Fractions and Ratios Unit

FRACTIONS & RATIOS UNIT
Kristin Herderich

MARCH 1, 2014
OAKLAND UNIVERSITY
MATEE 11
Herderich, Kristin
Fractions & Ratios Unit
1

FRACTIONS & RATIOS UNIT
Unit Title: Fractions and Ratios

Content Area/Grade Level(s): 5th

Implementation Time Frame: 16 days @ 60 minutes a day

Common Core State Standards:
CCSS.MATH.CONTENT.5.NF.A.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.)
Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators, e.g., 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,
recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
CCSS.MATH.CONTENT.5.NF.B.4.A
Interpret 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.)
CCSS.MATH.CONTENT.5.NF.B.4.B
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.
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.
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.
CCSS.MATH.CONTENT.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.

Herderich, Kristin
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Apply and extend previous understandings of division to divide unit fractions by
whole numbers and whole numbers by unit fractions.1
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.
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.
CCSS.MATH.CONTENT.5.NF.B.7.C
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.OA.A.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate
expressions with these symbols.
CCSS.MATH.CONTENT.6.RP.A.3.C
Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100
times the quantity); solve problems involving finding the whole, given a part and the
percent.
Stage 1 Desired Results
Established Goals:

Students will be able to use multiple different methods to add, subtract, multiply, and
divide fractions and mixed numbers.

Students will Understand
How to rename fractions as
equivalent fractions
How to use equivalent names for
fractions and mixed numbers to
perform operations
How to introduce algorithms for the
multiplication of fractions and mixed
numbers
How to practice estimating and
calculating a percent of a number
Essential Questions
What is an equivalent fraction?
How do you add and subtract mixed
numbers?
How can you use the area model to
represent fraction multiplication?
How do you multiply fractions using
partial products? Improper fractions?
How do you divide fractions?
What strategies do you implement when
solving a Fraction division problem?
Herderich, Kristin
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How to divide fractions using visual
models
Students will know.
That you have to find a common
denominator in order to add or
subtract mixed numbers
That equivalent fractions are equal to
each other
The Partial Products method for
multiplying fractions
Alternate strategies for multiplying
fractions (Traditional & Area Model)
That you need to Keep, Change,
Flip in order to divide fractions
Students will be able to
Demonstrate fraction multiplication using
the area model
Compare fractions
Rename fractions as equivalent fractions
Use equivalent names for fractions and
mixed numbers to perform different
operations (Addition, Subtraction,
Multiplication, & Division)
Estimate and calculate a percent of a
number
Explain visual models to multiply fractions
Solve addition and subtraction problems
using fractions
Solve multiplication and division problems
using fractions
Stage 2 Assessment Evidence
Performance Task(s):
End of unit exam
Quarter 3 District Test
Other Evidence
Study Links
Math Journal work
Fractions packet
Fractions worksheets
St. Patricks Day worksheet
Stage 3 Learning Plan
Date
2/25

2/26

2/27

2/28

3/3

3/5

3/6
Learning Activities:
8.1 Review: Comparing Fractions

8.2 Adding Mixed Numbers

8.3 Subtracting Mixed Numbers

Math Activity and Fraction Packet/Review with Low Students

8.4 Calculator Practice: Computation with Fractions

8.5 Fractions of Fractions

8.6 An Area Model for Fraction Multiplication
Herderich, Kristin
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3/7

3/10

3/11

3/13

3/14

3/17

3/18

3/19

3/20

8.7 Multiplication of Fractions and Whole Numbers

8.8a Multiplication of Mixed Numbers

8.8b Multiplication of Mixed Numbers

8.9 Finding a Percent of a Number

8.10 Relating Fractional Units to the Whole

8.12a Fraction Division & St. Patricks Day Worksheet

8.12b Fraction Division

Review for Test

Unit 8 Test

Herderich, Kristin
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8.1 Comparing Fractions Lesson Plan
Name: Kristin Herderich Date: 02/25/14 Grade Level: 5
th

Unit Topic: Fractions & Ratios Lesson Focus: Comparing Fractions

Common Core Standards:
Objective(s):
To review the use of equivalent fractions in comparisons
Anticipatory Set:
State each fraction and ask students to indicate whether it is closest to the benchmarks of 0,
, 1, 1, or 2. Have students use thumbs to indicate choices.

