Unit Overview



|Unit Overview |

|Content Area: Math |

|Unit Title: Adding/Subtracting Fractions Unit: 3 |

|Target Course/Grade Level: Fifth Grade Timeline: 3 weeks |

|Unit Summary: Students will apply their understanding of equivalent fractions and their ability to rewrite fractions in an equivalent form to |

|find common denominators. They will understand that multiplying the denominator will always give a common denominator but may not result in |

|the smallest denominator. They will solve word problems involving addition/subtraction of fractions, including problems that have fractions |

|with denominators. |

|Primary interdisciplinary connections: Language Arts and Technology |

|9.1 21st-Centuries Life & Career Skills |

|Standard 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function |

|successfully as both global citizens and workers in diverse ethnic and organizational cultures. |

|Strand: A. Critical Thinking and Problem Solving |

|B. Creativity and Innovation |

|C. Collaboration, Teamwork and Leadership |

|Content Statement: |

|9.1.8: A The ability to recognize a problem and apply critical thinking skills and problem |

|solving skills to solve the problem is a lifelong skill that develops over time. |

|9.1.8: C Collaboration and team work enable individuals or groups to achieve common goals |

|with greater efficiency. |

|Leadership abilities develop over time through participation in group and or teams that |

|that are engaged in challenging or competitive activities. |

|9.1.8:B Gathering and Evaluating knowledge and information from a variety of sources, |

|including global perspective, fosters creativity and innovative thinking. |

|21st Century themes and skills: Critical Thinking and Problem Solving, Collaboration, Teamwork and |

|Leadership, Creativity and Innovation |

|Mathematical Practices: |

|5.MP.1 Make sense of problems and persevere in solving them. |

|5.MP.2 Reason abstractly and quantitatively. |

|5.MP.3 Construct viable arguments and critique the reasoning of others. |

|5.MP.4 Model with mathematics. |

|5.MP.5 Use appropriate tools strategically. |

|5.MP.6 Attend to precision. |

|5.MP.7 Look for and make use of structure. |

|5.MP.8 Look for and express regularity in repeated reasoning. |

|Learning Targets |

|Domain: Number and Operations – Fractions 5.NF |

|Cluster: Use equivalent fractions as a strategy to add and subtract fractions |

|Standard # | Standards |

|5.NF.1 |Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent|

| |fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, |

| |2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd). |

|5.NF.2 |Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike|

| |denominators, eg. by using visual fraction models or equations to represent the problem. Use benchmark fractions and |

| |number sense of fractions to estimate mentally and assess the reasonableness of answers. For example |

|9.1.8.A.1 |Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and |

| |problem-solving skills. |

|9.1.8.A.2 |Implement problem-solving strategies to solve a problem in school or the community. |

|9.1.8.C.1 |Determine an individual’s responsibility for personal actions and contributions to group activities. |

|9.1.8.C.2 |Demonstrate the use of compromise, consensus and community building strategies for carrying out different task, |

| |assignments and projects. |

|9.1.8.C.3 |Model leadership skills during classroom and extracurricular activities. |

|Unit Essential Questions |Unit Enduring Understandings |

|How do operations affect numbers? |Computational fluency includes understanding not only the meaning, but |

|What makes a computational strategy both effective and efficient? |also the appropriate use of numerical operations. |

|How can we decide when to use an exact answer and when to use an |The magnitude of numbers affects the outcome of operations on them. |

|estimate? |In many cases, there are multiple algorithms for finding mathematical |

| |solution, and those algorithms are frequently associated with different |

| |cultures. |

| |Context is critical when using estimation. |

|Unit Learning Targets |

|Students will ... |

|Determine Greatest Common Factor (GCF) and Least Common Multiple (LCM). |

|Add and subtract fractions with unlike denominators. |

|Convert between mixed numbers and improper fractions. |

|Determine equivalent fractions. |

|Use fraction models of equations to represent word problems. |

|Estimate and assess solutions to real-world problems involving fractions. |

|Evidence of Learning |

|Summative Assessment |

|Show equivalent forms of a given fraction, including proper and mixed number forms of fractions. |

|Show equivalent forms of a given fraction when adding unit fractions and mixed numbers when presented horizontally and vertically. |

|Show equivalent forms of a given fraction when subtracting unit fractions and mixed numbers when regrouping is required when presented |

|horizontally and vertically. |

|Convert a mixed number to improper fraction and vv. |

|Make a list to find GCF or LCM with up to three numbers up to hundreds. |

|through prime factorization |

|through listing factors and/or multiplies |

|Round to the nearest bench mark fraction and estimate answers to given equations. |

|Show all fractions in simplest form. |

|Equipment needed: Smart Board, white boards, computers, number lines, fraction cubes, calculators |

|Teacher Instructional Resources: Scott Foresman and Addison Wesley |

|Study Island |

|Khan Academy Videos |

|Formative Assessments |

|Skill sheets |Homework |

|Quizzes/Tests |Math games |

|Student workbook |Study Island |

|Drawing Models | |

| |

|Integration of Technology: |

|Smart Board to play online games and utilize online resources. |

|Kahn Academy Videos |

|Elmo – for demonstration |

|Scott Foresman – Pearson Success Net - |

|Study Island |

|Technology Resources: |

|Click the links below to access additional resources used to design this unit: |

| - On line board game that allows students to practice adding and |

|subtracting fractions with like and unlike denominators. |

| |

| – Interactive 2.0 instructional and practice site. Students can view instructional videos and complete practice |

|modules for additional practice/remediation. |

| |

| - Web-based instruction, practice, assessment and reporting built from NJ standards. |

| |

| – Demonstration and practice online program illustrating adding and subtracting|

|fractions and mixed numbers. |

| |

| - IXL 5th grade online interactive activities for the students to complete |

| |

| - AAA math 5th grade – online interactive activities and problems for the student to complete. |

| |

| -5th grade math worksheets and lessons on operations with fractions |

| |

|Opportunities for Differentiation: |

|Decelerate: When adding and subtracting fractions use fractions that when the denominators are multiplied together the resulting products are |

|in fact the LCD (LCM). When students have to determine LCM and GCF use numbers that are smaller and they can mentally determine the LCM and |

|GCF. Subtractions of fractions limit those fractions that do not require regrouping. |

| |

|Accelerated: When adding and subtracting fractions use denominators in the fractions that when combined through multiplication does not result |

|in the LCD. Students need to determine the LCD prior to making the equivalent fractions that then can be added or subtracted. Students will |

|be able to add and subtract fractions that require regrouping. |

|Teacher Notes: Instructor should begin with reviewing addition and subtraction of fractions with common denominators. Review equivalent |

|fractions prior to applying to adding and subtraction of fractions with unlike denominators. |

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