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Grade 4 Math Module 5

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Grade 4 Math Module 5

Good math's reference book

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anhhaolephan

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New York State Common Core

4
GRADE
Mathematics Curriculum
GRADE 4 • MODULE 5

Table of Contents
GRADE 4 • MODULE 5
Fraction Equivalence, Ordering, and Operations

Module Overview ......................................................................................................... i

Topic A: Decomposition and Fraction Equivalence ................................................ 5.A.1

Topic B: Fraction Equivalence Using Multiplication and Division............................ 5.B.1

Topic C: Fraction Comparison ................................................................................ 5.C.1

Topic D: Fraction Addition and Subtraction ........................................................... 5.D.1

Topic E: Extending Fraction Equivalence to Fractions Greater than 1 .................... 5.E.1

Topic F: Addition and Subtraction of Fractions by Decomposition ......................... 5.F.1

Topic G: Repeated Addition of Fractions as Multiplication .....................................5.G.1

Topic H: Explore a Fraction Pattern......................................................................... 5.H.1

Module Assessments ............................................................................................. 5.S.1

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 i
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
4 5

Grade 4 • Module 5
Fraction Equivalence, Ordering, and
Operations
OVERVIEW
In this 40-day module, students build on their Grade 3 work with unit fractions as they explore fraction
equivalence and extend this understanding to mixed numbers. This leads to the comparison of fractions and
mixed numbers and the representation of both in a variety of models. Benchmark fractions play an important
part in students’ ability to generalize and reason about relative fraction and mixed number sizes. Students
then have the opportunity to apply what they know to be true for whole number operations to the new
concepts of fraction and mixed number operations.
Students begin Topic A by decomposing fractions and creating tape diagrams to represent them as sums of
3 1 1 1 1 2
fractions with the same denominator in different ways (e.g., = + + = + ) (4.NF.3b). They go on to
5 5 5 5 5 5
see that representing a fraction as the repeated addition of a unit fraction is the same as multiplying that unit
fraction by a whole number. This is already a familiar fact in other contexts.
3 1 1 1 1
For example, just as 3 twos = 2 + 2 + 2 = 3 × 2, so does = + + =3× .
4 4 4 4 4

The introduction of multiplication as a record of the

decomposition of a fraction (4.NF.4a) early in the
module allows students to become familiar with the
notation before they work with more complex
problems. As students continue working with
decomposition, they represent familiar unit fractions as
the sum of smaller unit fractions. A folded paper
activity allows them to see that when the number of
fractional parts in a whole increases, the size of the
pieces decreases. They go on to investigate this
concept with the use of tape diagrams and area models.
Reasoning enables them to explain why two different
fractions can represent the same portion of a whole
(4.NF.1).

In Topic B, students use tape diagrams and area models to analyze their work from earlier in the module and
2 2×4 8
begin using multiplication to create an equivalent fraction comprised of smaller units, e.g., = =
3 3×4 12
(4.NF.1). Based on the use of multiplication, they reason that division can be used to create a fraction
8 8÷4 2
comprised of larger units (or a single unit) that is equivalent to a given fraction, e.g., 12 = 12 ÷ 4 = 3. Their
work is justified using area models and tape diagrams and, conversely, multiplication is used to test for

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 ii
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
4 5
New York State Common Core

and/or verify equivalence. Students use the tape diagram to transition to modeling equivalence on the
number line. They see that, by multiplying, any unit fraction length can be partitioned into n equal lengths
and that doing so multiplies both the total
number of fractional units (the
denominator) and the number of selected
units (the numerator) by n. They also see
that there are times when fractional units
can be grouped together, or divided, into
larger fractional units. When that occurs,
both the total number of fractional units
and the number of selected units are
divided by the same number.

In Grade 3, students compared fractions using fraction strips and number lines with the same denominators.
In Topic C, they expand upon comparing fractions by reasoning about fractions with unlike denominators.
Students use the relationship between the numerator and denominator of a fraction to compare to a known
1
benchmark (e.g., 0, , or 1) on the number line. Alternatively, students compare using the same numerators.
2
They find that the fraction with the greater denominator is the lesser fraction, since the size of the fractional
1 1 3 3
unit is smaller as the whole is decomposed into more equal parts, e.g., > therefore > . Throughout,
5 10 5 10
their reasoning is supported using tape diagrams and number lines in cases where one numerator or
1 1 2 5
denominator is a factor of the other, such as and or and . When the units are unrelated, students use
5 10 3 6
area models and multiplication, the general method pictured below to the left, whereby two fractions are
expressed in terms of the same denominators. Students also reason that comparing fractions can only be
done when referring to the same whole, and they record their comparisons using the comparison symbols <,
>, and = (4.NF.2).

Comparison Using Like Denominators Comparison Using Like Numerators

Module 5: Fraction Equivalence, Ordering, and Operations

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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
4 5

In Topic D, students apply their understanding of whole number addition (the combining of like units) and
subtraction (finding an unknown part) to work with fractions (4.NF.3a). They see through visual models that
if the units are the same, computation can be performed immediately, e.g., 2 bananas + 3 bananas = 5
bananas and 2 eighths + 3 eighths = 5 eighths. They see that when subtracting fractions from one whole, the
3 5 3 2
whole is decomposed into the same units as the part being subtracted, e.g., 1 – = – = . Students
5 5 5 5
practice adding more than two fractions and model fractions in word problems using tape diagrams
(4.NF.3d). As an extension of the Grade 4 standards, students apply their knowledge of decomposition from
earlier topics to add fractions with related units using tape diagrams and area models to support their
1 1
numerical work. To find the sum of and , for example, one simply decomposes 1 half into 2 smaller equal
2 4
2 1 3
units, fourths, just as in Topics A and B. Now the addition can be completed: 4 + 4 = 4. Though not assessed,
this work is warranted because in Module 6 students will be asked to add tenths and hundredths when
working with decimal fractions and decimal notation.
At the start of Topic E, students use decomposition and visual models to add and subtract fractions less than
3 3 3 3
1 to or from whole numbers (e.g., 4 + = 4 and 4 – = (3 + 1) – ). They use addition and multiplication to
4 4 4 4
build fractions greater than 1 and represent them on the number line.

Students then use these visual models and decompositions to reason about the various forms in which a
fraction greater than or equal to 1 may be presented: both as fractions and as mixed numbers. They practice
converting (4.NF.1) between these forms and come to understand the usefulness of each form in different
situations. Through this understanding, the common misconception that every improper fraction must be
converted to a mixed number is avoided. Next, students compare fractions greater than 1, building on their
rounding skills and using their understanding of benchmarks to reason about which of two fractions is greater
(4.NF.2). This activity continues to build understanding of the relationship between the numerator and
denominator of a fraction. Students progress to finding and using like denominators or numerators to
compare and order mixed numbers. They apply their skills of comparing numbers greater than 1 by solving
word problems (4.NF.3d) requiring the interpretation of data presented in line plots (4.MD.4). Students use
addition and subtraction strategies to solve the problems, as well as decomposition and modeling to compare
numbers in the data sets.

Module 5: Fraction Equivalence, Ordering, and Operations

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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
4 5

In Topic F, students estimate sums and differences of mixed

numbers, rounding before performing the actual operation to
determine what a reasonable outcome will be. They go on to
use decomposition to add and subtract mixed numbers
(4.NF.3c). This work builds on their understanding of a mixed
number being the sum of a whole number and a fraction.
Using unit form, students add and subtract like units first, ones and ones, fourths and fourths. Students use
decomposition, shown with number bonds, in mixed number addition to make one from fractional units
before finding the sum. When subtracting, students learn to decompose the minuend or the subtrahend
when there are not enough fractional units to subtract from. Alternatively, students can rename the
subtrahend, giving more units to the fractional units, which connects to whole number subtraction when
renaming 9 tens 2 ones as 8 tens 12 ones.

In Topic G, students build on the concept of representing repeated addition as multiplication, applying this
familiar concept to work with fractions (4.NF.4a, 4.NF.4b). They use the associative property and their
understanding of decomposition. Just as with whole numbers, the unit remains unchanged. For example,

3 1 1 4 × 3 12
4× = 4 × �3 × � = (4 × 3) × = =
5 5 5 5 5

This understanding connects to students’ work with place value and

whole numbers. Students go on to explore the use of the distributive
property to multiply a whole number by a mixed number. They
recognize that they are multiplying each part of a mixed number by the
whole number and use efficient strategies to do so. The topic closes
with solving multiplicative comparison word problems involving
fractions (4.NF.4c) as well as problems involving the interpretation of
data presented on a line plot (4.MD.4).
The final topic comprises an exploration lesson where students find the sum of all like denominators from
0 n 0 5
to . For example, they might find the sum of all fifths from to . Students discover they can make pairs
n n 5 5
0 5 1 4 2 3
with a sum of 1 to add more + +
efficiently, e.g., 5 ,
5 5
,
+ They then extend this to similarly find sums
5 5 5
.
of eighths, tenths, and twelfths, observing patterns when finding the sum of odd and even denominators
(4.OA.5).
The Mid-Module Assessment follows Topic D, and the End-of-Module Assessment follows Topic H.

Module 5: Fraction Equivalence, Ordering, and Operations

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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
4 5
New York State Common Core

Module 5: Fraction Equivalence, Ordering, and Operations

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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
4 5
New York State Common Core

Focus Grade Level Standards

Generate and analyze patterns.
4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of
the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and
the starting number 1, generate terms in the resulting sequence and observe that the terms
appear to alternate between odd and even numbers. Explain informally why the numbers will
continue to alternate in this way.

Extend understanding of fraction equivalence and ordering.

4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction
models, with attention to how the number and size of the parts differ even though the two
fractions themselves are the same size. Use this principle to recognize and generate
equivalent fractions.
4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by
creating common denominators or numerators, or by comparing to a benchmark fraction
such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the
same whole. Record the results of comparisons with symbols >, =, or <, and justify the
conclusions, e.g., by using a visual fraction model.

Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.
4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring
to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more than
one way, recording each decomposition by an equation. Justify decompositions, e.g., by
using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1
+ 1 + 1/8 = 8/8 + 8/8 + 1/8.
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed
number with an equivalent fraction, and/or by using properties of operations and the
relationship between addition and subtraction.
d. Solve word problems involving addition and subtraction of fractions referring to the same
whole and having like denominators, e.g., by using visual fraction models and equations
to represent the problem.
4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole
number.
a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model

Module 5: Fraction Equivalence, Ordering, and Operations

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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
4 5
New York State Common Core

to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5
× (1/4).
b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply
a fraction by a whole number. For example, use a visual fraction model to express 3 ×
(2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by
using visual fraction models and equations to represent the problem. For example, if
each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at
the party, how many pounds of roast beef will be needed? Between what two whole
numbers does your answer lie?

Represent and interpret data.

Foundational Standards
3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b
equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line
diagram.
a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as
the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and
that the endpoint of the part based at 0 locates the number 1/b on the number line.
b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0.
Recognize that the resulting interval has size a/b and that its endpoint locates the
number a/b on the number line.
3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about
their size.
a. Understand two fractions as equivalent (equal) if they are the same size, or the same
point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain
why the fractions are equivalent, e.g., by using a visual fraction model.
c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole
numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and
1 at the same point of a number line diagram.
d. Compare two fractions with the same numerator or the same denominator by reasoning

Module 5: Fraction Equivalence, Ordering, and Operations

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4 5
New York State Common Core

about their size. Recognize that comparisons are valid only when the two fractions refer
to the same whole. Record the results of comparisons with the symbols >, =, or <, and
justify the conclusions, e.g., by using a visual fraction model.
3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of
the whole. For example, partition a shape into 4 parts with equal area, and describe the area
of each part as 1/4 of the area of the shape.

Focus Standards for Mathematical Practice

MP.2 Reason abstractly and quantitatively. Students will reason both abstractly and quantitatively
throughout this module. They will draw area models, number lines, and tape diagrams to
represent fractional quantities as well as word problems.
MP.3 Construct viable arguments and critique the reasoning of others. Much of the work in this
module is centered on multiple ways to solve fraction and mixed number problems. Students
explore various strategies and participate in many turn and talk and explain to your partner
activities. In doing so, they construct arguments to defend their choice of strategy, as well as
think about and critique the reasoning of others.
MP.4 Model with mathematics. Throughout this module, students represent fractions with various
models. Area models are used to investigate and prove equivalence. The number line is used
to compare and order fractions as well as model addition and subtraction of fractions.
Students also use models in problem solving as they create line plots to display given sets of
fractional data and solve problems requiring the interpretation of data presented in line plots.
MP.7 Look for and make use of structure. As they progress through this fraction module, students
will look for and use patterns and connections that will help them build understanding of new
concepts. They relate and apply what they know about operations with whole numbers to
operations with fractions.

Overview of Module Topics and Lesson Objectives

Standards Topics and Objectives Days
4.NF.3b A Decomposition and Fraction Equivalence 6
4.NF.4a Lessons 1–2: Decompose fractions as a sum of unit fractions using tape
4.NF.3a diagrams.
Lesson 3: Decompose non-unit fractions and represent them as a whole
number times a unit fraction using tape diagrams.
Lesson 4: Decompose fractions into sums of smaller unit fractions using
tape diagrams.
Lesson 5: Decompose unit fractions using area models to show
equivalence.
Lesson 6: Decompose fractions using area models to show equivalence.

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 ix
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4 5
New York State Common Core

Standards Topics and Objectives Days

4.NF.1 B Fraction Equivalence Using Multiplication and Division 5
4.NF.3b Lessons 7–8: Use the area model and multiplication to show the equivalence
of two fractions.
Lessons 9–10: Use the area model and division to show the equivalence of
two fractions.
Lesson 11: Explain fraction equivalence using a tape diagram and the
number line, and relate that to the use of multiplication and
division.

4.NF.2 C Fraction Comparison 4

Lessons 12–13: Reason using benchmarks to compare two fractions on the
number line.
Lessons 14–15: Find common units or number of units to compare two
fractions.

4.NF.3a D Fraction Addition and Subtraction 6

4.NF.3d Lesson 16: Use visual models to add and subtract two fractions with the
4.NF.1 same units.
4.MD.2
Lesson 17: Use visual models to add and subtract two fractions with the
same units, including subtracting from one whole.
Lesson 18: Add and subtract more than two fractions.
Lesson 19: Solve word problems involving addition and subtraction of
fractions.
Lessons 20–21: Use visual models to add two fractions with related units using
the denominators 2, 3, 4, 5, 6, 8, 10, and 12.

Mid-Module Assessment: Topics A–D (assessment ½ day, return ½ day, 2

remediation or further applications 1 day)

4.NF.1 E Extending Fraction Equivalence to Fractions Greater than 1 7

4.NF.2 Lesson 22: Add a fraction less than 1 to, or subtract a fraction less than 1
4.NF.3 from, a whole number using decomposition and visual models.
4.NBT.6
Lesson 23: Add and multiply unit fractions to build fractions greater than 1
4.NF.4a
using visual models.
4.MD.4
Lessons 24–25: Decompose and compose fractions greater than 1 to express
them in various forms.
Lesson 26: Compare fractions greater than 1 by reasoning using
benchmark fractions.

Module 5: Fraction Equivalence, Ordering, and Operations

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4 5
New York State Common Core

Standards Topics and Objectives Days

Lesson 27: Compare fractions greater than 1 by creating common
numerators or denominators.
Lesson 28: Solve word problems with line plots.

4.NF.3c F Addition and Subtraction of Fractions by Decomposition 6

4.NF.3d Lesson 29: Estimate sums and differences using benchmark numbers.
4.MD.4
4.MD.2 Lesson 30: Add a mixed number and a fraction.
Lesson 31: Add mixed numbers.
Lesson 32: Subtract a fraction from a mixed number
Lesson 33: Subtract a mixed number from a mixed number.
Lesson 34: Subtract mixed numbers.

4.NF.4 G Repeated Addition of Fractions as Multiplication 6

4.MD.4 Lessons 35–36: Represent the multiplication of n times a/b as (n × a)/b using
4.OA.2 the associative property and visual models.
4.MD.2
Lessons 37–38: Find the product of a whole number and a mixed number using
the distributive property.
Lesson 39: Solve multiplicative comparison word problems involving
fractions.
Lesson 40: Solve word problems involving the multiplication of a whole
number and a fraction including those involving line plots.

4.OA.5 H Exploration 1
Lesson 41: Find and use a pattern to calculate the sum of all fractional
parts between 0 and 1. Share and critique peer strategies.

End-of-Module Assessment: Topics A–H (assessment ½ day, return ½ day, 2

remediation or further applications 1 day)

Total Number of Instructional Days 45

Module 5: Fraction Equivalence, Ordering, and Operations

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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
4 5
New York State Common Core

Terminology
New or Recently Introduced Terms
 Benchmark (standard or reference point by which something is measured)
 Common denominator (when two or more fractions have the same denominator)
 Denominator (bottom number in a fraction)
 Line plot (display of data on a number line, using an x or another mark to show frequency)
 Mixed number (number made up of a whole number and a fraction)
 Numerator (top number in a fraction)

Familiar Terms and Symbols 1

 Compose (change a group of unit fractions with the same denominator to a single non-unit fraction
or mixed number)
 Decompose (change a non-unit fraction or mixed number to the sum of its parts or unit fractions)
 Equivalent fractions (fractions that name the same size or amount)
 Fraction (e.g., 1/3, 2/3, 3/3, 4/3)
 Fraction greater than 1 (a fraction with a numerator that is greater than the denominator)
 Fractional unit (e.g., half, third, fourth)
 Multiple (product of a given number and any other whole number)
 Non-unit fraction (fractions with numerators other than 1)
 Unit fraction (fractions with numerator 1)
 Unit interval (e.g., the interval from 0 to 1, measured by length)
 Whole (e.g., 2 halves, 3 thirds, 4 fourths)
 =, <, > (equal to, less than, greater than)

Suggested Tools and Representations

 Area model
 Fraction strips (made from paper, used to fold and model equivalent fractions)
 Line plot
 Number line
 Rulers
 Tape diagram

1
These are terms and symbols students have seen previously.

Module 5: Fraction Equivalence, Ordering, and Operations

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Scaffolds2
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to “How to Implement A Story of Units.”

Assessment Summary
Type Administered Format Standards Addressed
Mid-Module After Topic D Constructed response with rubric 4.NF.1
Assessment Task 4.NF.2
4.NF.3abd
4.NF.4a
End-of-Module After Topic H Constructed response with rubric 4.OA.5
Assessment Task 4.NF.1
4.NF.2
4.NF.3
4.NF.4
4.MD.4

2
Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website,
www.p12.nysed.gov/specialed/aim, for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.

Module 5: Fraction Equivalence, Ordering, and Operations

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New York State Common Core

4
GRADE
Mathematics Curriculum
GRADE 4 • MODULE 5

Topic A
Decomposition and Fraction
Equivalence
4.NF.3b, 4.NF.4a, 4.NF.3a

Focus Standard: 4.NF.3b Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

b. Decompose a fraction into a sum of fractions with the same denominator in more
than one way, recording each decomposition by an equation. Justify
decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 +
1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

4.NF.4a Apply and extend previous understandings of multiplication to multiply a fraction by a

whole number.
a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction
model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the
equation 5/4 = 5 × (1/4).
Instructional Days: 6
Coherence -Links from: G3–M5 Fractions as Numbers on the Number Line
-Links to: G5–M3 Addition and Subtraction of Fractions

Topic A builds on Grade 3 work with unit fractions. Students

explore fraction equivalence through the decomposition of non-
unit fractions into unit fractions, as well as the decomposition of
unit fractions into smaller unit fractions. They represent these
decompositions, and prove equivalence, using visual models.