Herderich, Kristin
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Instruction & Guided Practice:
On the board, show the fractions
2
3
and
3
5
. Ask students to compare the two fractions.
Which one is greater? How do they know? Accept all answers and explanations, but
do not comment on them (youll come back to this later).

Have students open up to page 248 in their Math Journal. Using the Smart Board and
the pie charts that the system offers, show students how to compare the two
fractions. Each problem has a different aspect to it. Model each problem using the
pie charts.

Ask volunteers how they would determine whether
3
5
or
5
8
is greater. The methods
outlined above dont work in this case. A method that does work is to use the
Fraction-stick and Decimal Number-Line Chart on Student Reference Book page 399.
Explain the following: Locate
3
5
and
5
8
on the chart. Since the line for
5
8
is to the right of
the line for
3
5
, we know that
5
8
>
3
5
.
Do the following problems using the chart on page 399:
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Lastly, explain that the Quick Common Denominator (QCD) method that we talked
about yesterday is another way to compare fractions. Going back to the fractions
2
3

and
3
5
, show the problem on the board and have the students walk through it with
you. Then, go back to the first bullet point and have students explain the answer.

Checking Understanding:
Ask students to give a thumbs up (got it!) or thumbs down (dont get it) throughout
the lesson.
Walk around to check if students are getting the correct answers or working towards
the correct answers.
Check the previous nights study link to ensure understanding of concepts.
Closing:
Before students work on their independent work, say the following: Today, we talked a lot
about different ways we can compare fractions. Can someone name one that we talked about?
What about another? Remember these methods for tomorrow because we are going to use
them for the next math lesson!
Independent Practice:
Students will work on pages 248 250 of the Math Journal either independently or
with a partner.
Students will also have Study Link 8.1 for homework
Materials Used:
Everyday Mathematics Math Journal 2 (pgs. 248 250)
Everyday Mathematics Student Reference Book (pgs. 399 401)
Smart Board lesson
Reflection:
This lesson went really well. I felt that I taught it really fast, but I knew the students
understood the concept and that I didnt need to spend as much time on the concept.
Herderich, Kristin
8

8.2 Adding Mixed Numbers Lesson Plan

th

Unit Topic: Fractions & Ratios Lesson Focus: Adding Mixed Numbers

Objective(s):
To develop addition concepts related to mixed numbers
Anticipatory Set:
Have students rename each fraction as a whole number or mixed number and each mixed
number as an improper fraction.

On the board, do problems 1-9 on page 251 of their Math Journal as a class.
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Pull sticks and have random students come up and solve a specific problem help
where needed.
Ask students to share their strategies with the class as they are solving the problem
Next, do problems #10 & #11 on the board, showing them how to add Mixed
Numbers together with the same denominator. Have students tell you how to do
problem #12.

Talk about what to do with Mixed Numbers that have unlike denominators. Write
these two problems on the board and do the first one as a class (see if students can
figure out what to do). Then have students do the second problem in their Math
Spirals.

Show students how to rename Mixed Numbers with top-heavy fractions

Then have students practice in their Math Spiral with the following fractions:
8
5
3
, 9
9
4
, 5
10
6
, and 5
12
8

the lesson.

Herderich, Kristin
10

Closing:
Ask students how adding Mixed Numbers is the same as adding fractions. How is it
different? Tell them that tomorrow we will be learning how to subtract mixed numbers.
Students will complete page 251 and work on pages 252-253 of the Math Journal
either independently or with a partner.
Materials Used:
Everyday Mathematics Math Journal 2, pp. 264 266
Math Spiral
Smart Board Lesson
Reflection:
This lesson went incredibly smoothly. Students understood all concepts and ideas
presented. I liked that I left myself extra time to work independently with low students.

