Grade 5 - Home Page - Newark Public Schools · Lesson 1 Homework 5.NF.3 Comparing fractions & equivalent fractions Lesson 2 5.NF.3 Creating models for fractions Lesson 3 5.NF.3 Interpreting

$Page 1: Grade 5 - Home Page - Newark Public Schools · Lesson 1 Homework 5.NF.3 Comparing fractions & equivalent fractions Lesson 2 5.NF.3 Creating models for fractions Lesson 3 5.NF.3 Interpreting$
Grade 5 Number and Operation – Fractions

5.NF.3

2012 COMMON CORE STATE STANDARDS ALIGNED MODULES

THE NEWARK PUBLIC SCHOOLS THE OFFICE OF MATHEMATICS

THE NEWARK PUBLIC SCHOOLS THE OFFICE OF MATHEMATICS

Page 2 of 40

Goal:

Students will 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.

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Number and Operations – Fractions 5.NF.3

Interpret a fraction as the division of the numerator by the

denominator.

Lesson 1 5.NF.3 Comparing fractions & equivalent fractions

Lesson 2 5.NF.3 Creating models for fractions

Lesson 3 5.NF.3 Interpreting mixed numbers

Lesson 4 5.NF.3 Division word problems

Lesson 5 5.NF.3 Golden Problem

Lesson Structure: Introductory Task

Prerequisite Skills

Focus Questions

Guided Practice

Homework

Journal Question

Embedded Mathematical Practices MP.1 Make sense of problems and persevere in

solving them

MP.2 Reason abstractly and quantitatively

MP.3 Construct viable arguments and critique the

reasoning of others

MP.4 Model with mathematics

MP.5 Use appropriate tools strategically

MP.6 Attend to precision

MP.7 Look for and make use of structure

MP.8 Look for and express regularity in

repeated reasoning.

Essential Questions:

What is a fraction?

What do the values of the numerator and

denominator tell you about the value of a

fraction?

Prerequisites:

Whole Numbers

Fractions

Fraction models

Addition

Subtraction

Factors

Multiplication

Division

Page 3 of 40

Understand Division

As in the cases of addition and multiplication, certain properties hold for division. The Property of One for Multiplication

(also called the Identity Property of Multiplication) states that for any number n, n × 1 = n. This property is applied to

division in the following forms.

For any number n, n ÷ 1 = n.

For any number n, n ≠ 0, n ÷ n = 1.

The Zero Property of Multiplication states that for any number n, n × 0 = 0. Because multiplication and division are inverse

operations, the statement implies that

For any number n, n ≠ 0, 0 ÷ n = 0.

The condition n ≠ 0 is essential in the above statements because neither n ÷ 0 nor 0 ÷ 0 are defined.

Division With Remainders

When you divide a group of objects into smaller equal groups, there may be some objects left over. For instance, when

you divide 18 by 7, the result is seven groups of 2 with 4 left over. The 4 left over is the remainder in the division problem.

The answer to the division in the example is usually written 2 R4. When the result of the division is checked using

multiplication, the remainder must be added to the product of the divisor and the quotient. The resulting sum should equal

the dividend in the original problem.

Understand Fractions

Fractions

Fractions are numbers that are needed to solve certain kinds of division problems. Much as the subtraction problem

3 − 5 = −2

creates a need for numbers that are not positive, certain division problems create a need for numbers that are not

integers. For example, fractions allow the solution to 17 ÷ 3 to be written as

17 ÷ 3 = .

When a and b are integers and b ≠ 0, then the solution to the division problem a ÷ b can be expressed as a fraction, .

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At this grade level, students should learn to identify fractions with models that convey their properties. Proper fractions

can be modeled in terms of a part of a whole. The whole may be a group consisting of n objects where part of the group

consists of k objects and k < n. The fraction can be modeled as follows.

Equivalently, the whole may consist of a region that is divided into n congruent parts, k of which belong to a subregion.

For example, the fraction can be identified as the shaded part of the region below.

