## Unit Overview

**Essential Questions: **

**Lesson Plans and Seeds**

Lesson Plan B.4a: Multiplication of Fractions

Lesson Plan B.6: Problems with Fractions

Lesson Seed B.3: Multiply and Divide Fractions

Lesson Seed B.4b: Find Areas with Fractional Side Lengths

Lesson Seed B.5a-b: Interpret Multiplication as Scaling

Lesson Seed B.6: Application of Multiplication and Division of Fractions

**Download Seeds, Plans, and Resources (zip)**

**Content Emphasis By Clusters in Grade 5**

**Progressions from Common Core State Standards in Mathematics**

Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.

### Unit Overview

Students use their understanding of whole number multiplication and division in order to develop their knowledge of multiplication and division of fractions. This unit has students develop their understanding of multiplying and dividing fractions as they use visual models or equations to solve word problems. Students need a sense of fractions to estimate mentally and assess the reasonableness of their answer. This unit also focuses on solving authentic problems involving multiplication and division of fractions.

**Teacher Notes:**

**Enduring Understandings:**

At the completion of the unit on addition and subtraction of fractions with unlike denominators, the student will understand that:

**Focus Standards (Listed as Examples of Opportunities for In-Depth Focus in the PARCC Content Framework document):
**

**5.NF.B.4**When students meet this standard, they fully extend multiplication to fractions, making division of fractions in grade 6 (6.NS.1) a near target.

**Possible Student Outcomes:**

The student will be able to:

**Evidence of Student Learning:**

**Fluency Expectations and Examples of Culminating **

Standards:

Standards:

**Common Misconceptions:**

Student may:

**Interdisciplinary Connections:**

Interdisciplinary connections fall into a number of related categories:

*Literacy standards within the Maryland Common Core State Curriculum*

*Science, Technology, Engineering, and Mathematics standards*

*Instructional connections to mathematics that will be established by local school systems, and will reflect their specific grade-level coursework in other content areas, such as English language arts, reading, science, social studies, world languages, physical education, and fine arts, among others.*

**Sample Assessment Items: ***The items included in this component will be aligned to the standards in the unit and will include:*

*Items purchased from vendors*

*PARCC prototype items*

*PARCC public release items*

*Maryland Public release items*

*Formative Assessment*

**Interventions/Enrichments/PD: ***(Standard-specific modules that focus on student interventions/enrichments and on professional development for teachers will be included later, as available from the vendor(s) producing the modules.)*

**Vocabulary/Terminology/Concepts: ***This section of the Unit Plan is divided into two parts. Part I contains vocabulary and terminology from standards that comprise the cluster, which is the focus of this unit plan. Part II contains vocabulary and terminology from standards outside of the focus cluster. These “outside standards” provide important instructional connections to the focus cluster.*

**
Part I – Focus Cluster
Number and Operations – Fractions: Use Equivalent Fractions as a Strategy to Add and Subtract Fractions
**

**identity property of multiplication:** This is also called the multiplicative identity. The identity for multiplication is the number 1, because 1 multiplied by any number is equal to that number. m × 1 = 1 × m is equal to m. Remembering that 1 = a/a when a ≠ 0.

**benchmark fractions:** Benchmark fractions are used for estimation. When you add 1/3 + 3/5 = 5/15 + 9/15 you get 14/15. When you estimate the addition, you would think that 1/3 is closer to 1/2 and 3/5 is closer is 1/2 so your estimated answer would be about 1. The benchmark used with fractions are 0, 1/2, 1. Also 1/3 is less than 1/2 and 3/5 is more than 1/2, so we know that 1/3 < 3/5.

**
Part II – Instructional Connections outside the Focus Cluster
NOTE: None of the vocabulary, terminology, and concepts in this cluster are new, nor should they be particularly problematic for instruction of the related standards.
**

Additional Resources:

_06_27.pdf