In Lessons 1 and 2, students decompose fractions as unit

fractions, drawing tape diagrams to represent them as sums of
fractions with the same denominator in different ways, e.g.,
.

In Lesson 3, students see that representing a fraction as the

repeated addition of a unit fraction is the same as multiplying
that unit fraction by a whole number. This is already a familiar

Topic A: Decomposition and Fraction Equivalence

Date: 1/7/14 5.A.1
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic A 4 5

fact in other contexts. For example,

3 bananas = 1 banana + 1 banana + 1 banana = 3 × 1 banana,

3 twos = 2 + 2 + 2 = 3 × 2

3 fourths = 1 fourth + 1 fourth + 1 fourth = 3 × 1 fourth,

By introducing multiplication as a record of the decomposition of a fraction early in the module, students are
accustomed to the notation by the time they work with more complex problems in Topic G.

Students continue with decomposition in Lesson 4,

where they represent fractions, e.g., , , and , as the
sum of smaller unit fractions. They fold a paper strip to
see that the number of fractional parts in a whole
increases, while the size of the pieces decreases.
Students investigate and verify this idea through a
paper folding activity and record the results with tape
diagrams, e.g., ( ) ( )

In Lesson 5, this idea is further investigated as students represent the decomposition of unit fractions in area
models. In Lesson 6, students use the area model for a second day, this time to represent fractions with
different numerators. They explain why two different fractions represent the same portion of a whole.

Topic A: Decomposition and Fraction Equivalence

Date: 1/7/14 5.A.2
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic A 4 5

A Teaching Sequence Towards Mastery of Decomposition and Fraction Equivalence

Objective 1: Decompose fractions as a sum of unit fractions using tape diagrams.
(Lessons 1–2)

Objective 2: Decompose non-unit fractions and represent them as a whole number times a unit fraction
using tape diagrams.
(Lesson 3)

Objective 3: Decompose fractions into sums of smaller unit fractions using tape diagrams.
(Lesson 4)

Objective 4: Decompose unit fractions using area models to show equivalence.

(Lesson 5)

Objective 5: Decompose fractions using area models to show equivalence.

(Lesson 6)

Topic A: Decomposition and Fraction Equivalence

Date: 1/7/14 5.A.3
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 4 5

Lesson 1
Objective: Decompose fractions as a sum of unit fractions using tape
diagrams.

Suggested Lesson Structure

 Fluency Practice (9 minutes)

 Application Problem (8 minutes)
 Concept Development (33 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (9 minutes)

 Read Tape Diagrams 3.OA.3 (5 minutes)

T: The rectangle represents 1 whole. Name the unit fraction.

S: 1 fifth.
1
T: (Label underneath both shaded unit fractions.) Name the shaded fraction.
5
S: 2 fifths.
2
T: Decompose into unit fractions.
5
2 1 1
S: = + . 1
5 5 5

Display the tape diagram pictured to the right.

T: What is the unit fraction?
S: 1 fifth.
T: Use the model to write an addition sentence for the tape diagram showing the decomposition of 4
fifths indicated by the braces.
4 1 1 2
1
S: (Write = + + .)
5 5 5 5

Display the tape diagram pictured to the right.

T: What is the unit fraction?
S: 1 sixth.  1 fifth.
T: How do you know it is not 1
sixth?
S: This tape diagram shows 5 equal parts shaded as NOTES ON
being 1. Then, there’s another unit after that.  This MULTIPLE MEANS OF
tape diagram represents a number greater than 1.  ENGAGEMENT:
This tape diagram is showing a mixed number. Challenge students working above
T: Tell your partner the number this tape diagram grade level to use parentheses and
what they understand about repeated
represents.
addition to write as many number
6 1 sentences as they can for the tape
S: . 1 .
5 5 1 2 2 2
diagram of 1 = + + .
5 5 5 5
T: On your boards, write the number sentence for the
tape diagram showing a sum equal to 6 fifths.

Lesson 1: Decompose fractions as a sum of unit fractions using tape diagrams.

Date: 1/7/14 5.A.8

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 4 5

1 2 2 2 6 3 3 6 1 5 6 1
S: 1 = + + .  = + .  = + .  = 1 + .
5 5 5 5 5 5 5 5 5 5 5 5

Problem 4: Draw decompositions of fractions with tape diagrams from number sentences.
6 1 2 3
Display the number sentence = + + .
6 6 6 6

T: Discuss with your partner how this number

sentence can be modeled as a tape diagram.
6
MP.3 S: Well, the sum is a whole because is equal to 1.
6
 The unit fraction is 1 sixth, so we should
partition the tape diagram into 6 equally sized
pieces.  We can use brackets to label the
whole and the addends.
Allow partners to draw a tape diagram and share. Repeat
8 4 4
with = + .
6 6 6

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. Some
problems do not specify a method for solving. This is an
intentional reduction of scaffolding that invokes MP.5, Use
Appropriate Tools Strategically. Students should solve
these problems using the RDW approach used for
Application Problems.
For some classes, it may be appropriate to modify the
assignment by specifying which problems students should
work on first. With this option, let the careful sequencing
of the Problem Set guide your selections so that problems
continue to be scaffolded. Balance word problems with
other problem types to ensure a range of practice. Assign
incomplete problems for homework or at another time
during the day.

Student Debrief (10 minutes)

Lesson Objective: Decompose fractions as a sum of unit

Lesson 1: Decompose fractions as a sum of unit fractions using tape diagrams.

Date: 1/7/14 5.A.9

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 4 5

partner before going over answers as a class. Look for misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions below to lead the discussion.
 How do Problems 1(f), 1(g), and 1(h) differ from Problems 1(a─e)? How do the tape diagrams model
a number greater than 1?
 Compare the size of the shaded fractions in Problem 1 (c) and 1(e). Assume the wholes are equal.
What can you infer about the two number sentences?
 How do the number bonds connect to the number sentences?
 How did using the paper strips during our lesson help you to visualize the tape diagrams you had to
draw in Problem 2?
 What relationship does the unit fraction have with the number of units in a whole?
 How did the Application Problem connect to today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 1: Decompose fractions as a sum of unit fractions using tape diagrams.

Date: 1/7/14 5.A.10

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 4 5

Name Date

1. Draw a number bond and write the number sentence to match each tape diagram. The first one is done
for you.

1
a. b. 1

1 1 1 1
1= + +
3 3 3
1 1
1
3 3
3
1
c. 1 d.

1
e. f. 1

g. 1

Lesson 1: Decompose fractions as a sum of unit fractions using tape diagrams.

Date: 1/7/14 5.A.11

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2. Draw and label tape diagrams to model each decomposition.

1 1 1 1 1 1 4 1 2 1
a. 1 = 6
+ 6
+ 6
+ 6
+ 6
+ 6
b. = + +5
5 5 5

7 3 3 1 11 7 1 3
c.
8
= 8
+ 8
+ 8
d.
8
= 8
+ 8
+ 8

15 8 3 4
f.
12
= 12
+ 12
+ 12
12 6 4 2
e.
10
= 10
+ 10
+ 10

2 2 5 1 1 3
g. 1 =1 + h. 1 =1+ + +
3 3 8 8 8 8

Lesson 1: Decompose fractions as a sum of unit fractions using tape diagrams.

Date: 1/7/14 5.A.12

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Name Date

1. Draw a number bond and write the number sentence to match the tape diagram.
a.

1 1

2. Draw and label tape diagrams to model each number sentence.

1 1 1 1 1
a. 1= 5
+ 5
+ 5
+ 5
+ 5

5 2 2 1
b.
6
= 6
+ 6
+ 6

Lesson 1: Decompose fractions as a sum of unit fractions using tape diagrams.

Date: 1/7/14 5.A.13

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 4 5

Name Date

1. Draw a number bond and write the number sentence to match each tape diagram. The first one is done
for you.

a. b.

2 1 1
=3+3
3

c. d.

e. f.

g. h.

Lesson 1: Decompose fractions as a sum of unit fractions using tape diagrams.

Date: 1/7/14 5.A.14

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 4 5

2. Draw and label tape diagrams to match each number sentence.

5 2 2 1
a.
8
= 8
+ 8
+ 8

12 6 2 4
b. = + +
8 8 8 8

11 5 5 1
c.
10
= 10
+ 10
+ 10

13 7 1 5
d.
12
= 12
+ 12
+ 12

1 1
e. 1 4 = 1 + 4

2 2
f. 17 = 1 + 7

Lesson 1: Decompose fractions as a sum of unit fractions using tape diagrams.

Date: 1/7/14 5.A.15

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 4•5

Lesson 2
Objective: Decompose fractions as a sum of unit fractions using tape
diagrams.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Application Problem (6 minutes)

Concept Development (34 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Read Tape Diagrams 3.OA.3 (4 minutes)

 Break Apart Fractions 4.NF.3 (6 minutes)

Read Tape Diagrams (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity prepares students for today’s lesson.

T: (Project a tape diagram partitioned into 3 equal parts. Write 15 at the top.) Say the value of the
whole.
S: 15.
T: Write the value of 1 unit as a division problem.
S: (Write 15 ÷ 3 = 5.)
T: (Write 5 in each unit.) Write the whole as a repeated addition sentence.
S: (Write 5 + 5 + 5 = 15.)
T: (Write 3 fives = 5 + 5 + 5 = 3 × __.) Write the whole as a multiplication equation.
S: (Write 3 × 5 = 15.)
Continue the process for 8 ÷ 2, 20 ÷ 5, 12 ÷ 2, 8 ÷ 4, 21 ÷ 3, and 32 ÷ 4.

Break Apart Fractions (6 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 1.