A unit fraction is a fraction with a numerator of 1 (for example, , , , ). The definition of a unit fraction, , is to take one

unit and divide it into n equal parts. One of these smaller parts is the amount represented by the unit fraction. On the

number line, the unit fraction represents the length of a segment when a unit interval on the number line is divided into n

equal segments. The point located to the right of 0 on the number line at a distance from 0 will be .

The fraction can represent the quotient of m and n, or m ÷ n. If the fraction is defined in terms of the unit fraction ,

the fraction means m unit fractions . In terms of distance along the number line, the fraction means the length of m

abutting segments each of length . The point is located to the right of 0 at a distance m × from 0. The numerator of

the fraction tells how many segments. The denominator tells the size of each segment.

A straightforward way to show that fractions represent a solution to a division problem is by using equivalent fractions.

What is 35 ÷ 7? It is 5 because 35 equals 7 × 5. What is 5 ÷ 7? This is more difficult because 5 is not a multiple of 7.

However, 5 = = 5 × × 7 = , and equals 35 unit fractions of . Just as 35 divided by 7 is 5, 35 unit fractions of

divided by 7 is 5 unit fractions of . So 5 ÷ 7 = .

Finding a Fractional Part of a Number

The word of is often used to pose problems involving the multiplication of a whole number by a fraction. At this level,

students have not yet learned to multiply fractions. The problem of finding of 6 can be modeled in terms of a group of 6

objects that has been separated into 3 smaller groups, each of which has 2 objects.

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Equivalent Fractions

Two fractions and are equivalent if there exists a number m such that m × × b = . For example, the fact that 2 ×

× 4 = implies that is equivalent to .

Geometrically, this concept can be conveyed in terms of a picture in which there are two ways of representing the same

part of the whole. The fact that is equivalent to can be shown as follows.

Because equivalent fractions represent the same number, they are referred to as equal.

A fraction is in simplest form if the numerators and denominators are as small as possible. A more formal way of stating

this is to say that in a simplest form fraction, the numerator and denominator have no common factors other than 1.

Page 6 of 40

Teaching Tips

Fractions TeachingTip1

Focus on the understanding of fractions and fraction models to represent the addition and subtraction of fractions with unlike denominators as equivalent calculations with like denominators. Develop fluency in calculating sums and differences of fractions, and make reasonable estimates of them. Also, use the meaning of fractions, of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for multiplying and dividing fractions make sense. (Note: this is limited to the case of dividing unit fractions by whole numbers and whole numbers by unit fractions.)

Division TeachingTip2

Develop understanding of why division procedures work based on the meaning of base-ten numerals and properties of operations. Students use the relationship between decimals and fractions, as well as the relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite decimals make sense. They compute products and quotients of decimals to hundredths efficiently and accurately.

What do I Focus On? TeachingTip3

Instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.

Page 7 of 40

Multiple Representations for Division

7x6=42 42÷6=7(divided

by)

Division is the inverse

operation to multiplication

One factor property - Any

number divided by 1 is equal to

the number itself

16÷1=16

250÷1=250

3/4 = 3÷4

Fractions are represented as

division problems

Zero property

Zero divided by any number is

equal to 0

0÷2=0

2/0=undefined

Division by zero is

undefined

Division by Grouping

6 ÷ 2 = 3

Page 8 of 40

Pizza Party Dilemma

Two afterschool clubs are having pizza parties. For the Math Club, the teacher will order 3

pizzas for every 5 students. For the Robotics Club, the teacher will order 5 pizzas for every 8

students. Since you are in both groups, you need to decide which party to attend. How much

pizza would you get at each party? If you want to have the most pizza, which party should

you attend?

Introductory Task Guided Practice Homework Assessment

Focus Questions

Journal Question

I am going to give you part of

my candy bar. However, I give

you a choice; do you want

either 9/20 or 1/2 of my candy

bar? Explain your answer.

Question 1: How can we compare fraction with unlike

denominators?

Question 2: How can we show 3/4 as a division problem?

