Lesson 1 Sprint 5 3
A STORY OF UNITS
A
# Correct__________
Write the missing factor.
1
10 = 5 x ___
23
28 = 7 x___
2
10 = 2 x ___
24
28 = 2 x 2 x ___
3
8 = 4 x ___
25
28 = 2 x ___ x 2
4
9 = 3 x ___
26
28 = ___ x 2 x 2
5
6 = 2 x ___
27
36 = 3 x 3 x ___
6
6 = 3 x ___
28
9 x 4 = 3 x 3 x ___
7
12 = 6 x ___
29
9 x 4 = 6 x ___
8
12 = 3 x ___
30
9 x 4 = 3 x 2 x ___
9
12 = 4 x ___
31
8 x 6 = 4 x ___ x 2
10
12 = 2 x 2 x ___
32
9 x 9 = 3 x ___ x 3
11
12 = 3 x 2 x ___
33
8 x 8 = ___ x 8
12
20 = 5 x 2 x ___
34
7 x 7 = ___ x 7
13
20 = 5 x 2 x ___
35
8 x 3 = ___ x 6
14
16 = 8 x ___
36
16 x 2 = ___ x 4
15
16 = 4 x 2 x ___
37
2 x 18 = ___ x 9
16
24 = 8 x ___
38
28 x 2 = ___ x 8
17
24 = 4 x 2 x ___
39
24 x 3 = ___ x 9
18
24 = 4 x ___ x 2
40
6 x 8 = ___ x 12
19
24 = 3 x 2 x ___
41
27 x 3 = ___ x 9
20
24 = 3 x ___ x 2
42
12 x 6 = ___ x 8
21
6 x 4 = 8 x ___
43
54 x 2 = ___ x 12
22
6 x 4 = 4 x 2 x ___
44
9 x 13 = ___ x 39
write the missing factor
Lesson 1:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Make equivalent fractions with the number line, the area model, and
numbers.
1
Lesson 1 Sprint 5 3
A STORY OF UNITS
B
Improvement______# Correct_______
Write the missing factor.
1
6 = 2 x ___
23
28 = 4 x ___
2
6 = 3 x ___
24
28 = 2 x 2 x ___
3
9 = 3 x ___
25
28 = 2 x ___ x 2
4
8 = 4 x ___
26
28 = ___ x 2 x 2
5
10 = 5 x ___
27
36 = 2 x 2 x ___
6
10 = 2 x ___
28
9 x 4 = 2 x 2 x ___
7
20 = 10 x ___
29
9 x 4 = 6 x ___
8
20 = 5 x 2 x ___
30
9 x 4 = 2 x 3 x + ___
9
12 = 6 x ___
31
8 x 6 = 4 x ___ x 2
10
12 = 3 x ___
32
8 x 8 = 4 x ___ x 2
11
12 = 4 x ___
33
9 x 9 = ___ x 9
12
12 = 2 x 2 x ___
34
6 x 6 = ___ x 6
13
12 = 3 x 2 x ___
35
6 x 4 = ___x 8
14
24 = 8 x ___
36
16 x 2 = ___ x 8
15
24 = 4 x 2 x ___
37
2 x 18 = ___ x 4
16
24 = 4 x ___ x 2
38
28 x 2 = ___ x 7
17
24 = 3 x 2 x ___
39
24 x 3 = ___ x 8
18
24 = 3 x ___ x 2
40
8 x 6 = ___ x 4
19
16 = 8 x ___
41
12 x 6 = ___ x 9
20
16 = 4 x 2 x ___
42
27 x 3 = ___ x 9
21
8 x 2 = 4 x ___
43
54 x 2 = ___ x 9
22
8 x 2 = 2 x 2 x ___
44
8 x 13 = ___ x 26
write the missing factor
Lesson 1:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Make equivalent fractions with the number line, the area model, and
numbers.
2
Lesson 1 Exit Ticket 5•3
A STORY OF UNITS
Name
Date
0
6
Estimate to mark points 0 and 1 above the number line, and ,
1 2 3 4 5
, , , , ,
6 6 6 6 6
6
6
and below it. Use the
squares below to represent fractions equivalent to 1 sixth using both arrays and equations.
