)plica)on problems with frac)ons in different ways. interpret mul+plica+on of a frac+on by a frac+on as resizing. apply informal knowledge of the distribu6ve property to decompose mixed number factors and mul.ply. solve problems involving area of rectangles with frac3onal side lengths. apply and explain efficient strategies to mul4ply frac4ons. Thinking and Academic Success Skills (TASS) Intellectual Risk Taking
Elabora'on It is . . . In mathematics, students will . . . adding details that expand, enrich, or embellish. • add detail to explain the steps used to mul0ply frac0ons. accep%ng uncertainty or challenging the norm to reach a goal. • adapt and make adjustments to meet challenges when seeking • expand on interpreta,on of an area model. • explain with details how area models help represent and solve problems involving mul/plying a frac/on by a frac/on. • extend knowledge of the rela0onship between the size of a product and the size of its factors when mul4plying frac4ons. solu%ons to mul%plica%on problems involving frac%ons. • demonstrate willingness to accept uncertainty by sharing ideas, asking ques+ons, or a/emp+ng new strategies to solving word problems. • challenge self and others by crea1ng real world examples when mul$plying frac$ons to see math as sensible and useful. • consider different ways to represent a given situa2on when a problem is hard to understand. Created by MCPS Teachers at the C 2.0 Summit 2013 Fifth Grade Mathematics Newsletter Marking Period 3, Part 1
Learning Experiences by Measurement Topic (MT) MT In school, your child will . . . •
At home, your child can . . . par$$on a whole into frac.onal parts to represent mul$plying frac$ons using an area model. •
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Number and Opera-ons -­‐ Frac%ons The whole is par$$oned into three equal parts. Two of the !
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Example: You did your homework for 1 of an hour. You spent of the three parts are shaded to represent . !
Then the whole is par$$oned into four equal parts. Three of •
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the four parts are shaded to represent . !
!me reading. What frac!on of an hour did you read? show intellectual risk-­‐taking by crea-ng real-­‐world problems Website to support learning about mul1plying frac1ons: h"p://www.learner.org/courses/learningmath/number/session9/part_a/tr
y.html The product is the overlapped region. !
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batch. How much flour do you need? (Try similar problems using other measurements or recipes.) note: this is an example of resizing !
Example: A cookie recipe calls for cup of flour. You are making of a Example: × use real-­‐world examples to mul/ply frac/ons using an area model. mixed number: a number written as a whole number with a fraction Example: 3 2 partition: divide a whole into equal parts Created by MCPS Teachers at the C 2.0 Summit 2013 5