Students will 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. MP: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure

Numbers and Operation – Fractions 5.NF.3, 5.MP.1, 5.OMP.2, 5.MP.3, 5.MP.4, 5.MP.5, 5.MP.6, 5.MP.7

Introductory Task

Lesson 1

Page 9 of 40

Use the example below to solve the problems through the use of division.

Ex. 3/4 = ______ 3/4 can be interpreted 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.

(3/4 = 3÷4) and 3÷4=0.75

1.

1/3 = _______

2.

3/5 = ________



Lesson 1: Guided Practice

Teachers model with students. Students will 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. MP: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure

Page 10 of 40

3.

5/8 = _______

4.

3/11 = ________

5.

6/9 = _________

6.

1/10 = ________

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Use the example below to help you compare two given fractions in the problems that follow using (<, >, =).

Ex. 3/4 ____ 1/2

3/4 can be interpreted 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.

(3/4 = 3÷4) and 3÷4=0.75

1/2 can be interpreted as the result of dividing 1 by 2, noting that 1/2multiplied by 2 equals 1, and that

when 1 whole is shared equally among 2 people each person has a share of size 1/2.

(1/2 = 1÷2) and 1÷2=0.5

3/4 _>_ 1/2

7.

1/4 ____ 1/2

8.

1/5 _____ 3/10

9.

5/6 _____ 2/3

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10.

4/12 _____ 1/3

11.

1/4 _____ 1/5

Page 13 of 40

Use the example below to solve the problems through the use of division.

Ex. 3/4 = ______

3/4 can be interpreted 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.

(3/4 = 3÷4) and 3÷4=0.75

1.

2/3 = _______

2.

5/7 = ________


Name____________________________ Date_____________________


Lesson 1: Homework

Students practice skills at home. Students will 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. MP: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure

Page 14 of 40

3.

3/8 = _______

4.

7/11 = ________

5.

2/9 = _________

6.

11/12 = ________

Page 15 of 40

Use the example below to help you compare two given fractions in the problems that follow using (<, >, =).

Ex. 3/4 ____ 1/2

3/4 can be interpreted as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that


(3/4 = 3÷4) and 3÷4=0.75

1/2 can be interpreted as the result of dividing 1 by 2, noting that 1/2multiplied by 2 equals 1, and that


(1/2 = 1÷2) and 1÷2=0.5

3/4 _>_ 1/2

7.

2/4 ____ 1/2

8.

3/5 _____ 3/10

9.

8/9 _____ 2/3

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10.

5/7 _____ 2/3

11.

1/7 _____ 1/9

Page 17 of 40

Cookie Time

Ten team members are sharing 3 boxes of cookies. How much of a box will each student get? Use pictures,

words, or mathematical thinking to explain your answer.



Lesson 2

Introductory Task


Journal Question

In your own words, describe

what a fractions is. Provide

examples to support your

description.

Focus Questions

Question 1: How can we divide whole numbers and get

fractions as a result?

Question 2: What doe it mean do divide? How are fractions

and division related?

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Look at the example below. Use the bar model to help you correctly answer the questions that follow.

Example:

Your teacher gives 7 packs of paper to your group of 4 students. If you share the paper equally, how much

paper does each student get? (Key: R=red, Y=yellow, B=blue, G=green)

Student 1 Student 2 Student 3 Student 4 1 2 3 4 1 2 3 4 1 2 3 4

R Y B G R Y B G R Y B G R Y B G

Pack 1 Pack 2 Pack 3 Pack 4 Pack 5 Pack 6 Pack 7

Each student receives 1 whole pack of paper and 1/4 of the each of the 3 packs of paper. So each student gets 1

¾ packs of paper.

1. If 10 people want to share a 51-pound sack of rice equally by weight, how many pounds of rice should each

person get?

2. If 4 friends want to share 14 slices of pizza equally, how many slices should each friend get?




Teachers model with students.


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3. Five brothers are going to take turns watching their family's new puppy. How much time will each brother

spend watching the puppy in a single day if they all watch him for an equal length of time?

4. Mrs. Hinojosa had 81 feet of ribbon. If each of the 18 students in her class gets an equal length of ribbon,

how long will each piece be?

