Petal Upper ElementarySchool: Lesson Plans
Teacher:Giles,Henderson. Jordan, Breland, Schoenbachler, Williford, Grade:5th Week of:Feb. 18 – Feb. 22Subject/Unit Math
Lesson Objectives(s)
5.1f Add, subtract, multiply, and divide (with and without remainders) using non-negative rational numbers. (DOK 1)
  • 5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
  • 5.NF.4.aInterpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
  • 5.NF.5.a Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
  • 5.NF.5.b Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1
5.NF.B.4b Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas
5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
  • 5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1
  • 5.NF.B.7a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
  • 5.NF.B.7b Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
  • 5.NF.B.7c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
CCSS.Math.Content.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. / Leveled Student “I CAN” Statements
I can multiply a fraction by a whole number.
I can multiply a fraction by a fraction.
I can multiply a mixed number by a fraction.
I can multiply a mixed number by a mixed number.
I can divide a whole number by a fraction.
I can divide a fraction by a whole number.
I can use partitive and measurement division concepts to make sense of fraction division.
I can multiply decimal numbers by whole numbers. / Vocabulary Word
Multiplicand
Multiplier
Scaling
Area Model
Partitive
Measurement
Dividend
Divisor
Instructional Strategies / Formative Assessment Strategies / Summative Assessments / Thinking Maps & Organizers / Materials & Resources
X HOOK to engage student
X MODELING by teacher
X WHOLE Group
SMALL Group
X Individual /ONE-on-ONE
Similarities & Differences
Reinforcing/Recognition
Cooperative Learning
Setting Objectives
Providing Reinforcement
Generating Hypotheses
Testing Hypotheses
X QUESTIONING & Cues
ORGANIZERS
Increased TIME for
struggling learners
INTERVENTION / Teacher Observation
Questioning
Handouts / Multiplying and Dividing Fractions / Area Models
10 x 10 grids / The Rational Number Project will be the main resource for our entire unit on fractions. It can be accessed at the following website:

Computers
10 x 10 grids
Color pencils
Guiding Questions / Whole Group Instruction / Small Group/Individual Practice / Differentiation/
Centers / Bell Work
Homework
Day 1 / What do you think the answer to the following problem would be?
× / Work on project for multiplication as scaling in groups.
  • We will bring in recipes/boxes (pancakes) and ask the students to take the recipe and use a scaling factor to make new recipe. (ex. If the recipe makes 6 pancakes, ask the students to make 24 pancakes) Give different groups different recipes so that they may be scaling up or down the recipe. * At first do not tell them that they are tripling the recipe or cutting it in half.
  • Use measuring tapes to measure a box. Ask the students to give the dimensions of a box that is five times larger. Then ask the students to take those dimensions and half it. The students that finish early can find the volume of the box.
/ Use the resources from the rational number project and fractionbars.com
Youtube Video

Make sure to include problems that include repeated addition as well as a scaling process. (Estimation before solving – identify which would be larger) / Various visuals and manipulatives are used in an effort to reach differing learning styles. / MCT2 crosswalk
MS 5a, b (data analysis- box and whisker plots, etc.)
Day 2 / Can you use what you have learned about multiplying whole numbers and apply that to multiplying decimals? / Multiplying Decimals by Whole Numbers
Use and discuss the properties of multiplication and addition consistently and intentionally throughout these lessons.
Introduce multiplying decimals by whole numbers by using modeling. A place value model to show decimal multiplication would be a good model to represent the concept of repeated grouping of the decimal amounts. This is simply an extension of the multiplication concept that has been developed by whole number and fraction multiplication. Discuss how the whole number multiplier simply tells you how many groups of the decimal number you actually have. / RIT groups
RIT will focus on customary length. / MCT2 crosswalk
MS 5a, b (data analysis- box and whisker plots, etc.)
Day 3 / If you have half a candy bar and you want to share it with four people, how much of the candy bar will each person get? / Multiplying Decimals by Whole Numbers
Use and discuss the properties of multiplication and addition consistently and intentionally throughout these lessons.
Introduce multiplying decimals by whole numbers by using modeling. Use a 10 x 10 grid as another model for multiplying decimals. The 10 x 10 grid will further the students development of the magnitude of a fraction. Discuss how the whole number multiplier simply tells you how many groups of the decimal number you actually have. The 10 x 10 grid will show the repeated grouping and then the composing of the amounts to product the product. Be sure to discuss the reasonableness of their answers. Why when you multiply a decimal number by a whole number, the product will be less than the whole number in the problem? / Small group/ individual testing
Small group instruction
Provide memory aids
Review of previous skills / MCT2 crosswalk
MS 5a, b (data analysis- box and whisker plots, etc.)
Day 4 / If you have half a candy bar and you want to share it with four people, how much of the candy bar will each person get? / Multiplying Decimal by Whole Numbers
After the modeling process has laid a foundation for the concept, begin to transition into algorithms by using the partial product method for multiplying decimals by whole numbers. In order for the students to understand how to place the decimal in their product, attention will need to shift back to the place value model. Explain the procedure of counting the number of digits located behind the decimal to determine how many digits will be located behind the decimal in the product. You may want to relate the partial product algorithm to the distributive property to further the concepts of decimal place value and how it affects multiplication. The final stage of this process will be connecting all of the concepts developed above to the procedural process of the standard or the lattice algorithms. Be sure to discuss the reasonableness of their answers. Why when you multiply a decimal number by a whole number, the product will be less than the whole number in the problem? / RIT groups
RIT will focus on customary length. / MCT2 crosswalk
MS 5a, b (data analysis- box and whisker plots, etc.)
Day 5 / Test Day
The students will take an assessment that will measure the following concepts:
  • Multiplying Fractions by Whole Numbers
  • Multiplying Fractions by Fractions
  • Dividing Fractions by Whole Numbers
  • Dividing Whole Number by Fractions
  • Solving Problems using multiplication/division of fractions
  • Mixed review items
/ MCT2 crosswalk
MS 5a, b (data analysis- box and whisker plots, etc.)