Name _______________________________________
Approximate Progress Check Date : Wednesday, January 22, 2014
Grade 5 Unit 5 Study Notes
This chart contains a list of skills and concepts that your child will practice during this unit of study. These skills may appear on the
Unit Progress Check at the end of the unit. Also, please refer to the Family Math Letter and Everyday Math Online (http://emccss.everydaymathonline.com/g_login.html) for other ideas on working with your child on these skills.
What You Will Learn in This Unit
Examples and Notes
SRB
Pages to
Review
1. Understand basic fraction concepts
and uses of fractions.
Use vocabulary: numerator, denominator, unit fractions, proper fractions, improper fractions,
mixed numbers
 Fractions may represent division (3/4 is another way of saying 3 divided by 4)
 Fractions can represent probability (the chance that a die will land with 3 up is 1 out of 6
or 1/6.
 Fractions are used to compare two quantities as ratios: 1 out of 2 students in the class is a
boy, so ½ of the class are boys
Use a strategy for finding the unit fraction of a set.
If 12 counters are the whole set, how many counters are ¼ of a set? _____________________
What is 1/5 of 20?____________ What is 2/5 of 20?___________ What is 3/5 of 20?_________
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3. Find a fraction of a whole.
In a school election, 141 fifth graders voted. One-third voted for Shira, and two-thirds voted for
Bree.
a. How many votes did Shira get? (Think: Focus on the unit fraction 1/3. A set of 141 votes must
be divided into thirds. This is similar to dividing 15 counters into 3 equal parts.)__________
b. How many votes did Bree get? (Think: If 1/3 of 141 is 47 votes, then two-thirds is double that,
or 94 votes. 1/3 + 2/3 = 1 whole, so 47 votes + 94 votes = 141 votes)___________
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4. a. Understand mixed numbers and
improper fractions.
Use a procedure to:
b. Change mixed numbers to
improper fractions.
c. Change improper fractions into
a. In the problems below, the hexagon shape is worth 1. Write the mixed number name and the
fraction name shown for each diagram.
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2. Solve Parts-and-Whole problems
with fractions.
Grade 5, Unit 5 Study Notes 12-07-12
Mixed Number Name___________
Improper Fraction Name___________
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mixed numbers.
5. Compare and order fractions with
like and unlike denominators using >,
<, and =.
--Understand that 0 and 1 can be
represented as fractions and used
as “benchmark fractions” with ½ to
compare and order fractions.
Use the benchmarks of 0 and 1 to determine if a fraction is closer to the benchmark fractions of
0/x( 0), ½, or x/x ( 1).
 1/15 is closer to 0 because it is a unit fraction.
 14/15 is closer to 1 because the numerator and denominator are consecutive numbers.
 5/8 is closer to ½ because the 5/8 is only 1/8 more than half of the denominator, and 4/8
= ½.
Use benchmarks to order a set of fractions from least to greatest.
2/3 , ¼ , 1/3, ¾ __________________________
59, 6667, 85
Compare fractions—proper and improper fractions—and mixed numbers using >, <, and =
a.
10
3
___ 1
4
4
b.
8
10
____
10
10
Use the Fraction-Stick Chart to compare fractions and find equivalent fractions. See SRB p. 85.
Play Fraction Top-it.
6. Add fractions using fraction-stick
models.
Shade in the fraction stick model to show
5 1
+ .
8 4
So,
5 1 7
+ =
8 4 8
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(Note: ¼ is the same as 2/8…. 1 out of every 4 is the same as 2 out of every 8.)
Add the fractions using the fraction stick below.
1/3 + 1/6=________
7. Use rules to make equivalent
fractions for any given fraction.
Grade 5, Unit 5 Study Notes 12-07-12
Multiplication Rule: To find an equivalent fraction, multiply the numerator and denominator of
the fraction by the same number.
4 x 2 = 2
6
2
3
Note that 2/2 is = 1 whole. Therefore multiplying by 2/2 is the same as multiplying by 1 which will
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yield the original number.
Example: Write three fractions that are equivalent to ¾. _____________________________
Division Rule: To find an equivalent fraction, divide the numerator and the denominator of the
fraction by the same number.
4 ÷ 2 = 2
6
2
3
Note that 2/2 is = 1 whole. Therefore dividing by 2/2 is the same as dividing by 1 which will yield
the original number. Therefore 4/6 = 2/3 (The value hasn’t changed but the fraction has been
simplified.)
Example: Write three fractions that are equivalent to 12/16. __________________________
8. Write fractions as decimals;
represent the decimals on a number
line labeled by tenths.
Use mental math, the multiplication rule, or the division rule to change each fraction to an
equivalent fraction having a denominator of 10 or 100. Then write the new fraction as a decimal.
Example: Convert ¾ to a decimal.
83-87
3 25 75
x
=
Rename seventy-five one hundredths as 0.75
4 25 100
Convert 2/5 to a decimal._________________
9. Round decimals to the nearest
selected place.
10. Shade decimal squares based on
fractional amounts and make
conversions between fractions and
decimal equivalencies.
Review the following skills:
Grade 5, Unit 5 Study Notes 12-07-12
Round these decimals to the closest whole number:
0.987
_____ 5.741
_____
873.135
______
Round these decimals to the hundredths place:
0.987
______5.741
_____ 873.135
_______
Shade 1/20 of the decimal square. Write the fraction
1/20 as __/100 and write the decimal equivalence.
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26-27,
84
11. Measure angles with a protractor
and classify the angles as acute, right,
or obtuse.
12. Use the magnitude estimate to
estimate the quotient when dividing
decimals.
Draw an acute angle. Measure it to the nearest degree.
Draw an obtuse angle and measure it to the nearest degree.
Draw a right angle and measure it. What should it measure?
Find the magnitude estimate and explain how you got your estimate:
8 65.2
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250
Think: The multiples of 8 are 8, 16, 24, 32, 40, 48, 56, 64, 72... I can use 64  8 = 8 to
make my estimate because 65.2 is about 64.
The estimate of 8 is a single digit, so the magnitude estimate would be a single digit in the ones
place. So the 1s place is the magnitude estimate for 65.2 divided by 8.
13. Use a division algorithm to solve a There are 400 students to seat at tables for an assembly. If each table can seat 24 students, how
problem. Then determine what to do many tables are needed?
with the remainder, and explain what
the remainder represents.
400/24
16 R 16
What does the remainder represent? 16 students who can’t have a seat; one more table is needed.
What did you do with the remainder? Ignored it, Changed it to a fraction or decimal, or Rounded up
14. Compare fractions using <,>,=
Compare mixed and improper fractions
5
Grade 5, Unit 5 Study Notes 12-07-12
____ 5
_____ 3
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