5. Wesley walked 18 miles in 4 hours. If he walked the same distance every hour, how far did he walk in one

hour?

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6. If 9 students are sharing 6 gallons of juice. How many gallons of juice does each student get?

7. John has 15 pounds of sugar to deliver to 20 restaurants. How many pounds of sugar will each restaurant

get?

8. Sean started a lawn mowing business for the summer. He needs to cut 27 lawns in 6 hours. How many

lawns will he need to cut each hour?

9. Cindy is driving to Boston to catch a Red Sox game. She drove the 250 miles in 4 hrs. If she drove at a

constant speed, how far did she travel each hour?

10. William will be using a total of 360 chocolate chips while baking batches of cookies. If each batch gets

exactly 16 chocolate chips, how many batches of cookies will he bake?

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Name: ____________________________ Date: _______________________

Look at the example below. Use the bar model to help you correctly answer the questions that follow.

Example:

Tim, Chris, and Mike go to the driving range to hit golf balls. The three men share 2 buckets of balls equally

between them. How many buckets of balls does each get to hit? (Key: T=Tim, C=Chris, and M=Mike)

T C M T C M

Bucket 1 Bucket 2

Each golfer receives 2/3 of one bucket. So each golfer gets 2/3 buckets of balls.

1. If 5 people want to share a 2-pound sack of potato chips equally by weight, how many pounds of potato

chips should each person get?

2. If 4 friends want to share 3 whole pizzas equally, how many pizzas should each friend get?



Lesson 2: Homework

Students practice skills at home.


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3. Christopher has to feed his fish every day. He has a container of fish food that is 3 lb. If he uses the exact

same amount every month of the year, how much food does he feed each month?

4. Gilbert, Carlos and Justin decide to drive to Florida to watch the Yankees play the Marlins. If they share the

driving equally, how many days does each person drive if the trip takes a total of two days?

5. Yissel ran 2 miles in 10 minutes. If she ran the same distance every minute, how far did she run in one

minute?

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6. Bill has 6 bags of marbles that he wants to divide up equally among 8 kids. How many of bags marbles will

each kid get?

7. If there are 24 hrs in a day, what fraction of a week is 72 hrs?

8. Sean started a lemonade stand for the summer. He has puts exactly 6 lemons in each pitcher. If he used 72

lemons, how many pitchers did he make today?

9. Tiger Woods played 18 holes of golf and shot a 81. If he scored the same on every hole, how many stroke

did he take on each hole?

10. William will be using a total of 410 raisins while baking batches of cookies. If each batch gets exactly 20

raisins, how many batches of cookies will he bake?

Page 24 of 40

Mrs. Patterson’s Brownies

Everyday Mary and Laura walk to Mrs. Peterson's house to visit her. She always gives them each a chocolate

chip brownie. One day when Mary and Laura walked home, they decided they would share their brownies with

Baby Carrie who was at home and too little to join them. Laura thought she and Mary should each eat 1/2 of

their brownies and give their other brownie halves to Baby Carrie. Mary argued that would not be fair. They

need your advice. How should the girls share their brownies with Baby Carrie so that each sister gets her fair

share?


Focus Questions

Journal Question

There are 25 students in a 5

th

grade class. The teacher tells

them to share 30 pencils

equally between all of them.

How many pencils does each

student get? What do you do

with the left over pencils?

Question 1: What do you do with a remainder to a division

problem?

Question 2: How can an even number of people share an odd

number of items equally

Numbers and Operation – Fractions 5.NF.3, 5.MP.1, 5.OMP.2, 5.MP.3, 5.MP.4, 5.MP.5, 5.MP.6, 5.MP.7 Lesson 3

Introductory Task


Page 25 of 40

Solve each problem below, report each answer as a fraction or mixed number.

1. 23 ÷ 6 =

2. 45 ÷ 7 =

3. 32 ÷ 3 =

4. 26 ÷ 4 =






Page 26 of 40

5. The school’s internet connection can transfer 32 megabytes in 5 seconds. How many megabytes can it

transfer in one second?

