Knowledge and Skills - Webnode



|Knowledge|TIME FRAME: 2 – 3 days |PREREQUISITE SKILLS |

|and | | |

|Skills | | |

| |Least Common Multiple |Basic multiplication facts |

| |Identify the least common multiple of 2 numbers |Multiples of a whole number |

| |Identify the least common multiple of 3 numbers | |

| |VSC OBJECTIVE (calculators allowed) |

| |5.6.B.1.d Identify a common multiple and the least common multiple |

| |ASSESSMENT LIMIT: Use no more than 4 single digit whole numbers |

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| |VOCABULARY |ENDURING UNDERSTANDINGS |

| |multiple |Every whole number greater than one is either a prime number or can be uniquely factored as a product of primes. |

| |least common multiple (LCM) |ESSENTIAL QUESTIONS |

| | |How can a number be broken into its smallest factors? |

| | |How can you find a common multiple of two or more numbers? |

| | |CONCEPT KNOWLEDGE AND PROCESS |

| | |Multiples of a number are the number multiplied by any whole number. |

| | |Start the multiples of a number by multiplying it by 1. |

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| | |ERROR INTERVENTION |

| | |IF students are not sure how to begin finding the least common |THEN consider writing the first five multiples of each number. If the LCM does not |

| | |multiple |appear, extend the list until a common multiple appears. |

| | |IF students have trouble identifying multiples of a number |THEN consider hanging sentence strips of multiples to which students can refer or allow |

| | | |students to use a multiplication matrix. |

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|Suggested|Learning Activities and Strategies |

|Learning | |

|Plan | |

| |Activity |Description |Materials |

| |Visual |Using Times Table to Find LCMs* |Students will use a multiplication table to identify common |Colored pencils |

| |Spatial |SF Grade 5 TE Lesson 8-3 (p. 464A) |multiples. |Multiplication table* |

| | | | |Highlighters |

| |Visual |Venn Diagram* |Students identify the LCM by creating a Venn diagram to find the |Venn Diagram Template* |

| | | |common multiples of two numbers. |Calculator* |

| | | | |Multiplication table* |

| |Verbal |Factoring to Find the LCD |Students use the product of denominators to find common multiples. |Index cards |

| |Social |SF Grade 5 TE Lesson 8-3 (p. 464B) | |Fractions tiles* |

| |Visual |Periodic Table of Multiples |Students create a coded system to identify the multiples of each |Hundred chart* |

| |Spatial | |number on a hundreds chart. | |

| |Social |LCM Roll |Have students work in teams of three. One student rolls the dice and|A pair of number cubes per team |

| |Game | |the other two students try to be the first to list the factors and | |

| | | |find the LCM. | |

| |Social |LCM – I Have… Who Has? |Students practice finding the LCM of two numbers by playing “I Have…|I Have… Who Has? cards |

| |Game | |Who Has?” | |

| |DIFFERENTIATION |CROSS-CURRICULAR CONNECTIONS |

| |Accommodations* G.A.T.E./Enrichment |Artful Teaching Literacy Integration |

|Suggested|Resources |

|Learning | |

|Plan | |

| |Sub-Skills |Teacher Created Materials |Adopted Textbooks |Technology |

| |Identify the least common |MW Exploring LCM |Grade 5 TE Lesson 8-3 (pp. 464A-465) |WEB: LCM |

| |multiple of 2 numbers |MW Exploring LCM with t chart | |WEB: Help with Fractions: LCM |

| | |MW Identify LCM 2 numbers | |WEB: Math League: LCM |

| |Identify the least common |MW Identify LCM 3 numbers | | |

| |multiple of 3 numbers | | | |

| |Writing in Math Other Resources |

|Assessmen|TRACKING SHEET |CONCEPT |

|ts | |ASSESSMENT |

| |Equivalent Fractions |Numeric Patterns |

| |Concrete representation of equivalent fractions |Basic multiplication facts |

| |Process of finding equivalent fractions |Basic division facts |

| | |Multiples |

| | |Fraction Concepts |

| |VSC OBJECTIVE (calculators not allowed) |

| |5.6.A.1.c Identify or determine equivalent forms of proper fractions |

| |ASSESSMENT LIMIT: Use denominators that are factors of 100, decimals, or percents (0 to 200) |