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

Date: 1/7/14 5.A.16

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 4•5

T: (Project a circle partitioned into 4 equal parts with 3 parts shaded.) How many circles do you see?
S: 1 circle.
T: How many equal parts does the circle have?
S: 4.
T: What fraction of the circle is shaded?
S: 3 fourths.
T: How many fourths are in 3 fourths?
S: 3.
T: (Write = __ + __ + __.) On your boards, write as
a repeated addition sentence.
S: (Write = + + .)
T: (Write = + + . Beneath it, write = + __.) Fill
in the unknown fraction.
S: (Write = + )
Continue the process with the other fraction graphics.

Application Problem (6 minutes)

Mrs. Salcido cut a small birthday cake into 6 equal pieces for 6 children. One child was not hungry, so she
gave the birthday boy the extra piece. Draw a tape diagram to show how much cake the five children each
got.

Note: This Application Problem is a review of the material presented in G4–M5–Lesson 1 and will prepare
students for the more advanced portion of this lesson objective that they will encounter in today’s lesson.

Concept Development (34 minutes)

Materials: (T) 2 strips of paper, markers (S) 2 strips of paper, markers or colored pencils, personal white
board

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

Date: 1/7/14 5.A.17

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 4•5

Problem 1: Use a number bond to show how 1 can be decomposed into fourths and how fourths can be
composed to make 1.
T: (Display a number bond to show 1 decomposed into 4 units of 1 fourth.) What does the number
bond show?
S: 1 is the whole. The four 1 fourths are the parts.  4 fourths make a whole.
T: Let’s say it as an addition sentence starting with “
equals….”
S: 1= + + +
T: Fold a strip of paper to represent the same parts that our
number bond showed. Work with a partner to see if there
are any different number sentences we could create for
decomposing 1 into fourths. Draw number bonds, and
then write number sentences.
T: What number sentences did you create?
S: 1= +  We could write 1 = + + They both equal
1!

Problem 2: Fold a piece of paper to create eighths. Decompose

fractions of the whole in different ways.
T: Turn your strip of paper over. The length of this strip NOTES ON
of paper represents 1 whole. Fold this paper to create MULTIPLE MEANS OF
8 equal parts. (Demonstrate folding vertically.) Shade ACTION AND
7 of your 8 parts. EXPRESSION:
T: Give me one number sentence that shows the If paper strip eighths prove difficult to
decomposition of your strip of paper into unit color and manipulate in Problem 2 of
fractions. the Concept Development, use
S: (Write the sum of 7 units of 1 eighth.) concrete manipulatives, such as
fraction strips, Cuisenaire rods, or
T: Use parentheses to decompose your sum of unit linking cubes. Alternatively, use larger
fractions into two parts. fraction strips or tape diagram
S: Students write examples such as drawings.

=( )+( )
T: On your boards, record your decomposition of
7 eighths with 2 parts, and then look for other
ways to decompose with 2 or more parts.
S: = +  = + 0.  = + +
T: What do all of the number sentences have in common? Discuss with a partner.
S: They all add up to .  The parts are eighths in all of them.

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

Date: 1/7/14 5.A.18

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 4•5

Problem 3: Write number sentences to decompose as a sum of unit fractions.

T: Form groups of three. Work on your personal boards. Each of you should write a number bond and
sentence showing a decomposition of 5 sixths. If you have the same decomposition as someone else
in your group, one of you must change your work. (Allow time for students to work.)
MP.3
T: Let’s share. What number bonds did you create? (Record number sentences.)

S: = + + + +  = +  = + .  (Other various answers.)

T: Now, on your boards, instead of drawing number bonds, draw tape diagrams to show three
different ways of decomposing the fraction Write the number sentence describing each tape
diagram you drew next to the tape diagrams. What number sentences did you write?
S: = +  = + +  =1+ .

NOTES ON
MULTIPLE MEANS OF
REPRESENTATION:
Check that English language learners
and others understand that they are to
represent 5 fourths, not 5 sixths with a
tape diagram. Provide guidance as
students model this improper fraction
as a tape diagram. Ask, “What is the
unit? How many units to make 1
whole? How do you show 1 whole on
your tape diagram?”

Problem Set (10 minutes)

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

Date: 1/7/14 5.A.19

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 4•5

Student Debrief (10 minutes)

Lesson Objective: Decompose fractions as a sum of unit

fractions using tape diagrams.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Look at your answers for Problems 1(b) and 1(c).
Problem 1(c) is a fraction greater than 1, but it
has fewer ways to be decomposed. Why is that?
 In Problem 1(a), which was completed for you,
the first number sentence was decomposed into
the sum of unit fractions. The second number
sentence bonded some of these unit fractions.
Which ones? ( bonded + .) Draw parentheses
around the unit fractions in the first number
sentence that match the second number
sentence. Do the same for Problems 1(b) and
1(c). (Answers will vary.)
=( )+( )+ .  = + + .
 Give examples of when you decomposed
numbers in earlier grades.
 How did the Application Problem connect to
today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively for
future lessons. You may read the questions aloud to the students.

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

Date: 1/7/14 5.A.20

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Name Date

1. Step 1: Draw and shade a tape diagram of the given fraction.

Step 2: Record the decomposition as a sum of unit fractions.
Step 3: Record the decomposition of the fraction two more ways.
(The first one has been done for you.)

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

Date: 1/7/14 5.A.21

2. Step 1: Draw and shade a tape diagram of the given fraction.

Step 2: Record the decomposition of the fraction in three different ways using number sentences.

Lesson 2: Decompose fractions as a sum of unit fractions using tape diagrams.

Date: 1/7/14 5.A.25

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 4•5

Lesson 3
Objective: Decompose non-unit fractions and represent them as a whole
number times a unit fraction using tape diagrams.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (8 minutes)

Concept Development (30 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Multiply Mentally 4.OA.4 (4 minutes)

 Repeated Addition as Multiplication 4.OA.4 (4 minutes)
 Add Fractions 4.NF.3 (4 minutes)

Multiply Mentally (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–Module 3 content.

NOTES ON
T: (Write 34 × 2 = .) Say the multiplication sentence.
MULTIPLE MEANS OF
S: 34 × 2 = 68. REPRESENTATION:
T: (Write 34 × 2 = 68. Below it, write 34 × 20 = .) Say Scaffold the Multiply Mentally fluency
the multiplication sentence. activity for students working below
S: 34 × 20 = 680. grade level and others. Clarify that (34
× 2) + (34 × 20) is the same as 34 × 22,
T: (Write 34 × 20 = 680. Below it, write 34 × 22 = .)
and so on. Ask, “Why is this true?”
On your boards, solve 34 × 22.
S: (Write 34 × 22 = 748.)
Repeat the process for the following possible sequence: 23 × 3, 23 × 20, 23 × 23, and 12 × 4, 12 × 30, and 12 ×
34.

Repeated Addition as Multiplication (4 minutes)

Materials: (S) Personal white boards

Lesson 3: Decompose non-unit fractions and represent them as a whole number

times a unit fraction using tape diagrams. 5.A.26
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 4•5

Note: This fluency activity reviews G4–Module 3 content.

T: (Write 2 + 2 + 2 = ___.) Say the addition sentence.
S: 2 + 2 + 2 = 6.
T: (Write 2 + 2 + 2 = 6. Beneath it, write __ × 2 = 6.) On your boards, fill in the missing factor.
S: (Write 3 × 2 = 6.)
T: (Write 3 × 2 = 6. To the right, 2+2+2=6 30 + 30 + 30 = 90 32 + 32 + 32 = 96
write 30 + 30 + 30 = ___.) Say the
addition sentence. 3×2=6 3 × 30 = 90 3 × 32 = 96
S: 30 + 30 + 30 = 90.
T: (Write 30 + 30 + 30 = 90. Beneath it, write ___ × 30 = 90.) Fill in the missing factor.
S: (Write 3 × 30 = 90.)
T: (Write 3 × 30 = 90. To the right, write 32 + 32 + 32 = ___.) On your boards, write the repeated
addition sentence. Then, beneath it, write a multiplication sentence to reflect the addition sentence.
S: (Write 32 + 32 + 32 = 96. Beneath it, write 3 × 32 = 96.)
Continue process for the following possible sequence: 1 + 1 + 1 + 1, 4 × 1, 20 + 20 + 20 + 20, 4 × 20, 21 + 21 +
21 + 21, 4 × 21, 23 + 23 + 23, and 3 × 23.

Add Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 2.

T: (Write = + + ) Bracket 2 fifths on your diagram, and

complete this number sentence.
S: (Group on diagram. Write = + + )

T: (Write = + ) Bracket fifths again on your diagram, and write a number sentence to match.
There’s more than one correct answer.
S: (Group fifths on diagram. Write = + , = + , or = + )

Lesson 3: Decompose non-unit fractions and represent them as a whole number

times a unit fraction using tape diagrams. 5.A.27
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 4•5

Continue the process with = + + + + , = + + , and = + + .

Application Problem (8 minutes)

Mrs. Beach prepared copies for 4 reading groups. Each reading group needed 6 copies. How many copies
were needed for the class?
a. Draw a tape diagram.
b. Write both an addition and multiplication sentence to solve. Discuss with a partner why you are able
to add or multiply to solve this problem.
c. What fraction of the copies is needed for 3 groups? Shade the tape diagram to show.

Note: This Application Problem builds from Grade 3 knowledge of interpreting products of whole numbers.
This Application Problem bridges to today’s lesson where students will come to understand that a non-unit
fraction can be decomposed and represented as a whole number times a unit fraction.

Concept Development (30 minutes)

Materials: (S) Personal white boards

Problem 1: Express a non-unit fraction less than 1 as a whole number times a unit fraction using a tape
diagram.
T: Look back at the tape diagram that we drew in the
Application Problem. What fraction is represented by the
shaded part?
S: .
T: Say decomposed as the sum of unit fractions.
S: = + +
T: How many fourths are there in ?
S: 3.