6. Katherine’s pet snail can move 42 inches in 8 minutes. How many inches can her snail move in one

minute?

7. There is a shoe rack at the front door to hold all of your shoes. Each shelf on the shoe rack can hold 4

pairs of shoes. If you have 34 pairs of shoes, how many shelves does your shoe rack need to have?

8. 42 chickens live in chicken coops on Tim’s farm. Each coop hold 5 chickens. How many chicken coops

are there on the farm?

Page 27 of 40

9. 87 guests want to attend the awards banquet. Each table holds 8 guests. How many tables are needed

for the awards banquet?

10. The auto factory can build 1,344 new SUV’s in the next 30 days. How many SUV’s will it build in one

day?

11. Nicholas sold 1,000 doughnuts for his school fundraiser. If the doughnuts we sold in boxes with two

dozen doughnuts each. How many boxes did he sell?

Page 28 of 40

Name _______________________ Date __________________


1. 87 ÷ 7 =

2. 53 ÷5 =

3. 21 ÷ 6 =

4. 15 ÷ 2 =



Lesson 3: Homework



Page 29 of 40

5. Suzzy spent $15 on 6 cases of soda. How much did she pay for each case?

6. Gale ran 6 miles in four hours. How many miles did she run each hour?

7. Dunkin Donuts sold 240 cups of coffee. If they sold a total of 1,920 oz of coffee, and all of the cups

were the same size, how many ounces were in each cup?

8. The six fifth grade classrooms at your school have a total of 27 pencil boxes. How many pencil boxes

does each class have?

Page 30 of 40

9. 187 guests want to attend a wedding. Each table holds 12 guests. How many tables does the wedding

planner need to set up for the wedding?

10. The Boeing aircraft factory can build 127 new 777’s in a year. How many 777’s will it build in one

week?

11. Mountain Creek Water Park made $3,000 in ticket sales today. If 160 people went to the water park,

how much did each ticket cost?

Page 31 of 40

Filling the Pool

A rope ladder with 8 rungs that are 9 inches apart is hanging over the side of a pool. The first rung is 9 inches

from the bottom of the empty pool.

If we fill the pool at a rate of 1 foot per hour, how long will it take to reach the top rung of the ladder?



Lesson 4

Introductory Task


Focus Questions

Journal Question

What are we doing with numbers

when we divide? Write a journal

entry as if you were trying to

explain division to another

student. Use examples.

Question 1: How can multiplication help with division?

Question 2: What doe division really mean?

Page 32 of 40


1. Your class is having a robot building competition. Each team must have 3 members, and there are 23

students in your class. How many teams are in the competition?

2. Taylor can solve riddles very quickly. She solved 11 riddles in 4 minutes. How many did she solve

each minute?

3. Zoey got the lead role in the school play. She learned all of her 48 lines before opening night. If she

learned 7 lines each day, how long did it take her to learn all of her lines?

4. Naomi had $75 that she spent on two pairs of jeans. How much did each pair of jeans cost?






Page 33 of 40

5. Peter and his friends went to the movies last night. They spent a total of $50 on tickets, and each

ticket cost $12.50. How many people went to the movies?

6. Tori has 8 1st place medals and 4 2

nd place medals from running track. What fraction of her medals

are 2nd

place medals?

7. Shawn has 75 books in his room. He decides to place them all neatly on a bookshelf. Each shelf can

hold 9 books. How many shelves does he need for all of his books?

8. Mr. Romero has 50 stickers to share with 8 students. How many stickers does each students receive?

Page 34 of 40

9. When the Dynamite Diner checked its food inventory at the end of the month, it had 28 pounds of

butter. How many days will the butter last if 5 pounds of butter are used each day?

10. Victoria loves to read fantasy books. Her new book is 75 pages long. Victoria plans to read 8 pages

each day. How many days will it take Victoria to finish the book?

11. Four classmates each chipped in the same amount of money to buy a birthday present for their

friend, Raven. The present cost $14. How much money did each classmate contribute?

