Grade 5: Unit 4
SLO:1
Multiply fractions by whole numbers
and draw visual models or create
story contexts. Interpret the product
(a/b) x q as parts of a whole
partitioned into b equal part added q
times. In general, if q is a fraction c/d,
then (a/b) x (c/d) = a(1/b) x c(1/d) =
ac x (1/b)(1/d) = ac (1/bd) = ac/bd
Standard: 5.NF.4a
Question:
Specific Pearson lesson(s):
Notes:
1. Ms. Johnson gives 1/6 of 1 pizza to each
of her 25 students. Write a multiplication
expression to represent the total number of
pizzas Ms. Johnson gives to her students.
11.2
*11.2 See Problem Solving
numbers 40, 43 and 46
*11.2 Enrichment
How many pizzas does Ms. Johnson give
to her students?
On the figures below, shade the total
number of pizzas Ms.Johnson gives to her
students.
ANS: See Blue Binder
2. A recipe says that ¾ cup of water is
needed to make 1 loaf of bread. Which of
the following measurements represents the
number of cups of water needed to make 8
loaves of bread?
11.2
*11.2 See Problem Solving
numbers 40, 43 and 46
*11.2 Enrichment
a. 1 2/4 cups
b. 2 ¾ cups
c. 6 cups
d. 7 cups
ANS: C
3. Which statement can be represented by
the expression ¾ x 7 ?
a. 4 parts of a whole partitioned into 3
equal parts added 7 times
b. 7 parts of a whole partitioned into equal
parts added 4 times
c. 4 parts of a whole partitioned into 7
equal parts added 3 times
d. 3 parts of a whole partitioned into 4
equal parts added 7 times
ANS:D
* Pearson does not present this
concept in the same way.
4. Jocelyn has 4/6 of her rectangular
garden available for plantingvegetables.
She will plant carrots in ½ of the portion
available for vegetables. Which of the
following models represents thefraction of
the garden in which Jocelyn will plant
carrots?
ANS: C
* Pearson does not present this
concept in the same way.
SLO:2
Find the area of a rectangle with
fractional side lengths by tiling unit
squares and multiplying side lengths.
Standard: 5.NF.4b
Question:
Specific Pearson lesson(s):
11.4,11.5
Notes:
5. What is the area of a rectangle that has
a length of 2 1/3 units and a width of 1 2/3
units? Show your work.
ANS: See Blue Binder
6. What is the area of the rectangle shown
below? Show your work.
11.4, 11.5
ANS: See Blue Binder
7. Part A: Find the area of a rectangle that
has a length of 5/6 unit and a width of ¾
unit.
11.4, 11.5
Part B: How many rectangles that have an
area of 1/24 square units will tile the
rectangle described in Part A?
ANS: See Blue Binder
8. The grid below represents a square with
a length of 1 unit and a width of 1 unit.
Outline a rectangle that has a length of 5/8
units and a width of 7/8 units.
What is the area, in square units, of the
rectangle you outlined above?
ANS: See Blue Binder
11.4, 11.5
SLO:3
Explain how a product is related to
the magnitude of the factors.
Standard: 5.NF.5b, 5.NF.5b
Question:
Specific Pearson lesson(s):
Notes:
9. In the expression below, n represents a
whole number.
n x 3/4
*Pearson does not present this
concept in the same way.
Select the statement below that describes
the product. Put acheck mark in the oval to
the left of the statement you select.
( )The product is less than n.
( )The product is greater than n.
( )The product is equal to n.
Explain your choice.
ANS: See Blue Binder
10. When ¼ is multiplied by a number less
than 1, which of the following is always
true?
*Pearson does not present this
concept in the same way.
a. The product is greater than 1.
b. The product is equal to 1.
c. The product is less than 1/4.
d. The product is greater than 1/4.
ANS: C
11. Zara has two tables with rectangular
tabletops. The length and
width of each tabletop is given below.
Table
A
B
Length of
tabletop, in
Yards.
2
2
Width of
tabletop, in
Yards.
1 1/4
7/8
Without calculating the areas of the two
tabletops, explain how to compare the area
of the top of table A to the area of the top
of table B.
ANS: See Blue Binder
11.5
*Pearson does not present this
concept in the same way.