Lesson 3: Decompose non-unit fractions and represent them as a whole number

times a unit fraction using tape diagrams. 5.A.28
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 4•5

T: We know this because we count 1 fourth 3 times. Discuss with a partner. How might we express
this using multiplication?
S: We have 3 fourths. That’s + + or three groups of one-fourth. Could we multiply 3 × ?
T: Yes! If we want to add the same fraction of a certain amount many times, instead of adding, we can
multiply. Just like you multiplied 6 copies 4 times, we can multiply 1 fourth 3 times. What is 3 copies
of ?
S: It’s . My tape diagram proves it!
Repeat with and . Direct students to draw a tape diagram to represent each fraction (as above), to shade
the given number of parts, and then to write an addition number sentence and a multiplication number
sentence.

Problem 2: Determine the non-unit fraction greater than 1 that is represented by a tape diagram, and then
write the fraction as a whole number times a unit fraction.
T: (Project tape diagram of as shown below.) What fractional part does the tape diagram show?
S: It shows tenths!  It shows eighths!
T: We first must identify 1 whole. It’s bracketed here. (Point.) How many parts is our whole
partitioned into?
S: 8!
T: The bracketed portion of the tape diagram shows
8 fractional parts. What is the total number of
eighths?
S: 10.
T: What is the fraction?
S: 10 eighths.
T: Say this as an addition number sentence. Use
your fingers to keep track of the number of units
as you say them.
S: = + + + + + + + + +
T: As a multiplication number sentence?
S: = 10 × .
T: What are the advantages of multiplying fractions instead of adding?
S: It’s easier to write.  It’s faster.  It’s more efficient.

Problem 3: Express a non-unit fraction greater than 1 as a whole number times a unit fraction using a tape
diagram.
T: Let’s put parentheses around 8 eighths so that we can see 10 eighths can also be written to show 1
whole and 2 more eighths. (Write =( )+( ).)

Lesson 3: Decompose non-unit fractions and represent them as a whole number

times a unit fraction using tape diagrams. 5.A.29
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 4•5

T: Discuss with your partner how to draw a tape diagram to show 5

thirds.
S: I can draw one unit at a time. The units are thirds, so I’ll draw
five small rectangles together.  I know 5 thirds is greater
than whole, so I’ll draw whole. That’s thirds. So, then I
can draw another whole. I’ll just shade parts.  I will draw a
long rectangle and break it into 5 equal parts. Each part
represents 1 third. I’ll bracket thirds to show the whole.
T: How can we express as a multiplication sentence?
S: We have five thirds. That’s 5 × .
T: Is there another way we can express using
multiplication? NOTES ON
MULTIPLE MEANS OF
S: Can we express the 1 whole as 3 × and then add 2 × ?
ENGAGEMENT:
T: Yes! We can use multiplication and addition to Offer an alternative to Problem 2 on
decompose fractions. the Problem Set for students working
above grade level. Challenge students
Problem Set (10 minutes) to compose a word problem of their
own to match one or more of the tape
Students should do their personal best to complete the diagrams they construct for Problem 2.
Problem Set within the allotted 10 minutes. For some Always offer challenges and extensions
classes, it may be appropriate to modify the assignment by to learners as alternatives, rather than
specifying which problems they work on first. Some additional “busy” work.

problems do not specify a method for solving. Students

solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Decompose non-unit fractions and

represent them as a whole number times a unit fraction
using tape diagrams.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.

Lesson 3: Decompose non-unit fractions and represent them as a whole number

times a unit fraction using tape diagrams. 5.A.30
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 4•5

You may choose to use any combination of the questions below to lead the discussion.
 In all the problems, why do we need to label the
whole, as 1, on our tape diagrams? What would
happen if we did not label the whole?
 What is an advantage to representing the
fractions using multiplication?
 What is similar in Problems 3(c), 3(d), and 3(e)?
Which fractions are greater than 1? Which is less
than 1?
 Are you surprised to see multiplication sentences
with products less than 1? Why?
 In our lesson when we expressed as ( )+
( ), what property were we using?
 Consider the work we did in G4–M5–Lessons 1
and 2 where we decomposed a tape diagram
multiple ways. Can we now rewrite those
number sentences using addition and
multiplication? Try it with this tape diagram (as
seen below).

= +

= × + ×

 How is multiplying fractions like multiplying whole numbers?

 How did the Application Problem connect to today’s lesson?

Exit Ticket (3 minutes)

Lesson 3: Decompose non-unit fractions and represent them as a whole number

times a unit fraction using tape diagrams. 5.A.31
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set 4•5

Name Date

1. Decompose each fraction modeled by a tape diagram as a sum of unit fractions. Write the equivalent
multiplication sentence. The first one has been done for you.

a. 1

= + + =

1
b.

1
c.

1
d.

1
e.

Lesson 3: Decompose non-unit fractions and represent them as a whole number

times a unit fraction using tape diagrams. 5.A.32
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set 4•5

2. Write the following fractions greater than 1 as the sum of two products.

a. 1

b.
1

3. Draw a tape diagram and record the given fraction’s decomposition into unit fractions as a multiplication
sentence.
a.

Lesson 3: Decompose non-unit fractions and represent them as a whole number

times a unit fraction using tape diagrams. 5.A.33
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Exit Ticket 4•5

Name Date

1. Decompose each fraction modeled by a tape diagram as a sum of unit fractions. Write the equivalent
multiplication sentence.
a.
1

b. 1

2. Draw a tape diagram and record the given fraction’s decomposition into unit fractions as a multiplication
sentence.
a.

Lesson 3: Decompose non-unit fractions and represent them as a whole number

times a unit fraction using tape diagrams. 5.A.34
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 4•5

Name Date

1. Decompose each fraction modeled by a tape diagram as a sum of unit fractions. Write the equivalent
multiplication sentence. The first one has been done for you.

1
a.

= =

b. 1

1
c.

1
d.

Lesson 3: Decompose non-unit fractions and represent them as a whole number

times a unit fraction using tape diagrams. 5.A.35
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 4•5

2. Write the following fractions greater than 1 as the sum of two products.

1
a.

b. 1

3. Draw a tape diagram and record the given fraction’s decomposition into unit fractions as a multiplication
sentence.
a.

Lesson 3: Decompose non-unit fractions and represent them as a whole number

times a unit fraction using tape diagrams. 5.A.36
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 4•5

Lesson 4
Objective: Decompose fractions into sums of smaller unit fractions using
tape diagrams.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (4 minutes)

Concept Development (34 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Break Apart Fractions 4.NF.3 (7 minutes)

 Count by Equivalent Fractions 3.NF.3 (5 minutes)

Break Apart Fractions (7 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 3.

T: (Project a tape diagram partitioned into 3 equal units. Write 1 above it. Shade 2 units.) How many
equal parts does this 1 whole have?
S: 3 parts.
T: Say the value of 1 unit.
S: 1 third.
T: What fraction of 1 whole is shaded?
S: 2 thirds.
T: On your boards, write the value of the shaded part as a sum of unit fractions.
S: (Write = + )
T: (Write __ × = ) On your boards, complete the number sentence.
S: (Write 2 × = )

Continue the process for the following possible sequence: , , and .

Lesson 4: Decompose fractions into sums of smaller unit fractions using tape
diagrams. 5.A.37
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 4•5

T: (Write ) Say the fraction.

S: 3 fourths.
T: On your boards, draw a tape diagram of 3 fourths.
S: (Draw a tape diagram partitioned into 4 equal units.
Shade 3 units.)
T: What’s the value of each unit?
S: 1 fourth.
T: Express 3 fourths as a repeated addition sentence.
S: (Write = + + )
T: (Write = __ × ) Fill in the missing number.
S: (Write = 3 × )

Continue process with the following possible suggestions: , , and .

Count by Equivalent Fractions (5 minutes)

Materials: (S) Personal white boards

Note: This fluency activity prepares students for G4–M5–Lesson 4.

T: Count by ones to 6.
S: 1, 2, 3, 4, 5, 6.
T: Count by sixths to 6 sixths. Start at 0 sixths.
(Write as students count.)
S:
T: 6 sixths is the same as one of what unit?
S: 1 whole.
T: (Beneath , write 1.) Count by sixths again. This time, say “1 whole” when you arrive at 6 sixths.
Start at zero.
S: hole.
T: Let’s count by thirds to thirds. Start at 0 thirds. (Write as students count.)
S: .
T: How many thirds are in 1?
S: 3 thirds.
T: (Beneath , write 1.) How many thirds are in 2?
S: 6 thirds.
T: (Beneath , write 2.) Let’s count by thirds again. This time hen you arrive at thirds and thirds

Lesson 4: Decompose fractions into sums of smaller unit fractions using tape
diagrams. 5.A.38
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 4•5

say the whole number. Start at zero.

S: .
Repeat the process, counting by halves to 6 halves.

Application Problem (4 minutes)

A recipe calls for cup of milk. Saisha only has a cup

measuring cup. If she doubles the recipe, how many times will
she need to fill the cup with milk? Draw a tape diagram and
record as a multiplication sentence.
Note: This Application Problem reviews students’ knowledge of
fractions from G4–M5–Lesson 3 and prepares them for today’s
objective of decomposing unit fractions into sums of smaller
unit fractions.

Concept Development (34 minutes)

Materials: (S) Personal white boards NOTES ON

MULTIPLE MEANS OF
Problem 1: Use tape diagrams to represent the decomposition ACTION AND
of as the sum of unit fractions. EXPRESSION:
Cuisenaire rods can be used to model 1
T: Draw a tape diagram that represents 1 whole, and whole (brown), 2 halves (pink), 4
shade 1 third. Decompose each of the thirds in half. fourths (red), and 8 eighths (white). If
How many parts are there now? concrete Cuisenaire rods are
S: 6. unavailable or otherwise challenging,
virtual rods can be found at the link
T: What fraction of the whole does each part represent? below:
S: 1 sixth. http://nrich.maths.org/4348.

T: How many sixths are shaded?