Herderich, Kristin
11

8.3 Subtracting Mixed Numbers Lesson Plan

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Unit Topic: Fractions & Ratios Lesson Focus: Subtracting Mixed Numbers

Objective(s):
To develop subtraction concepts related to mixed numbers
Anticipatory Set:
Have students name a common denominator for the following:

On the smart board, demonstrate how to subtract mixed numbers using problems #1-
3 on page 254 in the students Math Journal.
Herderich, Kristin
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Do questions #1-2 with the students. Have students tell you how to do question #3 to
ensure understanding.
Write the equation 3
1
3
1
2
3
on the board. Ask students how this problem differs from
the problems weve already done. Ask students for solution strategies accept all,
but move forward when somone names RENAMING. Use pie charts to help with this
strategy.

After walking through students on this one problem, give them two more sample
problems to work through on their own. Walk around and assist where needed.
o 8 3
2
3

o 4
3
5
1
4
5

After students have completed the two problems above, write this equation on the
board 3
1
3
1
1
2
. Ask students how to solve the problem. They will most likely notice
that
1
3
is less than
1
2
. Suggest renaming the fractions with common denominators.

Lastly, give students some real-life examples for them to solve in their Math Spiral
Herderich, Kristin
13

o Daniel has a DVD set that provides 4
1
2
hours of viewing. So far, he has
watched 5/6 of an hour. How many more hours of the DVD set does he still
have to watch?
o Serena measured out 5
2
3
of rope to make a jump rope. Her friends told her
that it needed to be 6
1
2
feet long. How much more rope did she need to
measure out?
the lesson.
Closing:
Ask students how subtracting mixed numbers is different from subtracting fractions. Ask
students when they might need to subtract fractions in real life.
Students will complete page 254 and work on page 256 of the Math Journal either
independently or with a partner.
Materials Used:
Everyday Mathematics Math Journal 2, pp. 254 & 256
Math Spiral
Smart Board Lesson
Reflection:
I loved the use of the pie charts on the Smart Board. I was able to manipulate them
and move them around to represent the subtracting of fractions for my visual learners.

Herderich, Kristin
14

Supplemental Math Activity Lesson Plan

th

Unit Topic: Fractions & Ratios Lesson Focus: Addition & Subtraction of
Mixed Numbers

Objective(s):
To provide practice adding & subtracting fractions.
Anticipatory Set:
Ask students what theyve learned about adding mixed numbers.
Ask students what theyve learned about subtracting mixed numbers.
Have them discuss the similarities and differences.
Tell students that today is review over what we have learned the past two days.
Pass out the Fraction packet for students to work on.
Students will work as pairs on the fraction packet while you meet with struggling
students.
Meet with students who have been struggling on the study links first. Correct
misunderstandings and secure their understanding on the topic.
If time, circulate and assist students on the fraction packet.
Herderich, Kristin
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the lesson.
Check the previous nights study link to ensure understanding of unit
Adding and Subtracting Fractions Packet
Materials Used:
Fractions packet
Reflection:
I enjoyed this lesson because it allowed me to work with students who were clearly
struggling with adding and subtracting mixed numbers.

Herderich, Kristin
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8.4 Computation with Fractions Lesson Plan

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Unit Topic: Fractions & Ratios Lesson Focus: Fractions on a Calculator

Objective(s):
To provide practice adding fractions with unlike denominators and using a calculator to
solve fraction problems.
Anticipatory Set:

Tell students to get out their calculators (they should be a TI-15 or something similar)
and their Student Reference Book, pp. 260.
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Tell students that you are going to teach them how to check their addition and
subtraction of Mixed Numbers by using a calculator.
Have them follow along with you as you tell them what keys to press on their
calculator. Circulate and assist as necessary.

Once all students seem to feel comfortable with using the calculator, display the
following three problems for students to try on their calculator. Pull sticks to
determine who answers which question.