1
1
6
=
1×2
6×2
1
=
1
2
12
Lesson 1:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Make equivalent fractions with the number line, the area model, and
numbers.
3
Lesson 2 Sprint 5
A STORY OF UNITS
find the missing numerator or denominator
Lesson 2:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Make equivalent fractions with sums of fractions with like
denominators.
4
Lesson 2 Sprint 5 3
A STORY OF UNITS
find the missing numerator or denominator
Lesson 2:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Make equivalent fractions with sums of fractions with like
denominators.
5
Lesson 2 Exit Ticket 5 3
A STORY OF UNITS
Name
Date
1. Show each expression on a number line. Solve.
a.
5
5
2
b.
+5
6
3
2
+3
2. Express each fraction as the sum of two or three equal fractional parts. Rewrite each as a multiplication
equation. Show Part (b) on a number line.
a.
6
9
b.
Lesson 2:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
15
4
Make equivalent fractions with sums of fractions with like
denominators.
6
Lesson 3 Sprint 5
A STORY OF UNITS
equivalent fractions
Lesson 3:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Add fractions with unlike units using the strategy of creating equivalent
fractions.
7
Lesson 3 Sprint 5
A STORY OF UNITS
equivalent fractions
Lesson 3:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Add fractions with unlike units using the strategy of creating equivalent
fractions.
8
Lesson 3 Exit Ticket 5 3
A STORY OF UNITS
Name
Date
Solve by drawing the rectangular fraction model.
1.
1
2
1
5
+ =
2
5
1
4
2. In one hour, Ed used of the time to complete his homework and of the time to check his email. How
much time did he spend completing homework and checking email? Write your answer as a fraction.
(Extension: Write the answer in minutes.)
Lesson 3:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Add fractions with unlike units using the strategy of creating equivalent
fractions.
9
Lesson 4 Exit Ticket 5 3
A STORY OF UNITS
Name
Date
5
6
1
4
1. Draw a model to help solve + . Write your answer as a mixed number.
3
4
2. Patrick drank liter of water Monday before jogging. He drank liter of water after his jog. How
4
5
much water did Patrick drink altogether? Write your answer as a mixed number.
Lesson 4:
Add fractions with sums between 1 and 2.
10
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 5 Sprint 5 3
A STORY OF UNITS
subtracting fractions from a whole number
Lesson 5:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Subtract fractions with unlike units using the strategy of creating
equivalent fractions.
11
Lesson 5 Sprint 5 3
A STORY OF UNITS
subtracting fractions from a whole number
Lesson 5:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Subtract fractions with unlike units using the strategy of creating
equivalent fractions.
12
Lesson 5 Exit Ticket 5 3
A STORY OF UNITS
Name
Date
For the following problems, draw a picture using the rectangular fraction model and write the answer. Simplify
your answer, if possible.
a.
1
2
1
7
b.
− =
Lesson 5:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
3
5
1
2
− =
Subtract fractions with unlike units using the strategy of creating
equivalent fractions.
13
Lesson 6 Exit Ticket 5 3
A STORY OF UNITS
Name
Date
For the following problems, draw a picture using the rectangular fraction model and write the answer.
Simplify your answer, if possible.
1
5
1
2
1
3
a. 1 − =
5
6
b. 1 − =
Lesson 6:
Subtract fractions from numbers between 1 and 2.
14
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 7 Sprint 5 3
A STORY OF UNITS
circle the equivalent fraction
Lesson 7:
Solve two-step word problems.
15
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 7 Sprint 5 3
A STORY OF UNITS
circle the equivalent fraction
Lesson 7:
Solve two-step word problems.
16
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 7 Exit Ticket 5 3
A STORY OF UNITS
Name
Date
Solve the word problem using the RDW strategy. Show all of your work.
2
1
Mr. Pham mowed of his lawn. His son mowed of it. Who mowed the most? How much of the lawn
7
4
still needs to be mowed?
Lesson 7:
Solve two-step word problems.
