Numbers and Operations Fractions (Part 2) MCC.5.NF.3, MCC.5.NF.4, MCC.5.NF.5, MCC.5.NF.6, MCC.5.NF.7

Standards MCC.5.NF.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. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? MCC.5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. 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.) 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.

Standards MCC.5.NF.5 Interpret multiplication as scaling (resizing), by: a. 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. b. 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. MCC.5.NF.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.

Standards MCC.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. 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. b. 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. 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?

Directions Split class into 5 teams (or less). Each team must solve the given problem. After time is called, every team leader should hold their answer so it can be checked. Teacher is to click on the yellow square for answer to appear. The teams that got the correct answer choose a bubble. Teacher is to click on the bubble to reveal points earned. Tip: Alternate which team chooses bubble first

Lee is helping organize food for a camping trip Lee is helping organize food for a camping trip. The club is bringing 24 pounds of meat to feed 18 people. How much meat will each person get? (Write as a mixed number) Click for Answer 10 11 6 5

Lee also brings 45 ounces of rice for 18 people to share Lee also brings 45 ounces of rice for 18 people to share. How much rice will each person get? (Write as a mixed number) Click for Answer 2 1 4 5 3

Barb is in a hiking club. She made trail mix for the group Barb is in a hiking club. She made trail mix for the group. There are 20 people in the group and she made 25 pounds of mix. How much will each person get? (Write as a mixed number) Click for Answer 3 1 2 8 6

Which is NOT the same? 5 1 Click for Answer 3 7 10

Pete has a piece of wood that is 8 feet long Pete has a piece of wood that is 8 feet long. He cuts the wood into 6 equal pieces. How long is each piece of wood? Click for Answer 6 8 4 4 2

Use the model to multiply Click for Answer 10 11 6 5

Char counts 15 dogs at the park Char counts 15 dogs at the park. Three-fifths of the dogs are retrievers. How many are retrievers? 11 5 Click for Answer 9 2 17 4

Jane planted a garden. Of the garden is planted with vegetables Jane planted a garden. Of the garden is planted with vegetables. OF that section, is planted with carrots. What fraction of the total area is planted with carrots? Click for Answer 11 3 10 8 2

A mat is yard by yard. What is the area of the floor mat? Click for Answer 1 4 7 6

Write an equation for the following model: 1 5 7 9 12 Click for Answer

Multiply. Click for Answer 16 8 6 4

Multiply. Click for Answer 7 4 7 6 9

Which number completes the equation? 8 8 10 16 20 15 8 7 14 Click for Answer D) 20

One lap around a track is a distance of mile One lap around a track is a distance of mile. If Dina runs 8 laps, how many miles will she run? 12 19 Click for Answer 2 miles 9 7 13

Does multiplying a whole number by a fraction less than 1 always result in a product less than the whole number? YES or NO Click for Answer YES 10 11 6 5

Will the product be greater than or less than 5? Click for Answer 4 Less than 5 3 8 4 11

Mrs. June’s class has 32 students. Mrs Mrs. June’s class has 32 students. Mrs. May’s class has as many students. How many students are in Mrs. May’s class? Greater than 32 Less than 32 Exactly 32 Click for Answer B) Less than 32 10 11 6 5

>, <, = Click for Answer < 6 3 6 20

Tina asked students in her class their favorite lunch Tina asked students in her class their favorite lunch. Sandwiches were chosen by of the students. Peanut butter sandwiches were chosen by of those students. What fraction of the students chose peanut butter? Click for Answer 9 4 8 3 15

A sandbox measures by . What is the area of the sandbox? 4 1 Click for Answer 2 8

Divide. Click for Answer 1 6 2 1 3

Tina has 5 feet of ribbon. Each bow she makes needs foot Tina has 5 feet of ribbon. Each bow she makes needs foot. How many bows can she make? Click for Answer 15 3 6 10 3 10

Divide: Click for Answer 20 6 3 6 20

One half of a pizza is left One half of a pizza is left. Five friends want to share the pizza equally. What fraction of the pizza will each person get? 5 2 Click for Answer 4 5 9

Divide. Click for Answer 16 8 6 4

Solve for n. 8 15 8 7 Click for Answer 14

A cookie recipe calls for cup butter per batch A cookie recipe calls for cup butter per batch. How many batches can you make with 2 cups of butter? 12 19 Click for Answer 8 9 7 13

Write a multiplication sentence to find the quotient of ? 7 Click for Answer 9 4 7 9

A milk carton holds 30 ounces of milk A milk carton holds 30 ounces of milk. Chip pours all the milk into 4 equal glasses. How much will be in each glass? Between which two whole numbers does the quotient lie? Click for Answer Between 7 and 8 10 11 6 5

There are 4 cups of raisins in a box There are 4 cups of raisins in a box. How many cup servings are in the box? Click for Answer 32 7 4 7 6 9

The End! Click for Answer 8 6 4 4 2