MP.2 S: 2 sixths.
T: What can we say about 1 third and 2 sixths?
S: They are the same.
T: How can you tell?
S: They both take up the same amount of space.
T: Let’s rite that as a number sentence: = + = .
T: Now, decompose each sixth into 2 equal parts on your tape
diagram. How many parts are in the whole now?

Lesson 4: Decompose fractions into sums of smaller unit fractions using tape
diagrams. 5.A.39
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 4•5

S: 12.
T: What fractional part of the whole does each piece represent?
S: 1 twelfth.
MP.2 T: How many twelfths equal ?
S: equals .
T: Work with your partner to write a number sentence for how many twelfths equal .

S: = + =( )+( ).

T: We can put parentheses around two groups of 1 twelfth to show that each combines to make .

( ) ( )
T: How can we represent this using multiplication?
S: =( )+( )  =4× .

Problem 2: Use tape diagrams to represent the decomposition of and as the sum of smaller unit fractions.

T: Draw a tape diagram and shade . Decompose each of the fifths into 3 equal parts. How many parts
are there now?
S: There are 15 parts.
T: What fraction does each part
represent?
S: .
T: Write an addition sentence to show
how many fifteenths it takes to make 1
fifth.
S: = + + =
T: What can we say about one-fifth and three-fifteenths?
S: They are equal.
T: With your partner, write a number sentence that represents .

S: = + =  =( )+( )= .  =2× =2× = .

Problem 3: Draw a tape diagram and use addition to show that is the sum of 4 twelfths.

T: (Project .) Using what you just learned, how can you model to show that is
equal to ?
S: We can draw a tape diagram and shade . Then, we can decompose it into twelfths.

Lesson 4: Decompose fractions into sums of smaller unit fractions using tape
diagrams. 5.A.40
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 4•5

T: How many twelfths are shaded?

S: 4.
T: We have seen that 1 third is equal to 2 sixths. We
have seen 1 sixth is equal to 2 twelfths. So, how
many twelfths equal 1 third?
S: 4 twelfths!
T: So, 2 thirds is how many twelfths? Explain to your
partner how you know using your diagrams.
S: 1 third is 4 twelfths, so 2 thirds is 8 twelfths.  It’s just double.  It’s t ice the area on the tape
diagram.  It’s the same as sixths. 1 third is 2 sixths. 2 thirds is 4 sixths. 1 sixth is the same as 2
twelfths, so 4 times 2 is 8. 8 twelfths.

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Decompose fractions into sums of

smaller unit fractions using tape diagrams.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions below to lead the discussion.
 For Problems 1(a–d), what were some different ways that you decomposed the unit fraction?
 What is different about Problems 3(c) and 3(d)? Explain how fourths can be decomposed into both
eighths and twelfths.
 For Problems 4, 5, and 6, explain the process you used to show equivalent fractions.
 Without using a tape diagram, what strategy would you use for decomposing a unit fraction?

Lesson 4: Decompose fractions into sums of smaller unit fractions using tape
diagrams. 5.A.41
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 4•5

 How did the Application Problem connect to

today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that ere
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 4: Decompose fractions into sums of smaller unit fractions using tape
diagrams. 5.A.42
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 4•5

Name Date

1. The total length of each tape diagram represents 1 whole. Decompose the shaded unit fractions as the
sum of smaller unit fractions in at least two different ways. The first one has been done for you.

a. 2
2

! ! ! !

!
!
2!
=! 4 ! +! !4 ! ! ! = + +8 +
2 8 8 8
!
b. !
! ! ! ! ! ! 1
3
!
!
! ! ! ! ! ! ! ! ! ! ! !

!
! ! ! !
c.
!
!
! ! ! !

!
!
d.
! ! ! ! !

!
!
! ! ! ! !

2. The! total length of each tape diagram represents 1 whole. Decompose the shaded fractions as the sum
!
of smaller unit fractions in at least two different ways.
! ! !
a.
!
!
! ! !

b. !
!
! ! ! ! !

Lesson 4: Decompose fractions into sums of smaller unit fractions using tape
diagrams. 5.A.43
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 4•5

3. Draw and label tape diagrams to prove the following statements. The first one has been done for you.

2 4
a. =

2 4
b. = 2

c. 4
= 8

d. 4
= 2

1 4
4. Show that is equivalent to 8 using a tape diagram and a number sentence.

2
5. Show that is equivalent to using a tape diagram and a number sentence.

4 8
6. Show that is equivalent to 2
using a tape diagram and a number sentence.

Lesson 4: Decompose fractions into sums of smaller unit fractions using tape
diagrams. 5.A.44
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Exit Ticket 4•5

Name Date

1. The total length of the tape diagram represents 1 whole. Decompose the shaded unit fraction as the sum
of smaller unit fractions in at least two different ways.

2. Draw a tape diagram to prove the following statement.

=
3

Lesson 4: Decompose fractions into sums of smaller unit fractions using tape
diagrams. 5.A.45
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework 4•5

Name Date

a. 2
2

2
= + + + +
2
= + +

b.
4
4

2. The total length of each tape diagram represents 1 whole. Decompose the shaded fractions as the sum of
smaller unit fractions in at least two different ways.

Lesson 4: Decompose fractions into sums of smaller unit fractions using tape
diagrams. 5.A.46
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework 4•5

3. Draw tape diagrams to prove the following statements. The first one has been done for you.

2 4 2
a. =

b. = 2

2
c. =
8

2
d. 4
=

4. Show that 2 is equivalent to 2

using a tape diagram and a number sentence.

2 8
5. Show that is equivalent to 2
using a tape diagram and a number sentence.

4 2
6. Show that is equivalent to using a tape diagram and a number sentence.

Lesson 4: Decompose fractions into sums of smaller unit fractions using tape
diagrams. 5.A.47
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 4•5

Lesson 5
Objective: Decompose unit fractions using area models to show
equivalence.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (8 minutes)

Concept Development (30 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Count by Equivalent Fractions 3.NF.3 (4 minutes)

 Add Fractions 4.NF.3 (4 minutes)
 Break Apart the Unit Fraction 4.NF.3 (4 minutes)

Count by Equivalent Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 4.

T: Count from 0 fourths to 4 fourths by 1 fourths. (Write as
students count.)
S: . 0 1
T: 4 fourths is the same as one of what unit?
S: 1 whole.
T: (Beneath , write 1.) Count by fourths again. This time, say “1 whole” when you arrive at 4 fourths.
Start at zero.
S: 1 whole.
T: Let’s count by halves to halves. (Write as students
count.)
S: . 0 1 2
T: How many halves are equal to 1?

Lesson 5: Decompose unit fractions using area models to show equivalence.

Date: 1/7/14 5.A.48

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 4•5

S: 2 halves.
T: (Beneath write 1.) How many halves are equal to 2?
S: 4 halves.
T: (Beneath write 2.) Let’s count by halves again. This time when you arrive at halves and
halves, say the whole number.
S: .

Repeat the process, counting by fourths to 12 fourths.

Add Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 2.

T: (Write = __.) Say the fraction.
S: .
T: On your boards, draw a tape diagram representing 4 fifths.
S: (Draw a tape diagram partitioned into 5 equal units. Shade 4 units.)
T: (Write = __ + __ + ___ + __.) On your boards, fill in the unknown fractions.
S: (Write = + + + )
T: (Write = + + + . Beneath it, write = __ × ) Fill in the unknown factor.
S: (Write = 4 × )

Continue the process with and .

Break Apart the Unit Fraction (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 4.

T: (Project a tape diagram partitioned into 2 equal units. Shade 1 unit.) Name the fraction of the
diagram that is shaded.
S: 1 half.
T: (Write above the shaded unit.) Decompose the shaded unit into 3 equal units.
T: What fraction of the tape diagram is each smaller unit?
S: 1 sixth.
T: (Write = + + ) On your boards, complete the number sentence.

Lesson 5: Decompose unit fractions using area models to show equivalence.

Date: 1/7/14 5.A.49

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 4•5

S: (Write = + + )

Repeat the process with .

T: (Write ) On your boards, draw and shade a tape diagram to show .

T: Decompose each third into 3 equal parts on your model and with an addition sentence. (Pause.)
Each third is the same as 3 of what unit?
S: 3 ninths.
T: (Write = ) 2 thirds is the same as how many ninths? Write the answer on your boards.
S: (Write = )

Continue the process with = , = , = , and = .

Application Problem (8 minutes)

A loaf of bread was cut into 6 equal slices. Each of the 6 slices was cut in half to make thinner slices for
sandwiches.
Mr. Beach used slices. His daughter said “Wow you used of the loaf!” His son said “No, he used .”
Work with a partner to explain who was correct using a tape diagram.

NOTES ON
Note: This Application Problem builds on G4–M5–Lesson 4’s MULTIPLE MEANS OF
objective of decomposing a fraction as the sum of smaller ACTION AND
fractions, which bridges to today’s lesson where students will EXPRESSION:
use the area model as another way to show both the
Drawing an area model representing
decomposition and equivalence.
fifths or other odd numbers may be
challenging for some students. Slip
grid paper into personal white boards
to assist them, if beneficial. Students
who find it easier may continue using
folded paper strips to model fractions.

Lesson 5: Decompose unit fractions using area models to show equivalence.

Date: 1/7/14 5.A.50

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 4•5

Concept Development (30 minutes)

Materials: (S) Personal white boards

Problem 1: Draw an area model to illustrate that is equal to .

T: Draw an area model that is partitioned into 5 equal parts. Shade 1 of them. If the entire figure
represents the whole, what fractional part is shaded?
S: 1 fifth.
T: Draw a horizontal dotted line to decompose the whole into two equal rows. (Demonstrate.) What
happened? Discuss with your partner.
S: There were 5 pieces, but now there are 10.  We had fifths, but
now we have tenths.  We doubled the number of original units
(fifths) to make a new unit (tenths).  We cut each fifth into 2
equal pieces to make tenths.  There are more parts, but they
are smaller, so 2 times 1 tenth is the same as 1 fifth.
T: How many tenths are shaded?
S: 2 tenths.
T: Even though the parts changed, did the area covered
by the shaded region change?
S: No. ( ) ×
T: What relationship does this show between and ? Say your
answer as an addition sentence.
S: ( ) . 1 fifth equals 2 tenths.