Assign students to work on pages 257 and 258 of their Math Journal.
While students are working, meet with students who have been struggling on the
last two study links. Fix misunderstandings and ensure further understanding.
the lesson.
Closing:
As you assign students class work, tell them that anyone who doesnt feel comfortable with
adding and subtracting problems should come see you and you will work with them, one-on-
one or in small group.
Students will work on pages 257-258 of their Math Journal either independently or
with a partner.
Students will also have Study Link 8.4 for homework.

Herderich, Kristin
18

Materials Used:
Everyday Mathematics Math Journal 2, pp. 257-258
Student Reference Book, pp. 260 263
TI-15 Calculator
Smart Board Lesson
Reflection:
I wasnt a fan of this lesson as I was creating it, but after teaching it, I really like the
fluffiness of it. It gave my kids extra work in adding and subtracting mixed numbers and it
allowed me to work independently with struggling students and they didnt miss any
important instruction time.

Herderich, Kristin
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8.5 Fractions of Fractions

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Unit Topic: Fractions & Ratios Lesson Focus: Fractions of Fractions

same with (2/3) (4/5) = 8/15. (In general, (a/b) (c/d) =
ac/bd.)CCSS.MATH.CONTENT.5.NF.A.2
Objective(s):
To introduce finding a fraction of a fraction.
Anticipatory Set:

Herderich, Kristin
20

Have students open their Math Journal to page 259. Do questions #1-4 as a class.
Show students how to use the number-line to find a fraction of a number

Have students come up and do questions #5-10 for the class. Have the student tell the
class what they are doing and why they are doing it.
Pass out two sheets of white printer paper per student. Explain to them that you are
going to show them how to take a fraction of a fraction by folding and coloring blank
paper.
Using the Smart Board lesson, display this problem for the class:
o Larry has of a fruit bar and wants to give half of it to his brother. How much
of the whole fruit bar will Larry give to his problem?
Ask students what the question is asking ( of )
Ask students to fold a sheet of paper into halves, vertically. Have students unfold
their sheets and show them how to orient the sheets so the halves are to the left and
right of each other. Shade the left half with a light color.

Ask the students to fold their papers into halves in the opposite direction
(horizontally). Have students unfold their sheets, orient them so the new halves are
above and below each other, and shade the bottom half with a darker color.

Ask a volunteer to give the answer and explain how this folded-paper model shows
how much of the fruit bar Larry gave to his brother. Remind students that the sheet
of paper represents the whole fruit bar, or ONE.
Explain to students the answer is where the colors OVERLAP.
Have students write
1
2
1
2
1
4
.
On the Smart Board, display the second example, which shows how to take a fraction
of a fraction with different denominators.
o Ava has
1
2
of a pizza. She eats
2
3
of the pizza she has. How much of the whole
pizza did she eat?
Ask students how they would fold and shade a sheet of paper to find
2
3
1
2
. Have
students fold their second sheet of paper with you:
Herderich, Kristin
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o Fold the sheet of paper vertically. Unfold it and shade the left half with a light
color.
o Fold the sheet approximately into thirds, horizontally. Unfold the sheet and
use a dark color to shard the bottom
2
3
of the entire sheet and also
2
3
of each
half.
o Write an X in each of the two parts of the sheet that was shaded twice.

Tell students that these parts represent
2
3
1
2
.
the lesson.
Closing:
Tell students that we just started the process of multiplying fractions. Tell them to
remember what we did today for tomorrows lesson.
Students will finish page 259 and then work on pages 260-261 & 263 of their Math
Journal either independently or with a partner.
Materials Used:
Everyday Mathematics Math Journal 2, pp. 259-261 & 263
Smart Board Lesson
White printer paper (2 sheets per student, but have extras on hand)
Markers/Crayons/Colored Pencils
Reflection:
I loved this lesson! The kids had fun with it and using the paper really helped students
understand the process of taking a fraction of a fraction. One thing that I would do
differently would be to have them unknowingly fold and color the paper as their Engage.
They would then have to put the pieces together that the paper they folded represented
Larrys granola bar.

