5 th Grade Math Alliance March 12, 2013 Julie has 6 huge chocolate candy bars. If she eats 1/10 candy bar each day, how long will these 6 candy bars last? Juanita uses 0.1 pound of flour to make a batch of cookies. How many batches of cookies can she make with 3.75 pounds of flour?

Fractions and Decimals?????? What’s going well? What do you still need help with?

Multiply or Divide?????? Janie has 2 ¾ yards of yellow fabric. She uses ½ of the fabric to make a blanket for her new baby cousin. How many yards of fabric did Janie use for the blanket? What operation do you need to use to solve this problem? Explain how you know. Solve the problem using 2 different models.

What is 0.2 x 0.5? Write a story problem to match this situation Solve the problem using a visual model How could you solve this problem using fractions, rather than decimals?

How Many People? How Many Teams? The purpose of this unit is: to continue to build fluency with multiplication, to study the properties of multiplication and division, to build fluency with division strategies to develop arguments about how to generate equivalent expressions in multiplication and division.

Ten-Minute Math Focus Identifying prime, square,even and odd numbers Determining if one number is a factor or multiple of another Estimating solutions to 2-digit to 4-digit multiplication and division problems Estimating solutions to addition and subtraction problems with fractions and mixed numbers Breaking apart numbers mentally to estimate Additional activities are listed in the CC Adaptation section

Algebra Connections Students will begin to make generalizations about “is this true for all numbers” Idea of equivalence when solving multiplication and division problems 6 x 9 = 3 x 18 How could you prove this? Using the distributive property to multiply larger numbers (model 134 x 26)

Investigation 1 Equivalence in Multiplication and Division = ?

Session 1.1 Assessment: Equivalence in Multiplication Think of a story problem that would show 6 x 9 = 3 x 18 What is meant by doubling and halving? (look at the student thinking on pp 30 and 31) Does this work for all numbers? What about 9 x 7? What’s the difference?

Session 1.2 Tripling and Thirding 2 x 9 = 6 x ? 15 x 4 = 5 x ? 7 x 6 = ? X 2

Session 1.3 Finding Many Equivalents

Session 1.4 Equivalence in Division

Investigation 2 Reviewing Multiplication Strategies

Session 2.1 Multiplication Review

Session 2.2 Multiplication Practice

Session 2.3 U.S Algorithm for Multiplication

Session 2.4 Assessment: 253 x 46

Investigation 3 Division Strategies and Notation

Session 3.1 Representing a Division Problem

Session 3.2 Division Notation

Session 3.3 First Steps

Session 3.4 Refining Division Strategies

Session 3.5 Refining Division Strategies (continued)

Session 3.6 Division: How Did I Solve It?

Session 3.7 Assessment: 701 ÷ 27

Investigation 4: Using The Operations

Session 4.1 Field Day Refreshments

Session 4.2 Field Day Activities

Session 4.3 Field Day Problems

Session 4.4 Field Day Problems (continued)

Session 4.5 End of Unit Assessment