17
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 8 Exit Ticket 5•3
A STORY OF UNITS
Name
Date
1. Add or subtract.
a.
7
3
b. 3 − 1 4 =
5 + 18 =
3
3
d. 4 − 2 7 =
c. 7 8 + 4 =
Lesson 8:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Add fractions to and subtract fractions from whole numbers using
equivalence and the number line as strategies.
18
Lesson 9 Sprint 5•3
A STORY OF UNITS
add and subtract fractions with like units
Lesson 9:
Add fractions making like units numerically.
19
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 9 Sprint 5 3
A STORY OF UNITS
add and subtract fractions with like units
Lesson 9:
Add fractions making like units numerically.
20
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 9 Exit Ticket 5 3
A STORY OF UNITS
Name
Date
Make like units, then add.
a.
1
6
3
4
1
2
2
5
b. 1 + =
+ =
Lesson 9:
Add fractions making like units numerically.
21
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 10 Sprint 5•3
A STORY OF UNITS
add and subtract whole numbers and ones with fraction units
Lesson 10:
Add fractions with sums greater than 2.
22
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 10 Sprint 5
A STORY OF UNITS
add and subtract whole numbers and ones with fraction units
Lesson 10:
Add fractions with sums greater than 2.
23
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 10 Exit Ticket 5
A STORY OF UNITS
Name
Date
Add.
1
2
1
3
5
7
1. 3 + 1 =
3
4
2. 4 + 3 =
Lesson 10:
Add fractions with sums greater than 2.
24
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 11 Exit Ticket 5 3
A STORY OF UNITS
Name
Date
Generate equivalent fractions to get like units. Then, subtract.
a.
3
4
−
1
2
3
10
=
1
3
b. 3 − 1 =
Lesson 11:
Subtract fractions making like units numerically.
25
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 12 Sprint 5 3
A STORY OF UNITS
subtracting fractions with unlike units
Lesson 12:
Subtract fractions greater than or equal to 1.
26
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 12 Sprint 5 3
A STORY OF UNITS
subtracting fractions with unlike units
Lesson 12:
Subtract fractions greater than or equal to 1.
27
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 12 Exit Ticket 5 3
A STORY OF UNITS
Name
Date
Subtract.
1
2
1
3
3
4
5
6
1. 5 − 1 =
2. 8 − 5 =
Lesson 12:
Subtract fractions greater than or equal to 1.
28
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 13 Exit Ticket 5 3
A STORY OF UNITS
Name
Date
1. Circle the correct answer.
a.
1
2
+
5
12
7
8
b. 2 − 1
c. 1
1
12
−
3
7
+
1
8
d.
7
9
7
10
greater than 1
less than 1
greater than 1
less than 1
greater than
1
2
less than
1
2
greater than
1
2
less than
1
2
2. Use > , < , or = to make the following statement true.
4
5
4 +3
2
3
_______ 8
Lesson 13:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
1
2
Use fraction benchmark numbers to assess reasonableness of addition
and subtraction equations.
29
Lesson 14 Sprint 5 3
A STORY OF UNITS
make larger units
Lesson 14:
Strategize to solve multi-term problems.
30
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 14 Sprint 5 3
A STORY OF UNITS
make larger units
Lesson 14:
Strategize to solve multi-term problems.
31
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 14 Exit Ticket 5 3
A STORY OF UNITS
Name
Date
Fill in the blank to make the statement true.
1.
3
4
1
6
1 + + ________ = 7
1
2
Lesson 14:
4
5
2
3
2. 8 − − ________ = 3
1
10
Strategize to solve multi-term problems.
32
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Lesson 15 Sprint 5 3
A STORY OF UNITS
circle the smallest fraction
Lesson 15:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Solve multi-step word problems; assess reasonableness of solutions
using benchmark numbers.
33
Lesson 15 Sprint 5 3
A STORY OF UNITS
circle the smallest fraction
Lesson 15:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Solve multi-step word problems; assess reasonableness of solutions
using benchmark numbers.
34
Lesson 15 Exit Ticket 5 3
A STORY OF UNITS
Name
Date
Solve the word problem using the RDW strategy. Show all of your work.