Page 35 of 40

Name _______________________ Date __________________



1. Ashley has $11. She wants to buy boxes of gum for her brother that cost $3 each. How many boxes of

gum can Ashley buy?

2. Three members of the soccer team shared a 32 inch submarine sandwich for lunch at the Food Factory.

How much of the sub did each person get?

3. Forty-six space cadets on Planet X need to share 161 pounds of oxygen. How much oxygen does each

cadet receive?

4. Sammy the Snail is 80 centimeters away from a piece of food. How long will it take him to reach the

piece of food if he travels only 6 centimeters each hour?


Lesson 4: Homework



Page 36 of 40

5. Mr. Guzman had a piece of rope that measured 90 centimeters. He cut it into 11 equal pieces. How long

was each piece?

6. Hope had 94 boxes of thumb tacks. She sorted them into 4 equal piles. How many boxes were in each

pile?

7. Fifty students are attending Race Day at First Avenue School. Teams of 6 students are needed for the

balloon catch game. How many teams could be formed if everyone plays?

8. My mom paid $34 for 4 pillows. Each pillow cost the same amount of money. How much did one

pillow cost?

Page 37 of 40

9. My nephew has two pet rats. He needs to feed them three times a week. If he uses a total of 4 lbs of

food for the week, how many pounds of food does he use every time he feeds his pet rats?

10. My dog eats twice a day. I use 35 cans of dog food each week. How many cans do I use each time I

feed him?

11. David Wright has 65 hits so far this season for the Mets. If the Mets have played 40 games, how

many hits does he average per game?

Page 38 of 40

Camping Trip

One week from today we will be at Stokes State Park in Branchville, New Jersey! We are going to be staying

in the cabins near Lake Ocquittunk. Before we go, we need to decide on cabin arrangements. Attached to

this page you will find a map of the Lake Ocquittunk camping area. There are three classes going on the trip,

Mr. Viater’s class of 23 students, Ms. Elliott’s class of 29 students, and Mrs. Ambolt’s class of 28 students.

In addition to the three teachers, there will also be a total of 20 adult chaperones on the trip.

Your job is to figure out what the sleeping arrangements should be. We have reserved all of the cabins and

each one can have a maximum of 8 people in it. Prove what you think would be the best arrangement.

How many people should be in each cabin? Is there more than one way to solve this? What things do you

need to think about before you start solving the problem? How did you solve this? Make sure you explain

your results using as much math language as possible and include some form of representation as well.

Good luck, and remember... show all your work!



Lesson 5

Golden Problem


Focus Questions

Journal Question

Why is math important in our

daily lives? Provide at least

three examples of how you use

math outside of school.

Question 1: What strategies can be used to find answer to a division problem? Question 2: When you divide whole numbers, what do you do with the remainders? If you interpret them as fractions, what happens to them?

Question 2: What information do we know?

Page 39 of 40

Map of Lake Ocquittunk Camping Area

Cabin

Tent Site

Page 40 of 40

LESSON 5 RUBRIC

GOLDEN PROBLEM

Score Description

3 This student shows a deep understanding of the problem. S/he takes into

account the number of students from each classroom and the number of

chaperones. S/he made the number of students in each cabin as equitable

as possible. This student explains how s/he got his/her answers and uses

appropriate representation.

2 The student's response shows that s/he has a broad understanding of the

problem and the major concepts. His/her reasoning is effective and s/he

proceeds appropriately. His/her work is efficient and clear. However, this

student does struggles with the concept of dividing the students and

chaperones evenly among the cabins.

1 The student did not complete the problem. There is evidence of

mathematical reasoning as s/he. S/he makes several attempts to carry out

the procedures necessary to divide the people into cabin groups, but does

not succeed.

0 Does not address task, unresponsive, unrelated or inappropriate.

Documents

Grade 5 - Home Page - Newark Public Schools · Lesson 1 Homework 5.NF.3 Comparing fractions & equivalent fractions Lesson 2 5.NF.3 Creating models for fractions Lesson 3 5.NF.3 Interpreting