Longview ISDPage 1

5th Grade Unit 3: / Fractions and Decimals / Suggested Time Frame: / 22 days
TAKS Objectives: / 1, 6 / TEKS: / 5.1B, 5.2A, 5.2B, 5.2C, 5.2D, 5.3A, 5.3E, 5.4
Unit Overview
Students will use a variety of models, including grids, number lines, and clock faces, as they find fraction and decimal equivalencies and solve computation problems that involve amounts less than 1.
Enduring Understandings
  • A part/whole relationship can berepresented with fractions and decimals.
  • Equivalent fractions name the same values.
/ Essential Questions
  • How is the part/whole relationship best represented?
  • What does equivalent mean?
/ Mathematics Skills/Processes– ALWAYS DO!
5.14Underlying processes and mathematical tools. The student applies mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
5.14Aidentify the mathematics in everyday situations
5.14Bsolve problems that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
Include:
  • Explore problems using concrete manipulatives
  • Draw a picture (pictorial)
  • Share thoughts with peers
  • Create questions
  • Journal thoughts
  • Record or communicate with words/pictures/numbers
  • Justify answer
5.14Cselect or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem
Include:
  • Explore with concrete manipulatives
  • Draw a picture (pictorial)
  • Share thoughts with peers
  • Journal thoughts
  • Record or communicate with words/pictures/numbers
  • Justify answer
5.14D use tools such as real objects, manipulatives, and technology to solve problems
Include:
  • Explore with concrete manipulatives
  • Draw a picture (pictorial)
  • Share thoughts with peers
  • Journal thoughts
  • Numerical representation
  • Justify answer
  • Work with and make connections among the different representations: concrete/pictorial/abstract
  • Use calculators
5.15Underlying processes and mathematical tools. The student communicates about mathematics using informal language. The student is expected to:
5.15Aexplain and record observations using objects, words, pictures, numbers, and technology
Include:
  • Describe the process in words (written and/or orally)
  • Journal writing/drawing is imperative
  • Oral explanation is a must
  • Calculators
5.15Brelate informal language to mathematical language and symbols
  • Include:
  • Students write and understand words, numbers, and symbols
  • Journal writing is imperative
  • Oral explanation is a must (students should talk to other students, the teacher, and to the class)
5.16Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to:
5.16Amake generalizations from patterns or sets of examples and non examples
Include:
  • Identify attributes of examples
  • Explain why examples are false
  • Examples may have nonsense words
5,16Bjustify why an answer is reasonable and explain the solution process
Include:
  • Students justify and prove their solutions in written/spoken words, pictures, concrete objects, and/or numbers
  • Journal writing (may include process or explanation, etc.)
  • Peer explanations
  • Classroom discussions

Facts
  • Fractions can be compared and ordered.
  • Fraction and decimal values name part(s) of a whole.
  • Any number multiplied by 1 equals itself. This is true of fractions, also.
  • Fractions can be used to name parts of a whole or parts of a set or group.
  • Fractions can be written in decimal form, and decimals can be written in fraction form.
  • The numerator tells how many parts share a particular characteristic.
  • The denominator tells how many equal parts make one whole.
/ Products students may develop
  • Fraction Track Game - Investigation 2
  • 2 Session 6 P. 53
  • Fraction Clocks - Investigation 2
  • Session 1 P. 34
  • Session 2

Relationships and/or Connections that should emerge
  • Dividing items among friends
  • Figuring portions of food
  • Doubling recipes

