Fifth Grade Mathematics Newsletter Marking Period 2, Part 2
MT Learning Goals by Measurement Topic (MT) Students will be able to . . . •
use equivalent frac.ons (frac#ons that have the same amount of value) as a strategy to add and subtract frac,ons with unlike denominators. solve word problems involving addi1on and subtrac1on of frac%ons with unlike denominators. apply understanding of factors and mul$ples to generate equivalent frac.ons and add frac"ons with unlike denominators. explain the rela,onship among numerators and denominators to add and subtract frac0ons with unlike denominators. solve word problems involving mul1plica1on of frac1ons and whole numbers and mul(plica(on of frac%ons and frac%ons. iden%fy mul%plica%on of a frac%on and a whole number as it relates to resizing (scaling). use visual frac+on models (pictures) to mul'ply a frac'on by a frac'on. •
use the standard algorithm to mul0ply mul0-­‐digit whole numbers. Number and Opera&ons in Base Ten Number and Opera-ons -­‐ Frac%ons •
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Thinking and Academic Success Skills (TASS) In mathematics, students will . . . Synthesis It is . . . putting parts • use knowledge of factors, mul$ples, equivalent frac.ons, and together to build number lines to add frac1ons with unlike denominators. understanding of a • consider the rela(onship between denominators and equivalent whole concept or to frac%ons to subtract frac%ons with unlike denominators. form a new or unique • iden%fy how es#ma#on, number line drawings, and common whole. denominators help to subtract frac3ons with unlike denominators. Metacogni*on
knowing and being aware of one's own thinking and having the ability to monitor and evaluate one's own thinking. • iden%fy how number line drawings and thinking about the rela%onship between denominators help determine whether frac%ons are being added accurately. • apply knowledge of opera/ons with whole numbers to help make generaliza)ons about opera)ons with frac)ons. Created by MCPS Teachers at the C 2.0 Summit 2013 Fifth Grade Mathematics Newsletter Marking Period 2, Part 2
Learning Experiences by Measurement Topic (MT) MT In school, your child will . . . •
At home, your child can . . . use pa'ern blocks and other visual frac+on models to represent •
equivalent frac.ons as a strategy to add and subtract frac0ons with unlike denominators. create equivalent frac.ons to solve real-­‐world problems involving adding and subtrac-ng frac-ons with unlike denominators. (Look through recipes and add the frac1onal amounts.) use benchmark frac-ons (a common frac*on that you can judge other frac*ons by) to es&mate the answer to addi&on and subtrac(on of frac(ons with unlike denominators. Number and Opera-ons -­‐ Frac%ons •
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create number line representa/ons to add and subtract frac%ons with unlike denominators. •
iden%fy efficient strategies for determining common denominators and equivalent frac.ons to add and subtract frac%ons. •
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solve word problems involving mul1plica1ons of frac1ons and whole numbers. interpret mul+plica+on of a frac+on and a whole number as resizing (scaling) . mul$ply a whole number by a frac,on and find relevant applica+ons. !
Example: If you read for hour every day, how many hours have you !
read by the end of the week? •
Possible ques+ons: o What strategy is most efficient in helping to solve the problem? o How can using a benchmark frac,on help to es)mate the solu)on? o Synthesize by asking, “Is there anything you have learned about adding and subtrac-ng whole numbers that may help you add and subtract frac*ons?” Example: + is less than 2 because each frac0on is less than ! !
the benchmark of 1 whole. •
Website to support learning about frac2on models: h"p://www.mathplayground.com/Frac5on_bars.html ?
Number and Opera&ons in Base Ten Example: Given the expression x 18, write a frac-on that will ?
result in a product greater than, less than and equal to 18. •
use the standard algorithm to mul0ply mul0-­‐digit whole numbers. •
look in newspapers or magazines for numbers to create mul5plica5on problems using the standard algorithm to prac-ce mul--­‐digit whole numbers. Glossary factor: a number that is multiplied by another number multiple: a product of a given whole number and any other whole number resizing (scaling): a multiplicative comparison which compares the size of the product to the size of one factor based on the other factor Created by MCPS Teachers at the C 2.0 Summit 2013 Fifth Grade Mathematics Newsletter Marking Period 2, Part 2
Created by MCPS Teachers at the C 2.0 Summit 2013