SLO:4
Solve real world problems involving
multiplication of fractions (including
mixed numbers), using visual fraction
models or equations to represent the
problem.
Standard: 5.NF.6
Question:
Specific Pearson lesson(s):
11.6
Notes:
12. A recipe says that 2 3/5 cups of flour
are needed to make 1 batch of biscuits.
Part A: The figure below represents the
number of cups of flour needed to make 1
batch of biscuits.
Draw a figure to represent the total number
of cups of flour needed to make 2 batches
of biscuits.
Part B: How many cups of flour are needed
to make 2 batches of biscuits? Write your
answer as a mixed number.
ANS: See Blue Binder
13. A recipe says that 1 ¾ cups of baking
soda are needed to make 1
batch of a homemade cleaning product, as
represented below.
11.6
How many total cups of baking soda are
needed to make 2 ½ batches of the
cleaning product? Show all work needed to
find your answer.
ANS: See Blue Binder
14. Jamie has ¾ of a pie left after a party.
Shade the portion of the whole pie that is
left in the diagram below.
Aisha says that she will take 1/6 of the pie
that is left. Mark the pie above to identify
Aisha’s portion of the pie that is left.
ANS: See Blue Binder
11.9, 11.10
SLO:5
Divide a unit fraction by a nonzero whole number and
interpret by creating a story
context or visual fraction
model.
Standard: 5.NF.7a
Question:
Specific Pearson lesson(s):
Notes:
15. Jessica has 1/3 of a bag of dog food to divide evenly
between her2 dogs. What fraction of the whole bag does
Jessica give each ofher dogs?
11.10
a. 1/2
b. 2/3
c. 1/6
d. 2/6
ANS: C
16. Marisa will use 1/5 of a piece of wood to make 3 shelves
of equal size. The piece of wood she will use is represented
by the shadedregion in the figure below. What fractional part
of the whole piece of wood will be used to make each shelf?
Show your work.
11.10
ANS: See Blue Binder
17. Write a story problem that can be solved by finding ½ ÷ 5.
Find the value of 1/2÷ 5.
ANS: See Blue Binder
11.10
SLO 6:
Divide a whole number by a unit
fraction and interpret by creating a
story context or visual fraction
model.
Standard: 5.NF.7b
Question:
Specific Pearson lesson(s):
Notes:
18. Which of the following questions can be
answered by finding8 ÷1/ 5?
11.9
a. Emily gives 1/5 of a pie to 8 students. How
many pies doesshe give students?
b. Sam has 1/5 of a pie to share equally among 8
students. Howmany pies does Sam share?
c. A teacher has 8 pies to share equally among 5
students. How many pies does each student get?
d. Josh has 8 pies and gives 1/5 of a pie to each
student. Howmany students get a piece of pie?
ANS: D
19. Story: Karen shares 6 sandwiches equally
among her friends. Each friend receives 1/3 of 1
sandwich.
11.9
*Pearson does not present
this concept the same way.
11.9
*Pearson does not present
this concept the same way.
Part A: Which fraction model shows how to find
the number of friends with whom Karen shares
her sandwich?
Part B: Write the division expression that matches
both the description in the story and the model.
ANS: D, See Blue Binder
20. The model below represents a length of 4.
Use the model to show how to find 4÷1/3. What is
the valueof 4÷1/3?
SLO 7:
Solve real world problems involving
division of unit fractions by whole
numbers or whole numbers by unit
fractions.
Standard: 5.NF.7c
Question:
Specific Pearson lesson(s):
Notes:
21. A teacher gives out 12 boxes of
crayons for students to use for an art
project. Each student is given 1/4 of a box
of crayons. How many students are given
crayons?
11.9
ANS: 48 students
22. Jorge gives 3 chocolate bars to his
friends. He gives 1/12 of 1 chocolate bar to
each friend. How many friends does he
give a piece of chocolate to?
11.9
a. 4
b. 12
c. 36
d. 48
ANS:C
23. A hiker carried 1 gallon of water on a
hike. She drank ½ of the water when she
stopped to rest and gave an equal amount
ofthe remaining water to each of 4 friends.
What fraction of the1 gallon of water did
each friend receive?
ANS: 1/8
11.10