Language of Instruction
common denominator / comun denominador
common factor
decimal / decimal
denominator / deniminador
equivalent / equivalente
fraction
improper fraction / fraccion impropio
lowest terms / terminos mas bajos
mixed number / numeros mixtos
numerator / numerador
partition / particion / repartir
simplify / simplificar
/ Mathematical Connections to Literature
5th Grade Unit 3: / Fractions and Decimals / Suggested Time Frame: / 22 days
TAKS Objectives: / 1, 6 / TEKS: / 5.1B, 5.2A, 5.2B, 5.2C, 5.2D, 5.3A, 5.3E, 5.4
Unit Overview
Students will use a variety of models, including grids, number lines, and clock faces, as they find fraction and decimal equivalencies and solve computation problems that involve amounts less than 1.
Text Resources
Investigations-
Name that Portion
MathLearningCenter
TEXTeams
Vocabulary Adventures
Count On It
Math Essentials
Measuring Up
Super Source
Fifth Sense / Technology & Electronic Resources
Other (i.e., Speakers, Field Trips) / Method(s) of Assessment
Observation
AObservation evaluated by peers
BStudents engaged in learning activities
CDirect questioning
DObservation of performance or process
Constructed Response
  1. TEKSCheck
Assessment Sourcebook: End-Of Unit Assessment Tasks 1-4
  1. Open-ended
  2. Essay
  3. Research Paper
  4. Log / Journal
  5. Story / Play / Poem
  6. Model / Map / Video
  7. Oral / Visual / Multimedia Presentation
Selected Response
1Fill-in-the-blank test
2Matching test
3Multiple choice test
4True/False test
COLLABORATIVE STUDENT EXPLORATIONS
Susan wrote a number in expanded form:
1,000,000 + 90,000 + 500 + 2.
Dan wrote a number in expanded form:
1,000,000 + 90,000 + 9,000 + 500 + 2.
Who wrote the larger number? Explain your process.
------
Susan escribió un número en forma desarrollada:
1,000,000 + 90,000 + 500 + 2.
Dan escribió un número en forma desarrollada:
1,000,000 + 90,000 + 9,000 + 500 + 2.
¿Quién escribió el número más grande? Explica cómo resolviste el problema.
ANS: 3 sample answers available
STO: 5.1A
TOP: Number, operation, and quantitative reasoning / Drew, Jeremy, and Adam each had a bag of 100 marbles. In Drew’s bag 0.35 of the marbles were red. In Jeremy’s bag, 0.8 of the marbles were red, and in Adam’s bag, 0.6 of the marbles were red. Which boy had the most red marbles and how many red marbles did he have? Explain your process.
------
Daniel, Jeremy y Adam tenía cada uno una bolsa con 100 canicas. En la bolsa de Daniel 0.35 de las canicas eran rojas. En la bolsa de Jeremy, 0.8 de las canicas eran rojas y en la de Adam, 0.6 de las canicas eran rojas. ¿Quién de ellos tenía más canicas rojas y cuántas canicas rojas tenía? Explica cómo resolviste el problema.
ANS: 3 sample answers availableSTO: 5.1BTOP: Number, operation, and quantitative reasoning / See Resources – A55.2C4E1
Devon is making a geometric design in his math class. He must follow these rules:
  • use only red, blue, green, and yellow
  • use blue squares for 3/20 of the design
  • use green squares for ½ of the design
  • use red squares for 0.03 of the design
  • use yellow squares for 0.25 of the design

Complete the table below to show the number of squares for each color. Explain your process.

Color / Number of squares / Fraction / Decimal
Blue
Green
Red
Yellow
Blank
Answer:
blue153/20 or 15/1000.15
green501/2 or 50/1000.50
red33/1000.03
yellow251/4 = 25/1000.25
blank77/1000.07
------
See Resources – A55.2C4S1
Devon está haciendo un diseño geométrico en su clase de matemáticas. Él debe seguir estas reglas:
  • usar solamente rojo, azul, verde y amarillo
  • usar cuadrados azules para 3/20 del diseño
  • usar cuadrados verdes para ½ del diseño
  • usar cuadrados rojos para 0.03 del diseño
  • usar cuadrados amarillos para 0.25 del diseño

Completa la tabla…

Fifth Grade Mathematics Unit 3 Overview

In this brief summary, the dates will fluctuate according to your students, calendar, and special events.

Unit Three: Fractions and Decimals

Suggested 22 days

10 days

  • Decimal concepts including place values, comparing and ordering, rounding, addition, and subtraction.
  • Introduce “Draw a Diagram” problem solving strategy.

12 days

  • Fraction concepts including generating equivalent fractions, mixed and improper fractions, adding and subtracting fractions, and relating fractions to decimals.

8/27/2007DRAFT 3