Herderich, Kristin
22

8.6 Area Model for Fraction Multiplication Lesson Plan

th

Unit Topic: Fractions & Ratios Lesson Focus: Multiplying Fractions

fraction equivalence
Objective(s):
To develop a fraction multiplication method
Anticipatory Set:
Using the Smart Board lesson, display these three questions have students write the
questions and answers in their Math Spiral. After everyone is done, ask for volunteers
to share their answers. Ask students to explain how the solved the problems.
o 3 sets of 4 coins. How many coins in all? (12)
o 8 rows of 8 stamps. How many stamps in all? (64)
Herderich, Kristin
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o 3 bags of 12 oranges for each of 3 classrooms. How many oranges in all? (108)
Tell students to work on question #1 of page 265 of their Math Journal.
Tell them to solve the problem by using the paper model we did yesterday.
After students are finished, have a student come up to the board and write their
answer. Have the student explain what they are doing to the class.
Show the equation
2
3
3
4
on the board. Ask students if they know how to solve the
problem. Have any students who do know how to solve the problem come up to the
board and show the class.
Correct any misconceptions and then re-show how to multiply fractions. (Numerator
* numerator and denominator * denominator then simplify).
Have students use the shading technique from the day before the represent the
multiplication problem.
Tell students that
2
3
3
4
is the same things as saying
2
3
3
4

Ask students: How does the diagram show the answer to the problem? (the over-
lapping areas represent the answer).
Ask students: How is this model similar to the paper folding from yesterday? Students
should notice that it is the exact same as the paper model from the day before.
the lesson.
Closing:
Tell students that they just learned how to multiply fractions!
with a partner.
Materials Used:
Everyday Mathematics Math Journal 2, pp. 264-267
Smart Board Lesson
Math Spiral

Herderich, Kristin
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Reflection:
This lesson went really well. I liked having done the paper folding model the day
before. This helped to introduce the concept of multiplying fractions with ease.

Herderich, Kristin
25

8.7 Multiplication of Fractions & Whole Numbers

th


fraction equivalence
CCSS.MATH.CONTENT.5.OA.A.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate
expressions with these symbols.
Objective(s):
To provide experience finding a product of a whole number and a fraction
Anticipatory Set:

Herderich, Kristin
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Have students open up to page 268 in their Math Journal.
o Ask students to scan the page.
o Ask students if they remember doing these types of problems in earlier
grades.
o Have students complete page 268 with a partner (it should take them about
5-10 minutes).
After students have completed the page, point out that 5
th
graders still solve the
problems, but they also write the number models for calculations that solve the
problems.
Review the problems by having volunteers rewrite each problem in the form
on
the board and then write the product.

Display this number story on the board. Have students solve the problem using both
the area model and multiplication.
o Sally made a cherry pie and a raspberry pie. Her family ate
2
3
of the pies. How
much of the pie did they eat? (1
1
3
)
Refer students to the top of journal page 270 and ask how this algorithm could be
used to multiply a fraction and a whole number such as
2
3
* 2. Remind students that
any number can be thought of as a fraction with a denominator of 1.

Assign the rest of the page for the remainder of the lesson.
the lesson.
Herderich, Kristin
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Closing:
Bring the class to a close by asking students to show you page 270 of their journals before
moving on to the next page.
Students will work on pages 268 - 271 of their Math Journal either independently or
with a partner.
Materials Used:
Everyday Mathematics Math Journal 2, pp. 268 - 271
Smart Board Lesson
Reflection:
This was an easy lesson for students to understand and I liked how it connected to
the previous two days. The short lesson also allowed me time to work with my low students.

Herderich, Kristin
28

8.8 Multiplication of Mixed Numbers

Name: Kristin Herderich Date: 03/10/2014 3/11/2014 Grade Level: 5
th


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.
Objective(s):
To introduce multiplication with mixed numbers
Anticipatory Set:
DAY 1: Have students write each mixed number as a fraction.

