deconstruction of unit standards

Deconstruction of Unit Standards

Standard: 5.NF.4a Apply and extend previous understandings of multiplication to multiply a fraction or

whole number by a fraction.

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).

Ultimate Target Type ___ Knowledge __x_ Reasoning ___ Skill ___ Product

Learning Targets

Knowledge Target(s) ● I can multiply a fraction by a

whole number

● I can multiply a fraction by a

fraction

● I can explain what the

numerator of a fraction

represents

● I can explain what the

denominator of a fraction

represents

● I can repeatedly add

fractions

● I can estimate products of

fractions using compatible

numbers and benchmark

fractions

Reasoning Target(s) ● I can interpret the product of a fraction (a/b) times a

whole number (c) as c being divided into b equal groups,

with the total quantity in a number of groups representing

the product

● I can interpret the product of a fraction times a whole

number as repeated addition of the fraction, the whole

number of times

● I can determine the progression of operations necessary in

order to find the product of a fraction times a whole

number.

● I can determine the progression of operations necessary in

order to find the product of a fraction times a fraction.

● I can defend my product of fractions through use of

estimation.

Skill

Target(s)

Product

Target(s)

Standard: 5.NF.4b Apply and extend previous understandings of multiplication to multiply a fraction or

whole number by a fraction.

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.

Ultimate Target Type ___ Knowledge ___ Reasoning __x_ Skill ___ Product

Learning Targets

Knowledge Target(s) ● I can state a variety of strategies in

order to find the area of a rectangle

with fractional side lengths

Reasoning Target(s) ● I can represent

products of fractions

using rectangular areas

● I can justify why the

area model represents

the multiplication of

fractions and/ or whole

numbers

Skill

Target(s)

I can

model area

to calculate

the

product of

fractions

and/or

whole

numbers

Product

Target(s)

Standard: 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.

Ultimate Target Type ___ Knowledge __x_ Reasoning ___ Skill ___ Product

Learning Targets

Knowledge Target(s) ● I can identify keywords that indicate

multiplication in story problems

Reasoning Target(s) ● I can solve story

problems involving

multiplication of

fractions

● I can represent the

multiplication of

fractions using

drawings to illustrate

Skill

Target(s)

Product

Target(s)

BLUEPRINT TEMPLATE: Math Pre Test

Example of what I did for each assessment (target-method match):

Learning Target

Target Type

Assessment

Methods

Percent

Importance

(Sampling)

I can multiply a fraction by a whole

numbers

Knowledge SR=Good Match Mid

(Intermediate) SR

2 Questions

I can multiply a fraction by a fraction

Knowledge SR=Good Match Mid

(Intermediate) SR

2 Questions

I can explain what the numerator of a

fraction represents

Knowledge WR=Strong Match Low (Novice) WR

1 Question

I can explain what the denominator of

a fraction represents


1 Question

I can repeatedly add fractions


1 Question

I can estimate products of fractions

using compatible numbers and

benchmark fractions


1 Question

I can state a variety of strategies in

order to find the area of a rectangle

with fractional side lengths.


1 Question

I can identify key words that indicate

multiplication in story problems


1 Question

__________________________________________________________________________________________

__________________________________________________________________________________________

Pre-Assessment

Name Multiplying Fractions Pre-Test

Read each question carefully. Respond on the lines provided.

Multiply.

1.

A.

C.

B.

D.

1.

2.

H.

G.

I.

2.

3.

A.

C.

B. D.

3.

4.

H.

G.

I.

4.

5.

F.

F.

What does the numerator of a fraction represent?

6. What does the denominator of a fraction represent?

unit

7.

+

+

=______________

9. List two ways that you could find the area of the gray rectangle below:

8. Estimate the product of the fraction:

unit

Way #1:____________________________________________________________________________________

10. List two examples of key words in story problems that indicate that you need to multiply in order to solve:

Word #1:_________________________________

Word #2:_________________________________

Way #2: __________________________________________________________________________

Lesson 1 Assessment Materials

Exit Ticket:

Homework (Student Self-Assessment) 711-712, 717-718 from McGraw-Hill My Math: Grade 5:


Exit Ticket:


Post-Assessment

Name:________________ Locker #:_________

1. Mary made 25 cookies. She gave

of them to her friends. How many cookies did her friends receive?

Use a bar diagram to solve, using partitioning:

Thus,

x 25= _______

2. EXPLAIN, why doing will give you the same answer as your model for #1: ___________

____________________________________________________________________________________

3. Each student in Ms. Turner’s class eats

of a pizza. How much pizza in total do 7 students eat?

a. Represent this problem as an addition equation

b. Draw a model to represent the repeated addition from above

c. Solve this problem:___________

4. Solve. Check the reasonableness of your answer using estimation. Simplify your answers!

a. 9 x

=_______ Estimation:_________

b.

=______ Estimation:________

5. Larry’s yard is

feet wide by

feet long. What is the area of his yard?

a. Create an area model to solve:

b. Answer:__________

c. EXPLAIN how your model represents the product of the two fractions: _________________________

_____________________________________________________________________________________

deconstruction of unit standards

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