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| |VOCABULARY |ENDURING UNDERSTANDINGS |

| |fraction |Fractions express a relationship between two numbers. |

| |numerator |ESSENTIAL QUESTIONS |

| |denominator |What determines an appropriate representation of a number? |

| |equivalent fractions |How are numbers that represent fractional parts compared? |

| | |How does knowledge of the greatest common factor and the least common multiple help in comparing fractions? |

| | |CONCEPT KNOWLEDGE AND PROCESS |

| | |Equivalent forms of a number name the same amount in different terms. |

| | |Equivalent fractions can be found by multiplying the numerator and denominator by the same number, 1, when written as [pic], [pic], etc… |

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| | |ERROR INTERVENTION |

| | |IF students don’t know their basic multiplication facts |THEN consider hanging sentence strips with multiples to which students can refer until they master |

| | | |them. |

| | |IF students have difficulty remembering which number is the |THEN consider this memory association technique: in a fraction, one number is UP above the line and|

| | |numerator and which is the denominator |one is DOWN below the line. Numerator has a “u” in it so it goes above the line. Denominator begins|

| | | |with “d” so it goes below the line. |

| | |IF students have difficulty converting the denominator of a |THEN consider having students list the factors of 100. |

| | |fraction to 100 | |

| | |IF students forget to multiply both the numerator and |THEN consider having students show the multiplication or division and remember: Thou shall do onto |

| | |denominator |the numerator as you do onto the denominator. |

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|Suggested|Learning Activities and Strategies |

|Learning | |

|Plan | |

| |Activity |Description |Materials |

| |Kinesthetic |Show Me What You Equal! |Students use fraction tiles to find equivalent fractions. |Fraction tiles* |

| |Spatial | | | |

| |Game |Fraction Bingo |Students play bingo using fraction bingo cards. |Fraction bingo cards |

| |Social |Fraction Rummy |Students play in pairs or groups of four. To win, a student must play all|Fraction rummy cards |

| | | |of his or her cards. | |

| |Visual |What’s the Fraction? |Students see equivalent fractions by making different-sized groups of |Two-color counters |

| |Spatial |SF Grade 5 TE Lesson 7-7 (p. 410B) |counters. | |

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| |DIFFERENTIATION |CROSS-CURRICULAR CONNECTIONS |

| |Accommodations* G.A.T.E./Enrichment |Artful Teaching Literacy Integration |

|Suggested|Resources |

|Learning | |

|Plan | |

| |Sub-Skills |Teacher Created Materials |Adopted Textbooks |Technology |

| |Concrete representation of |MW Exploring Equivalent Fractions |Grade 4 TE Lesson 9-6 (pp. 516A-517) |WEB: Math Is Fun: Equivalent Fractions |

| |equivalent fractions | |Grade 5 TE Lesson 7-7 (p. 410A) |WEB: Equivalent Fractions |

| | | |Grade 5 TE Lesson 7-8 (p. 412A) |WEB: Equivalent Fraction Finder |

| | | | |WEB: Cool Math: Equivalent Fractions |

| | | | |WEB: fractions – equivalent - NLVM |

| | | | |WEB: Math League: Equivalent Fractions |

| | | | |WEB: Help with Fractions: Equivalent Fractions |

| |Process of finding equivalent |MW Equivalent Fractions | | |

| |fractions | | | |

| |Writing in Math Other Resources |

|Assessmen|TRACKING SHEET |CONCEPT |

|ts | |ASSESSMENT |

| |Add and Subtract Proper Fractions with Unlike Denominators |Fraction concepts |

| |Add proper fractions with unlike denominators |Add and subtract fractions with like denominators |

| |Subtract proper fractions with unlike denominators |Least Common Multiple |

| | |Equivalent Fractions |

| |VSC OBJECTIVE (calculators not allowed) |

| |5.6.C.1.d Add and subtract proper fractions and mixed numbers with answers in simplest form |

| |ASSESSMENT LIMIT: Use denominators as factors of 24 and numbers (0 to 20) |

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| |VOCABULARY |ENDURING UNDERSTANDINGS |

| |fraction |Operation strategies with fractions are similar to those used with whole numbers. |

| |numerator |Fractions represent parts of a whole or group. |

| |denominator |Fractions can be compared using a variety of models. |

| |equivalent fractions |ESSENTIAL QUESTIONS |

| |multiple |What strategies can be developed to show computation with fractions? |

| |least common multiple (LCM) |How are models used to show how fractional parts are combined or separated? |

| |common denominator |How can fractions be modeled using numerals, regions, set, and number lines? |

| |least common denominator (LCD) |CONCEPT KNOWLEDGE AND PROCESS |

| | |A fraction is an equal part of a whole or part of a group (set). |

| | |To add or subtract fractions or mixed numbers with unlike denominators, change the number sentence to a simpler one with like denominators. |