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29

DAY 2: Display the following problems on the board and have students solve the
problem using their favorite method from the day before.

DAY 1
Have students open up to page 272 and complete the problems on the page as a
class. Pull sticks for students to come up and answer the questions. Have students
explain their reasoning.
Present this math problem on the board and ask students how they think they would
solve the problem.
o 6 4
3
5
=
o Accept all answers without comment, noticing the students that have the
correct answers.
The most common answer will be turning 4
3
5
into an improper fraction. Start with
this method first.

Write another multiplication problem on the board and have students practice in
their Math Spiral. Circulate and assist where necessary.
o 3 2
2
3
=
Write the first multiplication problem on the board. Show students how to solve the
problem using the Partial Products method.
Herderich, Kristin
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Have students practice the following problems in their Math Spiral. Circulate and
assist where necessary.
o 4 3
1
2
=
o 8 3
1
4
=
Assign pages 273 274A
DAY 2
After students solve the word problems, solve the following problems on the Smart
Board as a class using both methods from the day before.

Have students open up to page 275 of their Math Journal. Show students how to
solve multiplication problems using fraction sticks.

Assign pages 274B 260. Assist struggling students while other students are
working.
the lesson.
Herderich, Kristin
31

Check the previous nights study link to ensure understanding of concepts
Closing:
Exit Slip: Tell me one method you can use to multiply mixed numbers.
with a partner.
Materials Used:
Math Spiral
Smart Board Lesson
Reflection:
I felt that this was one of my stronger lessons of this unit. That being said, if I had to
do it again, I would have split up the days differently. I would introduce the improper
fractions method on day 1 and then introduce the partial products method on day 2. I feel
that this would help split up the concepts better and allow students adequate time to
practice both.

Herderich, Kristin
32

8.9 Finding a Percent of a Number

th

Unit Topic: Fractions & Ratios Lesson Focus: Percentages

percent.
Objective(s):
To broaden students understanding of calculating percents to include discounts.
Anticipatory Set:
Have students write each percent as a decimal and a fraction

Show the following problem to the class. Have students talk with their islands about
the problem: It would cost $150,000 to rent a large amusement park for a private party.
Would you rather have the price reduced by $35,000 or discounted by 25%?
Ask each island what they chose. Have students explain their strategies to the class.
Pose the following question: The flu hit Rochester Elementary really hard. 40% of the
480 students were absent at least one day last week. How many students were absent
at least one day?
o Write 40% of 480 = students absent at least one day on the board.
o Ask students to share their solution strategies to this problem.
Students will give a variety of answers. Focus on the unit-percent approach first.
o Remind students that to find 1%, they could divide the whole by 100 or think:
what times 100 equals the whole?
Herderich, Kristin
33

Another possible strategy is the 10% approach:
o Remind students that to fine 10% they could divide the whole by 10 or think:
what times 10 equals 480?

Other possible strategies that students might mention:

Have students turn to page 277 of their Math Journal. Tell them that percents can be
thought of as fractions
o 43% =
43
100

o Have students figure out two on their own:
50% = (
50
100
5
10
1
2
)
25% = (
25
100
1
4
)
o Assign the first problem and circulate and assist where necessary.
Display this number story on the board: The list price for a toaster is $45. The toaster
sold at a 12% discount (12% off the list price). What are the savings?
o Ask students what the problem is asking (12% of $45).
o Have students do the problem.
o Remind students that a discount is the amount to be subtracted from a given
whole.
Assign the rest of page 277 through 278. Circulate and assist where necessary.
the lesson.

Herderich, Kristin
34

Closing:
Ask students where they might use percent discount in real life. Shopping should be a
popular answer.
with a partner.
Materials Used:
Math Spiral
Smart Board Lesson
Reflection:
This is a short(er) lesson and I inadvertently left myself a lot of time at the end of the
lesson. This ended up working out really well because I was able to help my low students
and work with them one-on-one or in small group to help them understand the concept.