1
Cheryl bought a sandwich for 5 dollars and a drink for $2.60. If she paid for her meal with a $10 bill, how
2
much money did she have left? Write your answer as a fraction and in dollars and cents.
Lesson 15:
© 2014 Common Core, Inc. All rights reserved. commoncore.org
Solve multi-step word problems; assess reasonableness of solutions
using benchmark numbers.
35
Lesson 16 Exit Ticket 5 3
A STORY OF UNITS
Name
Date
Draw the following ribbons.
2
a. 1 ribbon. The piece shown below is only of the whole. Complete the drawing to show the whole
3
piece of ribbon.
1
b.
1 ribbon. The piece shown below is of the whole. Complete the drawing to show the whole piece
4
of ribbon.
c.
3 ribbons, A, B, and C. 1 third of A is the same length as B. C is half as long as B. Draw a picture of
the ribbons.
Lesson 16:
Explore part to whole relationships.
36
© 2014 Common Core, Inc. All rights reserved. commoncore.org
5•3
Mid-Module Assessment Task Lesson
A STORY OF UNITS
Name
Date
2
3
1. Lila collected the honey from 3 of her beehives. From the first hive she collected gallon of honey. The
1
last two hives yielded 4 gallon each.
a. How many gallons of honey did Lila collect in all? Draw a diagram to support your answer.
3
4
b. After using some of the honey she collected for baking, Lila found that she only had gallon of honey
left. How much honey did she use for baking? Support your answer using a diagram, numbers, and
words.
Module 3:
Addition and Subtraction of Fractions
37
© 2014 Common Core, Inc. All rights reserved. commoncore.org
5•3
Mid-Module Assessment Task Lesson
A STORY OF UNITS
c.
3
4
With the remaining gallon of honey, Lila decided to bake some loaves of bread and several batches
of cookies for her school bake sale. The bread needed
1
6
gallon of honey and the cookies needed
1
4
gallon. How much honey was left over? Support your answer using a diagram, numbers, and words.
1
8
d. Lila decided to make more baked goods for the bake sale. She used lb less flour to make bread than
1
1
to make cookies. She used 4 lb more flour to make cookies than to make brownies. If she used 2 lb of
flour to make the bread, how much flour did she use to make the brownies? Explain your answer
using a diagram, numbers, and words.
Module 3:
Addition and Subtraction of Fractions
38
© 2014 Common Core, Inc. All rights reserved. commoncore.org
5•3
End-of-Module Assessment Task Lesson
A STORY OF UNITS
Name
Date
1
2
1
1. On Sunday, Sheldon bought 4 kg of plant food. He used 1 kg on his strawberry plants and used kg for
2
3
4
his tomato plants.
a. How many kilograms of plant food did Sheldon have left? Write one or more equations to show how
you reached your answer.
b. Sheldon wants to feed his strawberry plants 2 more times and his tomato plants one more time. He
will use the same amounts of plant food as before. How much plant food will he need? Does he have
enough left to do so? Explain your answer using words, pictures, or numbers.
Module 3:
Addition and Subtraction of Fractions
39
© 2014 Common Core, Inc. All rights reserved. commoncore.org
5•3
End-of-Module Assessment Task Lesson
A STORY OF UNITS
2. Sheldon harvests the strawberries and tomatoes in his garden.
2
1
a. He picks 1 kg less strawberries in the morning than in the afternoon. If Sheldon picks 2 kg in the
5
4
morning, how many kilograms of strawberries does he pick in the afternoon? Explain your answer
using words, pictures, or equations.
3
b. Sheldon also picks tomatoes from his garden. He picked 5 kg, but 1.5 kg were rotten and had to be
10
thrown away. How many kilograms of tomatoes were not rotten? Write an equation that shows how
you reached your answer.
c. After throwing away the rotten tomatoes, did Sheldon get more kilograms of strawberries or
tomatoes? How many more kilograms? Explain your answer using an equation.
Module 3:
Addition and Subtraction of Fractions
40
© 2014 Common Core, Inc. All rights reserved. commoncore.org