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| | |ERROR INTERVENTION |

| | |IF students add or subtract the denominators before finding common |THEN consider telling them that fractions must have common denominators in order to be |

| | |denominators |added together. |

| | |IF students are having trouble deciding on the denominators for |THEN consider having them use fraction strips and a try, check, and revise strategy. |

| | |equivalent fractions | |

|Suggested|Learning Activities and Strategies |

|Learning | |

|Plan | |

| |Activity |Description |Materials |

| |Kinesthetic |Modeling Sums and Differences with Unlike |Students exchange fraction pieces to add and subtract fractions with like|Circle models* |

| | |Denominators |and unlike denominators. |Scissors |

| | |SF Grade 5 TE Lesson 8-2 (p. 462A) | | |

| |Kinesthetic |Make One Whole |Using fraction strips, students find three fractions whose sum equals one|Fraction strips* |

| | |SF Grade 5 TE Lesson 8-2 (p. 462B) |whole. | |

| |Kinesthetic |Manipulating Fractions |Using fraction tiles, students find equivalent fractions to add and |Fraction tiles/bars* |

| |Visual | |subtract fractions with unlike denominators. | |

| |Auditory |Unlike Fractions Song |Students will sing a song to remember to change unlike denominators to |Unlike Fractions Song |

| | | |like denominators before adding or subtracting. | |

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| |DIFFERENTIATION |CROSS-CURRICULAR CONNECTIONS |

| |Accommodations* G.A.T.E./Enrichment |Artful Teaching Literacy Integration |

|Suggested|Resources |

|Learning | |

|Plan | |

| |Sub-Skills |Teacher Created Materials |Adopted Textbooks |Technology |

| |Add proper fractions with |MW Exploring Add Fractions with unlike |Grade 4 TE Lesson 10-3 (pp. 568A-571) |WEB: Add Fractions |

| |unlike denominators |denominators |Grade 5 TE Lesson 8-2 (pp. 462A-463) |WEB: Visual Fractions: Add Fractions |

| | |MW Add Fractions with unlike denominators LCD |Grade 5 TE Lesson 8-4 (pp. 466A – 469) |WEB: Cool Math: Add Fractions |

| | |MW Add Fractions with unlike denominators |Grade 4 TE Lesson 10-5 (pp. 578A-583) |WEB: NLVM |

| | | | |WEB: AAAMath: Subtract Fractions |

| | | | |WEB: Adding Fractions - NLVM |

| |Subtract proper fractions with |MW Exploring Subtract Fractions with unlike | | |

| |unlike denominators |denominators | | |

| | |MW Subtract Fractions with unlike denominators LCD| | |

| | |MW Subtract Fractions with unlike denominators | | |

| |Writing in Math Other Resources |

|Assessmen|TRACKING SHEET |CONCEPT |

|ts | |ASSESSMENT |

| |Subtract Whole Numbers |Subtract up to 3-digit minus 3-digit regrouping once |

| |Subtract 4-digit minus 4-digit regrouping once |Subtract up to 3-digit minus 3-digit regrouping twice |

| |Subtract 4-digit minus 4-digit regrouping twice |Subtract up to 3-digit minus 3-digit regrouping three times |

| |Subtract 4-digit minus 4-digit regrouping three times | |

| |VSC OBJECTIVE (calculators not allowed) |

| |4.6.C.1.b Subtract whole numbers |

| |ASSESSMENT LIMIT: Use a minuend and subtrahend with no more than 4-digits in each and whole numbers (0 to 9,999) |