Herderich, Kristin
35

8.10 Relating Fractional Units to the Whole Lesson
Plan

th

Unit Topic: Fractions & Ratios Lesson Focus: Relating Fractional Units to
the Whole
same with (2/3) (4/5) = 8/15. (In general, (a/b) (c/d) =
ac/bd.)CCSS.MATH.CONTENT.5.NF.A.2
percent.
Objective(s):
To provide practice finding the whole, given a fraction or a percent of the whole.
Engage:
Pass out a small Dixie-cup of 20 skittles to each student (any other small type of
candy will work).
Ask each student to use their skittles to represent the following fractions:
o
2
5
,
1
4
,
3
5
,
1
2
,
1
5
,
3
4
&
4
5

Walk around and check students work after each fraction to ensure understanding
After they have successfully found each fraction using skittles, tell students that they
just found fractional units of a whole! And then they may eat their skittles.

Herderich, Kristin
36

Have students open up to page 280 in their Math Journals.
o Walk them through questions #1-4.
o Question #4: Emphasize the number the model needed to figure out the
answer. Encourage students to use number models from now on.
o Have students try question #5 on their own.
o Pull sticks and have students come up to the Smart Board to solve the
remaining questions. Have them tell the class what they are doing and why
they are doing it.
Ask students what the definition of a Unit Fraction is. What about a Unit Percent?
Once students understand the definitions, ask students which questions on page 280
are a unit fraction and unit percent.
Have students open up their Student Reference Book to page 75.
o Using the prepared Smart Board slide, walk students through the first
question using a Fraction Strip.
o Emphasize how the meaning of the fractions in the examples is sued to find
the value of a unit fraction.
o Show students the second example in their book and see if THEY can walk
YOU through it.
o Have students complete the following problem in their Math Spiral to ensure
understanding. Walk around to check students answers.

o After students have successfully completed the above problem, have them
work together as an island to complete Journal page 281 for about 10 15
minutes.
Open Student Reference Book to page 52. Ask students how the first example relates
to the other problems we worked on. Ask them how they are different.
o Work with the class on the first problem on the Smart Board.
o Ask students how to solve the problem using percentages instead of fractions
o If time allows, have students work together to complete the second example
in the book.
Assign students to complete Journal pages 282 and 283 for the rest of the class
period.
Meet with any students who are still unsure about the concept after the lesson is
over.
the lesson.
Herderich, Kristin
37

Closing:
Ask students to give thumbs up if they feel comfortable working on the rest of the lesson by
themselves. Ask students to give a thumbs down if they do not feel comfortable and work
small group with those who do not feel comfortable.
Students work on page 282 and 283 of the Math Journal either independently or with
a partner.
Materials Used:
Everyday Mathematics Math Journal 2, pp. 254 & 256
Student Reference Book, pp. 52 & 75
Math Spiral
Smart Board Lesson
20 skittles per student
Dixie cups (to hold skittles)
Plates (to count skittles on)
Reflection:
This lesson was a semi-disaster. Instead of building up to the idea of algebra, I
instantly started with algebra and immediately confused most of my students. Instead, I
would slowly build up to it. Also, the skittles were fun, but it was hard to reign my students
back in after the activity.

Herderich, Kristin
38

8.12 Fraction Division

Name: Kristin Herderich Date: 03/17/2014 3/18/2014 Grade Level: 5
th

Unit Topic: Fractions & Ratios Lesson Focus: Dividing Fractions

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.
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.
CCSS.MATH.CONTENT.5.NF.B.7.C
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?
Objective(s):
To introduce division of fractions and relate the operation of division to multiplication.
Anticipatory Set:
DAY 1: Chalk Talk
o You will have 4 large posters, each with a question:
What do you know about adding fractions?
What do you know about subtracting fractions?
What do you know about multiplying fractions?
What do you know about dividing fractions?
o Tell students that they are to take a marker and answer each question without
talking.
o If a student agrees with another student or their ideas are similar, they may
draw arrows to each others ideas.
Herderich, Kristin
39

DAY 2: Display the following questions on the Smart Board. Have students answer
each question in their head and then go through the answers. Have students explain
the last problem and how it is similar to the other problems.

