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IM K-5 Math
IM 6-8 Math
IM 9-12 Math

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K-5 Grado 5 Unit 2 Lesson 11

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•K-5 Math 6-8 Math 9-12 Math

Course

Kínder Grado 1 Grado 2 Grado 3 Grado 4 •Grado 5

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Unit 1 •Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

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Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 •Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 17

K-5
6-8
9-12

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Grado 1
Grado 2
Grado 3
Grado 4
Grado 5

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Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Lesson 17

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Lesson 11

Warm-up Activity 1 Activity 2

Unit 2, Lesson 11

Lados de longitudes fraccionarias y mayores que 1

Grado 5

Warm-up

Verdadero o falso: Tercios

Decide si cada afirmación es verdadera o falsa. Prepárate para explicar tu razonamiento.

Activity 1

Mayor que 1

Encuentra el área de la región coloreada, en unidades cuadradas. Explica o muestra tu razonamiento.
Selecciona todas las expresiones que representan el área de la región coloreada, en unidades cuadradas. Para cada expresión correcta, explica tu razonamiento.

Activity 2

Diagramas y expresiones que representan el área

1. Escribe una expresión de multiplicación que represente el área de la región coloreada, en unidades cuadradas.
2. ¿Cuál es el área de la región coloreada?
1. Escribe una expresión de multiplicación que represente el área de la región coloreada, en unidades cuadradas.
2. ¿Cuál es el área de la región coloreada?

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Standards Alignment

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Addressing

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?

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Standards Alignment

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Addressing

5.NF.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.

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Standards Alignment

Building On

Addressing

5.NF.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.

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