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| |VOCABULARY |ENDURING UNDERSTANDINGS |

| |place value |Computation involves taking and combining numbers using a variety of strategies. |

| |digit |Flexible methods of computation involve grouping numbers in a variety of ways. |

| |regroup |Sums and differences of numbers less than 19 provide a foundation for number concepts. |

| |difference |ESSENTIAL QUESTIONS |

| | |What happens to a quantity when a number is composed in a different way? |

| | |What strategies can be used for finding sums and differences? |

| | |What are strategies for mastering the basic facts? |

| | |CONCEPT KNOWLEDGE AND PROCESS |

| | |Subtraction is the operation of taking away, removing, or comparing to find differences or the amount of the number decreases. |

| | |Numbers in the same place value can be combined or subtracted. |

| | |Regrouping does not change the amount, but rather groups it differently. |

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| | |ERROR INTERVENTION |

| | |IF students are making mistakes because they are not lining up the |THEN consider using grid paper to write digits in the squares so the digits are lined up correctly. |

| | |digits properly | |

| | |IF students have trouble with the concept of regrouping |THEN consider going back to the place-value mats and using manipulatives to model bringing a ten over |

| | | |from the tens place, breaking it up, and giving it to the ones. |

| | |IF students regroup for every exercise |THEN consider using the mnemonic Bigger Bottom Trade, or Smaller on Top? Stop and Trade! |

| | |IF students regroup the wrong column or don’t regroup when they should|THEN consider having them using the mnemonic, “More on the floor, go next door.” The student circles |

| | | |the larger number in each place; if the circle is on the bottom, they draw an arrow to the number at the|

| | | |top, “next door.” |

|Suggested|Learning Activities and Strategies |

|Learning | |

|Plan | |

| |Activity |Description |Materials |

| |Kinesthetic |Reqrouping With Place Value Blocks* |Write the equation for an addition or subtraction problem horizontally. |Place-value blocks* |

| | |SF Grade 5 TE Lesson 1-11 (p. 36B) |Use place value blocks to see the addition or subtraction problem and | |

| | | |solve it. | |

| |Visual |Line up the digits* |Using place-value charts, students work in pairs to add and subtract |Place-value charts* |

| |Spatial |SF Grade 5 TE Lesson 1-11 (p. 36B) |five-digit numbers. | |

| |Verbal |Fast Facts |Students compete against a partner to find sums and differences first. |2 or 3 number cubes per team |

| |Social | | | |

| |Social |Subtraction War |Students play a modified version of the card game “War” to practice basic|Subtraction flashcards |

| | | |subtraction facts. | |

| |Linguistic |Operation Word Sort |Students identify key words that relate to the four operations. |Operation Key Words |

| |Game |Subtraction Action |The students will practice subtracting 2-digit numbers while using |2 sets of 0-9 Digit Cards |

| | | |estimation to create the largest difference when subtracting the 2-digit |5 Counters |

| | | |numbers. |Score Card |

| |DIFFERENTIATION |CROSS-CURRICULAR CONNECTIONS |

| |Accommodations* G.A.T.E./Enrichment |Artful Teaching Literacy Integration |

|Suggested|Resources |

|Learning | |

|Plan | |

| |Sub-Skills |Teacher Created Materials |Adopted Textbooks |Technology |

| |Subtract 4-digit minus 4-digit |MW Exploring Subtraction |Grade 4 TE Lesson 2-7 (pp.82A-85) |WEB: NLVM - Base Blocks Subtraction |

| |regrouping once |MW Subtraction regroup 1x |Grade 5 TE Lesson 1-11 (pp. 36A-37) |US: Math Mastery Subtraction |

| | | | |WEB: Subtraction Problems Online |

| | | | |WEB: Thinking Blocks: Online Word Problems |

| | | | |WEB: Math is Cool: Subtraction |

| | | | |WEB: Subtraction |

| | | | |WEB: Songs for Teaching: Addition & Subtraction |

| | | | |WEB: Math is Cool: Subtraction2 |

| |Subtract 4-digit minus 4-digit |MW Subtraction regroup 2x | | |

| |regrouping twice | | | |

| |Subtract 4-digit minus 4-digit |MW Subtraction regroup 3x | | |

| |regrouping three times | | | |

| |Writing in Math Other Resources |

|Assessmen|TRACKING SHEET |CONCEPT |

|ts | |ASSESSMENT |

| |Multiply Whole Numbers |Basic multiplication facts |

| |Multiply 2-digit by 2-digit as multiple of ten |Multiplication up to 3-digit by 1-digit |

| |Multiply 2-digit by 2-digit | |

| |Multiplication problem solving | |

| |VSC OBJECTIVE (calculators not allowed) |

| |5.6.C.1.a Multiply whole numbers |

| |ASSESSMENT LIMIT: Use a 3-digit factor by another factor with no more than 2-digits and whole numbers (0 to 10,000) |