Show the following YouTube video on dividing fractions:
https://www.youtube.com/watch?v=uMz4Hause-o
DAY 1
Have students open up to page 288 in their Math Journal and look at problems 1
and 2.
Discuss students solutions to the problems. On the Smart Board, show students
how to solve the problems using a ruler.

Herderich, Kristin
40

Point out that each problem on the journal page asks: How many xs are in y?
Ask students to translate each problem into a question of this form and record
their answers on the board.

Next, ask students what open number sentence fits each of the problems above.

Have students pull out their Student Reference Book and open up to page 79

Walk students through dividing a whole number by a fraction.
Draw three rectangles on the Smart Board and present the following problem:
o Jane has 3 loaves of bread to share with her friends. If she cuts each loaf
into
1
4
s, how many quarter loaves will she have to share with her friends?

o Ask students: How many
1
4
s are in 3?
12
o Ask students: What number model is used to represent this problem?
Herderich, Kristin
41

3
1
4
= 12
Have students open up to page 80A in their Student Reference Book. Talk about
what to do when dividing a fraction by a whole number.

Pose the following problem on the board and draw a square underneath the
problem.
o Three family members equally share
1
5
of a loaf of corn bread. How much
of the loaf of corn bread will each person get?
Split the square into fifths and shade one-fifth of the square. Tell students that
the shaded part represents the loaf of bread that the family members will share.
Have a student come up to the board and split the square into thirds. Tell
students that the thirds represent each family member.
Explain that because the family only has
1
5
of a loaf to begin with, when it is
divided into three equal parts, each part of the corn bread that is cut up is 1/15 of
the entire loaf. So each person will get
1
15
of the loaf of corn bread.

Ask: What number model represents this problem?
1
5
3 =
1
15

Assign pages 288 289A as well as the St. Patricks Day worksheet for homework.
DAY 2
After students complete the mental math, have students work on three sample
problems. Emphasize the Keep, Change, Flip! method. Also encourage other
strategies from the day before.
o
1
10
5 =
o 6
1
5
=
o
1
10
3
10
=
Explain the relationship between multiplication and division of fractions
Ask students what they would do if they had a division problem with mixed
numbers?! Pose a number sentence on the board and have students talk with a
partner about how to solve the problem.
Herderich, Kristin
42

o 3
1
3
5
6
=
o Accept the answer that you must turn the mixed number into an improper
fraction and then keep, change, flip!
Have students open their Math Spiral and try a few on their own. Circulate and assist
where necessary.

Assign pages 289B 290 and SL 8.12.
Work small group with low students who are struggling with the concept for the rest
of the time.
the lesson.
Closing:
Pull students attention back to the Chalk Talk they did on the 17
th
. Ask students what new
information they would add to the poster board on fraction division.
with a partner.
St. Patricks Day worksheet for homework (Day 1)
Students will also have Study Link 8.12 for homework (Day 2)
Materials Used:
Student Reference Book, pp. 79 & 80A
Math Spiral
Smart Board Lesson
4 Poster Boards with one question on each:
o What do you know about adding fractions?
o What do you know about subtracting fractions?
Herderich, Kristin
43

o What do you know about multiplying fractions?
o What do you know about dividing fractions?
Markers (different color for each student, if possible)
St. Patricks Day Worksheet
Flocabulary YouTube Video: https://www.youtube.com/watch?v=uMz4Hause-o
Reflection:
This was the first time I ever attempted a Chalk Talk and I absolutely LOVED it and
the students did too. However, I think I would start the second day with the Chalk Talk
instead of the first day. This way, division of fractions has already been introduced and
students will have more to write on the concept.

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