UNIT PLAN
Grade Level:
Unit #:
Unit Name:
Time:
5
4
Fractions, Decimals, Percents (and Gap Lessons)
16 Lessons, 20 days
Big Idea/Theme: Percents are better understood by connecting fractions and
decimals.
Culminating Assessment:
Students will apply a variety of strategies to create a circle graph displaying
colors of Skittles which will include the following:
Connections between fractions, decimals, and percents
Addition and subtraction of fractions
Simplification of fractions
Finding common denominators
Number lines
Area models
Students will complete a student data collection sheet labeled “Taste the
Rainbow,” and shade a circle graph.
Materials: “Taste the Rainbow” student data collection sheet (attached)
Circle Graph (attached)
Unit Understanding(s)
Unit Essential Question(s):
Student will understand that…
Relationships are found among
How are decimals, percents,
decimals, percents, and
and fractions related?
fractions.
When is it appropriate to use a
factor or a multiple when
Decimals, percents, and
fractions are three different ways
problem solving?
of saying the same thing.
How do you use compatible
Decimals, percents, and
numbers to add or subtract like
fractions are parts of a whole.
and unlike denominators?
Differences exist between a
What are the differences
factor and a multiple.
between a factor and a multiple?
Factors and multiples can be
How can factors and multiples
used to solve a problem.
be used to solve a problem?
Appropriate procedures,
What procedures, including
including finding the LCD, can
finding the LCD, can be applied
be applied to adding and
to adding and subtracting
subtracting fractions.
fractions?
All final answers should be
Why is it important to simplify a
written in simplest form.
fraction?
GCF can be connected to
simplify fractions.
Equivalent fractions can be
made using multiplication or
division.
Improper fractions can be
changed to mixed numbers.
What strategy do you use to find
equivalent fractions?
How do I change mixed
numbers to improper fractions?
Students will know… / Students will be able to…
Compare whole numbers, decimals, and fractions with <,>, and =.
Translate the difference between decimals, percents, and fractions.
Compare percents with benchmarks on a number line.
Represents fractions, decimals, and percents in area models.
Describe fractions, decimals, and percents verbally and in writing.
Compare whole numbers and fractions to decimals that do not exceed the
thousandths place.
Explain how to use mixed numerals and improper fractions.
Use a number line to make comparisons.
Compare fraction to fraction with compatible denominators.
Recall basic multiplication facts.
Explain the meaning of multiples.
Explore GCF and LCM in context.
Use concrete or pictorial models to represent fractions and operations with
fractions.
Estimate to determine the reasonableness of answers.
Explain the meaning of numerator and denominator.
Use the concept of equivalent fractions.
Standard Vocabulary
Decimal
Denominator
Difference
Factors
Greatest common factor (GCF)
Improper Fraction
Least common multiple (LCM)
Like denominator
Mixed Number
Multiples
Numerator
Proper Fraction
Sum
Unlike denominator
Whole Number
MOOTB Vocabulary
Analyze benchmark
Circle graph
Data
Decimal point
Denominator
Equation
Fraction
Inequality
Number sentence
Percent
Relationship
Represent
South Carolina Academic Standards:
5-2.4 Compare whole numbers, decimals, and fractions by using the symbols <,
>, and =.
5-2.7 Generate strategies to find the greatest common factor and the least
common multiple of two whole numbers.
5-2.8 Generate strategies to add and subtract fractions with like and unlike
denominators.
5-1.1 Analyze information to solve increasingly more sophisticated problems.
5-1.2 Construct arguments that lead to conclusions about general mathematical
properties and relationships.
5-1.3 Explain and justify answers based on mathematical properties, structures,
and relationships.
5-1.5 Use correct, clear, and complete oral and written mathematical language to
pose questions, communicate ideas, and extend problem situations.
5-1.6 Generalize connections between new mathematical ideas and related
concepts and subjects that have been previously considered.
5-1.7 Use flexibility in mathematical representations.
