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K-5 Grade 5 Unit 4 Lesson 16

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•K-5 Math 6-8 Math 9-12 Math

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Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 •Grade 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 Lesson 18 Lesson 19 Lesson 20

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Lesson 16

Warm-up Activity 1 Activity 2

Unit 4, Lesson 16

Fractions as Partial Quotients

Grade 5

Warm-up

What Do You Know about ?

Activity 1

Select Expressions

Select all expressions that have the same value as . Explain or show your reasoning.
What is the value of ? Show your thinking. Organize your work so it can be followed by others.

Activity 2

Choose One Expression

Use each expression to find the value of . Show your thinking. Organize your work so it can be followed by others.
Choose one of these expressions to find the value of . Show your thinking. Organize your work so it can be followed by others.
Which expressions are most helpful? Which expressions are least helpful? Explain or show your reasoning.

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Are You Ready for More?

Are You Ready for More?

Are You Ready for More?

Standards Alignment

Building On

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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Addressing

5.OA.2

Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

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Building Toward

Standards Alignment

Building On

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?

View Full Standard

Addressing

Building Toward

Standards Alignment

Building On

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?

View Full Standard

Addressing

Building Toward