Problem 2: Decompose as represented in an area model and as the sum and product of unit fractions.

T: Draw an area model that is partitioned into 3 equal parts. Shade 1 of them. If the entire figure
represents the whole, what fraction is shaded?
S: 1 third.
T: Discuss with your partner how to draw horizontal dotted
lines to decompose 1 third to demonstrate that .
S: We can draw a horizontal line.  One line won’t be
MP.2 enough. That will make sixths. Two lines will make
ninths. Three lines!
T: How many parts do we have now?
S: 12.
T: How many twelfths are shaded?
S: . ( ) ×

Lesson 5: Decompose unit fractions using area models to show equivalence.

Date: 1/7/14 5.A.51

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 4•5

T: Represent the decomposition of as the sum of unit fractions.

MP.2 S:
T: Now, like in the last lesson, represent this decomposition of using a multiplication sentence.

S: ( × ) ( × ) .  ( × ) .

Problem 3: Model and represent the decomposition as the sum and product of unit fractions.
T: (Display .) Discuss with your partner how to represent this
equivalence using an area model.
S: We can partition an area model in half. We can draw lines across so
that they make equal parts.  We need 10 parts. Since there are 2
halves, that would be 5 on each side.
T: Work with your partner to draw the model, and write a number
sentence to represent the decomposition.
S:  ×
×
Problem Set (10 minutes)
Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Decompose unit fractions using area

models to show equivalence.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 In Problem 1, why do you think the directions tell

Lesson 5: Decompose unit fractions using area models to show equivalence.

2. Draw area models to show the decompositions represented by the number sentences below. Represent
the decomposition as a sum of unit fractions and as a multiplication sentence.

a. b.

c. d.

e. f.

3. Explain why is the same as .

Lesson 5: Decompose unit fractions using area models to show equivalence.

Date: 1/7/14 5.A.55

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Name Date

1. Draw horizontal lines to decompose each rectangle into the number of rows as indicated. Use the model
to give the shaded area as both a sum of unit fractions and as a multiplication sentence.

a. 2 rows

b. 3 rows

2. Draw an area model to show the decomposition represented by the number sentence below. Represent
the decomposition as a sum of unit fractions and as a multiplication sentence.

Lesson 5: Decompose unit fractions using area models to show equivalence.

Date: 1/7/14 5.A.56

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Homework 4 5

YNYS COMMON CORE MATHEMATICS CURRICULUM

S 4•5
M Lesson 5:
Name Decompose unit fractions using area models to show equivalence. Date
Date: 1/7/14
O © 2012 Common Core, Inc. All rights reserved. commoncore.org
1. Draw horizontal lines to decompose
N 3.X.57 each rectangle into the number of rows as indicated. Use the model
to give the shaded area as both
C a sum of unit fractions and as a multiplication sentence.

a. 3 rows

×
I

b. 2 rows

c. 4 rows

Lesson 5: Decompose unit fractions using area models to show equivalence.

Date: 1/7/14 5.A.57

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Homework 4 5

YNYS COMMON CORE MATHEMATICS CURRICULUM

S 4•5
M
2. Lesson
Draw5:area Decompose
models to unit fractions
show theusing area models to show
decompositions equivalence. by the number sentences below.
represented Represent
Date: 1/7/14
O ©the decomposition
2012 Common as a sum
Core, Inc. All rights reserved. of unit fractions and as a multiplication sentence.
commoncore.org

N 3.X.58
C b.

d.
I

3. Explain why is the same as

Lesson 5: Decompose unit fractions using area models to show equivalence.

Date: 1/7/14 5.A.58

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 4•5

Lesson 6
Objective: Decompose fractions using area models to show equivalence.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (8 minutes)

Concept Development (30 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Multiply Whole Numbers Times Fractions 4.NF.4 (9 minutes)

 Find Equivalent Fractions 4.NF.1 (3 minutes)

Sprint: Multiply Whole Numbers Times Fractions (9 minutes)

Materials: (S) Multiply Whole Numbers Times Fractions Sprint

Note: This fluency activity reviews G4–M5–Lesson 3.

Find Equivalent Fractions (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 5.

T: (Write ) Say the fraction.
S: .
T: On your boards, draw a model to show .
S: (Draw a model partitioned into 3 equal units. Shade 1 unit.)
T: (Write = ) Draw a dotted horizontal line to decompose 1 third into an equivalent fraction.
S: (Draw a dotted horizontal line, breaking 3 units into 6 smaller units. Write = )

Continue the process for the following possible sequence: = , = , = , = , and = .

Lesson 6: Decompose fractions using area models to show equivalence.

Date: 1/15/14 5.A.59

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 4•5

Application Problem (8 minutes)

Use area models to prove that , and What conclusion can you make about
and Explain.

Note: This Application Problem builds from G4–M5–Lesson 5 where students decomposed unit fractions
using area models to show equivalence. Consider leading a discussion with a question such as, “Why can you
show = = on one model, = = on another, and = on another?” Or perhaps, “Why can’t you show
= = on the same area model?”

Concept Development (30 minutes)

Materials: (S) Personal white boards

Problem 1: Use an area model to show that .

T: Draw an area model representing 1 whole, and then shade .

T: Discuss with a partner how you can use this model to show the
decomposition of 3 fourths into eighths.
S: We could draw a line so that each of the fourths is split into 2
equal parts. That would give us eighths.  Drawing a line will
make each unit into 2 smaller units, which would be eighths.
T: How many eighths are shaded?
S: 6 eighths.
T: Work with a partner to write an addition and multiplication sentence to describe the decomposition.
S: ( ) ( ) ( )   is equal to
T: What do these addition and multiplication sentences tell you?
S: The shaded area didn’t change. It’s still the same amount. The number of pieces increased, but the
size of the pieces got smaller.  Adding together all the smaller units equals the total of the larger
units shaded.  Multiplying also equals the total of the larger units shaded and is easier to write
out!

Lesson 6: Decompose fractions using area models to show equivalence.

Date: 1/15/14 5.A.60

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 4•5

Problem 2: Draw an area model to represent the equivalence of two fractions and express the equivalence as
the sum and product of unit fractions.
T: Let’s draw an area model to show that . What fraction
will you model first and why? Discuss with a partner.
S: I will represent first, since thirds are the bigger pieces. I can
draw 1 whole divided into thirds and then shade 2 of them.
Then, it’s easy to split the thirds into parts to make twelfths.
 We have to draw the larger units first and then decompose
them into smaller ones, don’t we?
T: Draw an area model representing 2 thirds.
T: How can we show that ? Discuss.
S: We can split the thirds into parts until we have 12 of them.  Yes, but we need to make sure that
they are equal parts.  We might have to erase our lines and then redraw to make them look
equal.  We can draw three lines across the thirds. This will make 12 groups.  When I do that,
the eight pieces are already shaded!
T: Express the equivalence as a multiplication sentence.
S: ( ) .  ( ) ( ) 

Problem 3: Decompose to create equivalent fractions by drawing an area model and then dividing the area
model into smaller parts.
T: Let’s use what we know to model equivalent fractions.

Step 1: Draw an area model. The entire figure is 1

whole.
Step 2: Choose a fraction, and partition the whole
using vertical lines.
Step 3: Shade your fraction.
Step 4: Switch papers with a partner. Write down the fraction that your partner has represented.
Step 5: Draw one to three horizontal lines. What equivalent fraction have you modeled?

T: How could we model 5 thirds?

S: We can draw an area model and partition it into 5 parts. Each part is 1
third. We have to label 1 whole after 3 units.
T: Draw one horizontal line to model an equivalent fraction. How many
units are in the whole?
S: 6.
T: What fraction is represented?
S:

Lesson 6: Decompose fractions using area models to show equivalence.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 4•5

Problem Set (10 minutes)

Students should do their personal best to complete the Problem
Set within the allotted 10 minutes. For some classes, it may be
appropriate to modify the assignment by specifying which NOTES ON
problems they work on first. Some problems do not specify a MULTIPLE MEANS OF
method for solving. Students solve these problems using the ENGAGEMENT:
RDW approach used for Application Problems. Scaffold Problem 2 on the Problem Set
for students working below grade level
and others by providing number
Student Debrief (10 minutes) sentence frames, such as

Date: 1/15/14 5.A.65

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Name Date

1. Each rectangle represents 1 whole. Draw horizontal lines to decompose each rectangle into the number
of units as indicated. Use the model to give the shaded area as a sum and as a product of unit fractions.
Use parentheses to show the relationship between the number sentences. The first one has been
partially done for you.

3
a. Sixths
4
⬚
⬚ ⬚ 4
( ) ( )
6 6 6 6 ⬚

⬚ ⬚ 4
( ) ( ) ( ) ( )
6 6 6 6 ⬚ ⬚ ⬚
⬚ ⬚ 4
6 4
⬚ ⬚

b. Tenths

Date: 1/15/14 5.A.69

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3. Step 1: Draw an area model for a fraction with the denominator of 3, 4, or 5.

Step 2: Shade in more than one fractional unit.
Step 3: Partition the area model again to find an equivalent fraction.
Step 4: Write the equivalent fractions as a number sentence. (If you have written a number sentence like
this one already in this homework, start over.)

Lesson 6: Decompose fractions using area models to show equivalence.

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New York State Common Core

4
GRADE
Mathematics Curriculum
GRADE 4 • MODULE 5

Topic B
Fraction Equivalence Using
Multiplication and Division
4.NF.1, 4.NF.3b

In Topic B, students start to generalize their work with fraction equivalence. In Lessons 7 and 8, students
analyze their earlier work with tape diagrams and the area model in Lessons 3 through 5 to begin using
multiplication to create an equivalent fraction comprised of smaller units, e.g., Conversely,
students reason, in Lessons 9 and 10, that division can be used to create a fraction comprised of larger units
(or a single unit) that is equivalent to a given fraction, e.g., . The numerical work of Lessons 7
through 10 is introduced and supported using area models and tape diagrams.