5-1.8 Recognize the limitations of various forms of mathematical representations.
Interim Assessment (formative)
Exit Slips
Graphic Organizers
Individual and Group Activities and Work
Journals
Quizzes
Section Tests
ActiVotes
White boards
Checklists
Rubrics
Movement-Stand up if…, sit down if…, etc.
4-Skittleliscious
3-Tasty
- My amounts are neatly
recorded on my collecting
data chart and equals
100.
-My number line is in the
correct order.
-My area model is shaded
correctly to match my
decimal.
- My amounts are
recorded and equal 100.
-I made a careless
mistake when ordering
my decimals on the
number line or on my
area model.
- My amounts are recorded and
do not equal 100.
-I made a few careless mistakes
on my number line and area
model.
- My amounts are not recorded
correctly.
-I made several mistakes on my
number line and area model.
- My circle graph
correctly communicates
my data results.
- My circle graph is
neatly shaded and easily
read.
- My circle graph
correctly communicates
my data results.
- My circle graph is
difficult to interpret.
- My circle graph has mistakes
communicating my results.
- My circle graph does not
communicate my results.
- My percents are
correctly recorded based
on my data.
- My decimal amounts
are equivalent to my
percents.
- My fractions are
equivalent to my percents
and are shown in
simplest form.
- Some of my percents
do not correctly
represent my recorded
data.
- My decimal amounts
are equivalent to my
percents.
- My fractions are
equivalent to my
percents and are shown
in simplest form.
- My sum and difference
correctly describe my
data.
- One of my inequalities
has mistakes.
- Some of my percents do not
correctly represent my recorded
data.
- My decimal amounts are not
equivalent to my percents
OR
- My fractions are not equivalent
to my percents.
OR
- My fractions are not shown in
simplest form.
- My sum and difference
correctly describe my data.
- Both of my inequalities have
mistakes.
- None of my percents correctly
represent my recorded data.
- My decimal amounts are not
equivalent to my percents
AND
- My fractions are not
equivalent to my percents
AND
- My fractions are not shown in
simplest form.
- My sum, difference, and
both inequalities
correctly describe my
data.
2- Yummy
1-
Edible
- My sum or difference has a
mistake.
- Both of my inequalities have
mistakes.
Comments
Data Analysis
Relationship Chart
Circle Graph Results
Collecting
Data
Key Criteria (to meet the standard/rubric)
Materials
MOOTB Values and Variables B 5-16
Taste the Rainbow Student Data Collection Sheet
Circle Graph
To access the Gap Lessons for this unit, go under the O drive:
*District 2 Lesson Plans for Math
* 5th Grade Math
* Unit 4 Fractions, Decimals, Percents
Gap Lesson- Equivalent Fraction
Gap Lesson- Add and Subtract Fractions
Gap Lesson- Improper Fractions
Gap Lesson- Landmark Fractions
Comparing Fractions, Decimals and Percents
Student Data Collection Sheet
Name: ______________________
1. Take turns pulling out skittles and record the amount of each color in the chart
below. You need to have a total of 100 skittles.
Color
Amounts
Orange
Yellow
Green
Red
Purple
2. After recording your color amounts shade in your circle graph to communicate
your results.
3. Complete the chart below to show the percents relationships to decimals and
fractions from the circle graph.
Color
Percent (From Graph)
Decimal
Fraction (in simplest
Form)
Orange (O)
Yellow (Y)
Green (G)
Red (R)
Purple (P)
4. Using the number line below, plot your decimals in the correct place.
0
5. Shade in an area model for each color.
Orange
Yellow
Green
1
Red
Purple
6. Use your fraction data from above to answer the following questions.
a. Add your yellow and purple skittles. My total is ________________
Show the strategy you used to add the fractions:
b. Subtract the least amount from the greatest amount. My difference is
______________.
Show the strategy you used to subtract the fractions:
c. Create two inequalities using < and > symbols to describe your data.
Example: Yellow ¾ > Red ¼
_____________________________________________________
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