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| |VOCABULARY |ENDURING UNDERSTANDINGS |

| |partial product |Proficiency with basic facts aids in estimation and computation with larger and smaller numbers. |

| |product |Multiplication and division can be accomplished through the addition and subtraction of partial products. |

| |factor |Multiplication is repeated addition and is related to division. |

| | |ESSENTIAL QUESTIONS |

| | |What strategies aid in mastering multiplication and division facts? |

| | |What is the relationship among factors, products, and quotients? |

| | |How can multiples be used to solve problems? |

| | |What strategies are used to estimate products and quotients? |

| | |How can knowledge of place value help with multiplication and division of large numbers? |

| | |CONCEPT KNOWLEDGE AND PROCESS |

| | |Multiplication is the operation of repeated addition of the same number. |

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| | |ERROR INTERVENTION |

| | |IF students have trouble keeping track of multiple regrouping |THEN consider having them cross out regroupings for ones before proceeding to multiply by|

| | | |tens and then write a zero underneath the ones digit in their partial product. |

| | |IF students line up problems incorrectly |THEN consider having them use a place value chart or graph paper in which to line up the |

| | | |ones place. They may want to turn the paper vertically and use the lines to help them |

| | | |with lining up. |

|Suggested|Learning Activities and Strategies |

|Learning | |

|Plan | |

| |Activity |Description |Materials |

| |Visual |Line Them Up* |Have students use grid paper with the ones, tens, and hundreds column labeled to set up and |Grid paper* |

| |Spatial |SF Grade 5 TE Lesson 2-4 (p. 72B) |solve multiplication problems. | |

| |Visual |Patterns in the Multiplication Procedure |Write out all of the steps to a multiplication problem and have students identify and analyze | |

| | |SF Grade 5 TE Lesson 2-4 (p. 72B) |the patterns found in solving the problem. | |

| |Visual |Squat |Split the class into teams sitting in rows facing the chalkboard. The first student in each row | |

| |Cooperative | |must solve a problem and be the first to squat. The first student to answer the problem | |

| | | |correctly and squat earns a point for their team. After going to the board, students move to the| |

| | | |back of their team. | |

| |Kinesthetic |Place Value Block Multiplication* |Use place-value blocks to show that multiplication is the same as repeated addition. Example: |Place Value Blocks* |

| | |SF Grade 5 TE Lesson 2-4 (p. 72A) |125 x 4 is the same as 125 + 125 + 125 +125. | |

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| |DIFFERENTIATION |CROSS-CURRICULAR CONNECTIONS |

| |Accommodations* G.A.T.E./Enrichment |Artful Teaching Literacy Integration |

|Suggested|Resources |

|Learning | |

|Plan | |

| |Sub-Skills |Teacher Created Materials |Adopted Textbooks |Technology |

| |Multiply 2-digit by 2-digit |MW Exploring Multiplication by multiples of 10 |Grade 4 TE Lesson 6-1 (pp. 314A-315) |US: Math Mansion 16: Double Digit Dating |

| |as multiple of ten |MW Multiplication by multiples of 10 |Grade 5 TE Lesson 2-4 (pp. 72A-75) |US: Math Mystery: Lesson 6: Multiplying by Two or More Digits |

| | | |Grade 4 TE Lesson 6-5 (pp. 332A-335) |WEB: Rectangle Multiplication - NLVM |

| | | |Grade 5 TE Lesson 2-1 (pp. 66A-67) |WEB: EDFAC: Formal Algorithms for Multiplication |

| |Multiply 2-digit by 2-digit |MW Exploring Multiplication 2 digit by 2 digit | | |

| | |MW Multiplication 2 digit by 2 digit | | |

| |Writing in Math Other Resources |

|Assessmen|TRACKING SHEET |CONCEPT |

|ts | |ASSESSMENT |

| |Divide Whole Numbers |Basic division facts |

| |Divide with 2-digit divisor as multiple of ten |Divisibility rules |

| |Divide with 2-digit divisor |Long Division with 1-digit divisor |

| |Division word problems | |

| |VSC OBJECTIVE (calculators not allowed) |

| |5.6.C.1.b Divide whole numbers |

| |ASSESSMENT LIMIT: Use a dividend with no more than a 4-digits by 2-digit divisor and whole numbers (0 to 9,999) |

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| |VOCABULARY |ENDURING UNDERSTANDINGS |

| |digit |Proficiency with basic facts aids in estimation and computation with larger and smaller numbers. |

| |divisor |Multiplication and division can be accomplished through the addition and subtraction of partial products. |

| |dividend |ESSENTIAL QUESTIONS |

| |quotient |What strategies aid in mastering multiplication and division facts? |

| |remainder |What is the relationship among factors, products, and quotients? |

| | |How can multiples be used to solve problems? |

| | |What strategies are used to estimate products and quotients? |

| | |How can knowledge of place value help with multiplication and division of large numbers? |

| | |CONCEPT KNOWLEDGE AND PROCESS |

| | |Division is the operation of making equal groups and finding the number in each group or the number of groups. |

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| | |ERROR INTERVENTION |

| | |IF students put the first digit of the quotient in the wrong place |THEN consider having them cover the digits in the dividend and uncover them one at a time|

| | | |until the divisor can be divided into it. Then place the answer above that digit. |

| | |IF students have trouble dividing |THEN consider creating a chart that lists the steps needed to divide using the mnemonic |

| | | |device: Dad, Mom, Sister Brother for Divide, Multiply, Subtract, Bring Down. |

|Suggested|Learning Activities and Strategies |

|Learning | |

|Plan | |

| |Activity |Description |Materials |

| |Linguistic |Long-Division Steps |After presenting the steps for dividing, have students solve a division |Long division problems |

| | |SF Grade 5 TE Lesson 3-6 (p. 152B) |problem using long division and explaining the steps. | |

| |Kinesthetic |Calculator First |Have students solve division problems using a calculator first. Once they|Grid paper* |

| |Visual | |have the answer, have them work through the problem using long division. |Calculator* |

| |Visual |Create a process chart |Students work in groups to create a poster that outlines the steps in the|Chart paper |

| |Cooperative | |algorithm for division. |Markers |

| |Linguistic | | |Example process chart* |

| |Kinesthetic/Visual |Division by Multiples of 10 Scavenger Hunt |Students solve division problems posted on chart paper at different |Division problems on chart paper |

| | | |stations around the room. The quotient is the number of the next station|Scavenger Hunt Paper for each student |

| | | |that they will attend. |One Ziploc bag per student |

| | | | |Treats (e.g. homework passes, paper clip, mints, stickers, |

| | | | |lollipops, etc.) |

| |Visual |Not Enough Food |Students will interpret remainders by sharing food and determine if |Donuts or other food that come in a pack |

| | | |people can get an equal share. | |

| |Linguistic |Operation Word Sort |Students identify key words that relate to the four operations. |Operation Key Words |

| |DIFFERENTIATION |CROSS-CURRICULAR CONNECTIONS |

| |Accommodations* G.A.T.E./Enrichment |Artful Teaching Literacy Integration |

|Suggested|Resources |

|Learning | |

|Plan | |

| |Sub-Skills |Teacher Created Materials |Adopted Textbooks |Technology |

| |Divide with 2-digit divisor as |MW Exploring Division |SF Grade 4 TE Lesson 7-13 (pp. 406A-407 |WEB: Eduplace: Multiples of Ten |

| |multiple of ten |MW Division Multiples of 10 |SF Grade 5 TE Lesson 3-2 (pp. 136A-137) |WEB: Numbernut: Multiplication |

| | | |SF Grade 5 TE Lesson 4-1 (pp. 202A-203) | |

| | | |SF Grade 4 TE Lesson 7-14 (pp. 408A-411) | |

| |Divide with 2-digit divisor |MW Division 2digit by 2digit no remainders | | |

| | |MW Division 2digit by 2 digit | | |

| | |MW Division 3digit by 2digit no remainders | | |

| |Writing in Math Other Resources |

|Assessmen|TRACKING SHEET |CONCEPT |

|ts | |ASSESSMENT |

| |Identify GCF and Simplify Fractions |Multiplication facts |

| |Identify the greatest common factor |Factors of a number |

| |Use the greatest common factor to simplify fractions |Divisibility rules |

| | |Equivalent fractions |

| |VSC OBJECTIVE (calculators allowed) |

| |5.6.B.1.c Identify the greatest common factor |

| |ASSESSMENT LIMIT: Use 2 numbers whose GCF is no more than 10 and whole numbers (0 to 100) |

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| |VOCABULARY |ENDURING UNDERSTANDINGS |

| |fraction |Fractions express a relationship between two numbers. |

| |numerator |ESSENTIAL QUESTIONS |

| |denominator |How does knowledge of greatest common factor and least common multiple help in comparing fractions? |

| |greatest common factor (GCF) |CONCEPT KNOWLEDGE AND PROCESS |

| |simplify |Equivalent forms of a number name the same amount in different terms. |

| |simplest form |Fractions are in simplest form when the numerator and denominator do not have any common factors other than one. |

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| | |ERROR INTERVENTION |

| | |IF students don’t know their multiplication and division facts |THEN consider having students use multiplication charts, counting strips, or calculators. |

| | |IF students confuse factors with multiples |THEN consider having students list factors horizontally and multiples vertically. List |

| | | |factors as factor pairs and always begin with 1. |

| | |IF students confuse factors with multiples |THEN consider posting a chart that reminds them that multiples mean counting by that number |

| | | |and factors means facts that multiply together to get that number. |

|Suggested|Learning Activities and Strategies |

|Learning | |

|Plan | |

| |Activity |Description |Materials |

| |Auditory |It’s in the Cards |Students use index cards to identify factors of digits. |36 Index cards per student |

| |Kinesthetic |SF Grade 5 TE Lesson 7-9 (p. 414A) | | |

| |Visual |Something in Common |Students list and identify factors that are the same. |Index cards |

| |Verbal |SF Grade 5 TE Lesson 7-9 (p. 414B) | |Highlighters |

| | | | |Calculators* |

| |Visual |Factor Check |Students use numerators to identify factors. |Calculators* |

| |Spatial |SF Grade 5 TE Lesson 7-10 (p. 416A) | | |

| |Visual |Spot the Gold Under the Rainbow |Students create a “factor rainbow” to ensure that all factors are listed |Chart paper |

| | | |before identifying the GCF. |Markers |

| |Cooperative |Find My Factors |Students work in pairs to find all the factors of a number. |Number cubes |

| |Game | | |Paper |

| | | | |Pencils |

| |Auditory |Simple or Not? |Students draw two cards and determine if the fraction is in its simplest |Number cards (Teaching Tools 8 and 18) |

| | |SF Grade 5 TE Lesson 7-10 (p. 416B) |form. If it is not, they find the simplest form of the fraction. | |

| |DIFFERENTIATION |CROSS-CURRICULAR CONNECTIONS |

| |Accommodations* G.A.T.E./Enrichment |Artful Teaching Literacy Integration |

|Suggested|Resources |

|Learning | |

|Plan | |

| |Sub-Skills |Teacher Created Materials |Adopted Textbooks |Technology |

| |Identify the greatest common |MW Exploring GCF |SF Grade 4 TE Lesson 9-7 (pp. 520A-521) |US: The Pumped Up World of Pre-Algebra, Program 2; Vital Concepts: Section C|

| |factor |MW GCF |SF Grade 5 TE Lesson 7-9 (pp. 414A-415) |WEB: GCF |

| | | |SF Grade 5 TE Lesson 7-10 (pp. 416-417) |WEB: Greatest Common Factor Challenge |

| | | | |WEB: Math League: GCF |

| | | | |WEB: Factor Tree, GCF, LCD |

| | | | |WEB: Amby: GCF |

| | | | |WEB: Math is Fun: Simplifying Fractions Using GCF |

| | | | |US: Math Mastery Fractions |

| | | | |US: The Zany World of Basic Math:Module 7 |

| |Use the greatest common factor |MW Exploring Simplify Fractions | | |

| |to simplify fractions |MW Simplify Fractions | | |

| |Writing in Math Other Resources |

|Assessmen|TRACKING SHEET |CONCEPT |

|ts | |ASSESSMENT |

| |Compare & Order Fractions with Unlike Denominators |Compare fractions with like denominators |

| |Compare fractions with unlike denominators |Order fractions with like denominators |

| |Order fractions with unlike denominators |Least common multiple |

| |Compare mixed numbers with unlike denominators |Equivalent fractions |

| |Order mixed numbers with unlike denominators |Greatest common factor (GCF) |

| |VSC OBJECTIVE (calculators allowed) |

| |5.6.A.1.d Compare or order fractions with or without using the symbols (>, ................
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