In Lesson 11, students use tape diagrams to transition their knowledge of

fraction equivalence to the number line. They see that any unit fraction length
can be partitioned into n equal lengths. For example, each third in the interval
from 0 to 1 may be partitioned into 4 equal parts. Doing so multiplies both the
total number of fractional units (the denominator) and the number of selected
units (the numerator) by 4. On the other hand, students see that in some
cases fractional units may be grouped together to form some number of larger
fractional units. For example, when the interval from 0 to 1 is partitioned into
twelfths, one may group 4 twelfths at a time to make thirds. In doing so, both
the total number of fractional units and the number of selected units are
divided by 4.

Topic B: Fraction Equivalence Using Multiplication and Division

Date: 1/7/14 5.B.1
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic B 4 5

A Teaching Sequence Towards Mastery of Fraction Equivalence Using Multiplication and Division
Objective 1: Use the area model and multiplication to show the equivalence of two fractions.
(Lessons 7–8)

Objective 2: Use the area model and division to show the equivalence of two fractions.
(Lessons 9–10)

Objective 3: Explain fraction equivalence using a tape diagram and the number line, and relate that to
the use of multiplication and division.
(Lesson 11)

Topic B: Fraction Equivalence using Multiplication and Division

Date: 1/7/14 5.B.2
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 4•5

Lesson 7
Objective: Use the area model and multiplication to show the equivalence
of two fractions.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (4 minutes)

Concept Development (34 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Break Apart Fractions 4.NF.3 (4 minutes)

 Count by Equivalent Fractions 3.NF.3 (4 minutes)
 Draw Equivalent Fractions 4.NF.1 (4 minutes)

Break Apart Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lessons 1─3.

T: (Project a tape diagram of 3 fifths with the whole labeled.) Name the fraction of 1 whole that’s
shaded.
S: .

T: (Write = __.) Say the fraction.

S: 3 fifths.
T: On your boards, write as a repeated addition sentence using unit fractions.
1 1 1
S: (Write + .)
1 1 1 1
T: (Write = + + = __ .) On your boards, complete the number sentence.
1 1 1 1
S: (Write = + + = 3 )
1 1 1 1 1 1
Continue process for the following possible sequence: = + + + + =5 and

Lesson 7: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.3
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 4•5

1 1 1 1 1 1
= + + + + =5 .

Count by Equivalent Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity prepares students for lessons throughout this module.

T: Count from 0 to 10 by ones.

S: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
T: Count by 1 fourths to 10 fourths. Start at 0 fourths. (Write as students count.)
1 1

1 1
0 1 2

1 1
S: , , , , , , , , , .
T: 4 fourths is the same as 1 of what unit?
S: 1 one.
T: (Beneath 4 fourths, write 1.) 2 wholes is the same as how many fourths?
S: 8 fourths.
T: (Beneath , write 2.) Let’s count to 1 fourths again but this time, say the whole numbers when
you come to a whole number. Start at 0.
1 1
S: 0, , , , 1, , , , 2, , .

Repeat process, counting by thirds to 10 thirds.

Draw Equivalent Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 6.

T: (Write .) Say the fraction.

S: .

T: On your boards, draw an area model to show . =

S: (Draw a model partitioned into 3 equal units. Shade 2 units.)
T: (Write = .) Draw a dotted horizontal line to find the equivalent fraction.

Lesson 7: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.4
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 4•5

S: (Draw a dotted horizontal line, breaking 3 units into 6 smaller units. Write = .)
1
Continue process for the following possible sequence: = , = , = , and = .

Application Problem (4 minutes)

Model an equivalent fraction for using an area model.

NOTES ON
MULTIPLE MEANS OF
REPRESENTATION:
Students working below grade level
and others may benefit from explicit
instruction as they decompose unit
fractions. When doubling the number
of units, instruct students to draw one
horizontal dotted line. When tripling,
draw two lines, and so on.

Note: This Application Problem reviews G4–M5–Lesson 6 and leads into today’s lesson as students find
equivalent fractions using multiplication.

Concept Development (34 minutes)

Materials: (S) Personal white boards

Problem 1: Determine that multiplying the numerator and denominator by n results in an equivalent
fraction.
T: Draw an area model representing 1 whole partitioned into thirds. Shade and
1
record below the area model. Draw 1 horizontal line across the area model.
S: (Partition area model.)
T: What happened to the size of the fractional units?
MP.7
S: The units got smaller.  The unit became half the size.
T: What happened to the number of units in the whole?
S: There were 3; now there are 6.  We doubled the total number of units.
T: What happened to the number of selected units when we drew the dotted

Lesson 7: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.5
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 4•5

line?
S: There was 1 unit selected, and now there are 2!  It doubled, too!
1 1
T: That’s right. We can record the doubling of units with multiplication: .
1
S: Hey, I remember from third grade that is the same as .
T: Yes, they are equivalent fractions.
T: Why didn’t doubling the number of selected units make the fraction larger?
S: We didn’t change the amount of the fraction just the size.  Yeah, so the size of the units became
half as big.
T: Draw an area model representing 1 whole partitioned with a vertical line into 2
halves.
1 1
T: Shade and record below the area model. If we want to rewrite using 4 times
as many units, what should we do?
S: Draw horizontal dotted lines, three of them.  Then, we can write a number
sentence using multiplication.  This time it’s 4 times as many, so we will
multiply the top number and the bottom number by 4.
T: Show me. (Allow time for students to partition the area model.) What
happened to the size of the fractional unit?
MP.7 S: The size of the fractional unit got smaller.
T: What happened to the number of units in the whole?
S: There are 4 times as many.  They quadrupled.
T: What happened to the number of selected units?
S: There was 1, and now there are 4.  The number of selected units quadrupled!
T: Has the size of the selected units changed?
S: There are more smaller unit fractions instead of one bigger unit fraction, but the area is still the
same.
1
T: What can you conclude about and
S: They are equal!
1 1
T: Let’s show that using multiplication: . ( )
T: When we quadrupled the number of units, the number of selected units quadrupled. When we
doubled the number of units, the number of selected units doubled. What do you predict would
happen to the shaded fraction if we tripled the units?
S: The number of units within the shaded fraction would triple, too.

Lesson 7: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.6
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 4•5

Problem 2: Given an area model, determine an equivalent fraction for the area selected.
1
T: (Display area model showing .) Work with your partner to determine an
1
equivalent fraction to .
S: Let’s draw one horizontal line. That will double the number of units.  We
can draw two horizontal lines. That will triple the number of units and make
them smaller, too.  If we multiply the top and bottom numbers by 4, we
could quadruple the number of units. Each one will be a quarter the size,
too.
Circulate to listen for student understanding and to monitor their work. Reconvene to
examine one or more equivalent fractions.
T: Some groups drew one horizontal line. (Demonstrate.) Tell your partner what happened to the size
of the units.
S: The units got smaller.
T: Tell your partner what happened to the number of units.
S: There are twice as many units.
1 1
T: Let’s record that: .
T: What is the relationship of the numerators, the top numbers, in the equivalent fractions?
1
S: The numerator in is double the numerator in because we doubled the number of selected units.
 Since the size of the selected units are half as big, we doubled the numerator.
T: What is the relationship of the denominators, the bottom numbers, in the equivalent fractions?
1
S: The denominator in is double the denominator in because we doubled the number of units. 
Since the size of the units are half as big, we doubled the denominator.

Problem 3: Express an equivalent fraction using multiplication and verify by drawing an area model.
1
T: Discuss with your partner how to find another way to name without drawing an area model first.
S: Let’s triple the number of units in the whole.  So, we have to multiply the numerator and the
denominator by 3.  Or, we could double the top number and double the bottom number.
T: Now verify that the fraction you found is equivalent by drawing an area model.
S: (Work.)

Lesson 7: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.7
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 4•5

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Use the area model and multiplication

to show the equivalence of two fractions.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 What pattern did you notice for Problems 1(a–d)?

 Discuss and compare with your partner your

answers to Problems 2(e) and 2(f).
 In Problem 2, the unit fractions have different
denominators. Discuss with your partner how the
size of a unit fraction is related to the
denominator.
 The numerator identifies the number of units
selected. Can the numerator be larger than the
denominator?

Lesson 7: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.8
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 4•5

Exit Ticket (3 minutes)

Lesson 7: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.9
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set 4•5

Name Date

Each rectangle represents 1 whole.

1. The shaded unit fractions have been decomposed into smaller units. Express the equivalent fractions in a
number sentence using multiplication. The first one has been done for you.

a. b.

1 1

c. d.

2. Decompose the shaded fractions into smaller units using the area models. Express the equivalent
fractions in a number sentence using multiplication.

a. b.

c. d.

Lesson 7: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.10
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set 4•5

e. What happened to the size of the fractional units when you decomposed the fraction?

f. What happened to the total number of units in the whole when you decomposed the fraction?

3. Draw three different area models to represent 1 third by shading.

Decompose the shaded fraction into (a) sixths, (b) ninths, and (c) twelfths.
Use multiplication to show how each fraction is equivalent to 1 third.

Lesson 7: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.11
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Exit Ticket 4•5

Name Date

1. Draw two different area models to represent 1 fourth by shading.

Decompose the shaded fraction into (a) eighths and (b) twelfths.
Use multiplication to show how each fraction is equivalent to 1 fourth.

Lesson 7: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.12
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework 4•5

Name Date

Each rectangle represents 1 whole.

1. The shaded unit fractions have been decomposed into smaller units. Express the equivalent fractions in a
number sentence using multiplication. The first one has been done for you.
a. b.

1 1

c. d.

2. