Grade 4 GT Mathematics
Unit 3: Numbers & Operations  Fractions (5.NF)
During this unit, students use their understanding of fraction equivalence to generate equivalent fractions in order to add and subtract fractions with unlike denominators. They will solve word problems with unlike denominators using visual models or equation. Students need a sense of fractions to estimate mentally and assess the reasonableness of their answer. Students use their understanding of whole number multiplication and division in order to develop their knowledge of multiplication and division of fractions. This unit has students develop their understanding of multiplying and dividing fractions as they use visual models or equations to solve word problems. Students need a sense of fractions to estimate mentally and assess the reasonableness of their answer. This unit also focuses on solving authentic problems involving multiplication and division of fractions.
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What will my child learn?
Students will:
Use equivalent fractions as a strategy to add and subtract fractions.
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.
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.
Apply and extend previous understandings of multiplication and division.
5.NF.B.3
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). 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.
5.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
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.
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.
5.NF.B.5
Interpret multiplication as scaling (resizing), by:
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.
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.
5.NF.B.7
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
Students will:
Use equivalent fractions as a strategy to add and subtract fractions.
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.
 Enrichment Tasks: To Multiply or Not to Multiply?  Measuring Cups
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.
 Background Info.& Guided Practice
 Check for Understanding
 Enrichment Tasks: Do These Add Up?  Salad Dressing
Apply and extend previous understandings of multiplication and division.
5.NF.B.3
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). 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.
 Background Info.& Guided Practice
 Check for Understanding
 Enrichment Tasks: Painting a Wall  How Much Pie?
5.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
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.
 Background Info. & Guided Practice
 Check for Understanding
 Enrichment Tasks: Folding Strips of Paper  Chavone's Bathroom Tiles
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.
 Background Info. & Guided Practice
 Check for Understanding
 Enrichment Tasks: Connor and Makayla Discuss Multiplication
5.NF.B.5
Interpret multiplication as scaling (resizing), by:
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.
 Background Info. & Knowledge
 Check for Understanding
 Enrichment Tasks: Fundraising  Reasoning About Multiplication
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.
 Background Info. & Knowledge
 Check for Understanding
 Enrichment Tasks: Making Cookies  To Multiply or Not To Multiply
5.NF.B.7
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
 Enrichment Tasks: Standing in Line  Origami Stars
What are some signs of student mastery?

More 4 U
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