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Trail Teamwork
Ava, Jayden, Edwina, Lexi, Luis, and Trina are helping clean up a
hiking trail during the summer.
2. In the first _12mile of the trail, Jayden posts 3 signs that describe local
birds. If the signs are an equal distance apart, what is the distance
between the second and third signs? Show your work.
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b. Trina brings 6 cubic yards of compost for planting the trees. Each
tree needs to be planted with _16cubic yards of compost. Will there
be enough compost to plant all the trees? If yes, how many extra
trees can they plant? If no, how many trees can they plant? Show
your work.
Trail Teamwork
COMMON CORE STANDARDS
CC.5.NF.3 Interpret a fraction as division of the numerator by the denominator. Solve word
problems involving division of whole numbers leading to answers in the form of
fractions or mixed numbers, e.g., by using visual fraction models or equations to
represent the problem.
CC.5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole
numbers and whole numbers by unit fractions.
a. Interpret division of a unit fraction by a non-zero whole number, and compute such
quotients.
b. Interpret division of a whole number by a unit fraction, and compute such
quotients.
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.
CC.5.MP.1 Make sense of problems and persevere in solving them.
CC.5.MP.7 Look for and make use of structure.
PURPOSE
To assess understanding of fractions as division and the ability to write and evaluate expressions with
division of unit fractions and whole numbers
TIME
2530 minutes
GROUPING
Individuals
MATERIALS
Performance Task, paper, pencil
Fraction strips (optional)
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PREPARATION HINTS
Review the link between multiplication and division before assigning task.
R eview vocabulary, including divisor, dividend, quotient, remainder, factor, product, equation,
numerator, denominator, and mixed number.
IMPLEMENTATION NOTES
R ead the task aloud to students and make sure that all students have a clear understanding
of the task.
Students may use manipulatives to complete the task.
Allow students as much paper as they need to complete the task.
TASK SUMMARY
Students will divide with unit fractions and whole numbers.
REPRESENTATION
In this task teachers can
Combine symbols and words to reinforce vocabulary, such as writing numerator above
a fraction bar and denominator below.
ENGAGEMENT
In this task, teachers can
Model temporarily replacing fractions with whole numbers to help students prepare
solution strategies.
Challenge advanced students with division involving non-unit fractions.
SCORING
Use the associated Rubric to evaluate each students work.
A level 3 response Indicates the student has made sense of the task and persevered
A level 2 response Shows that the student has made sense of at least some components
of the task
A level 1 response Shows little evidence that the student has made sense of the task
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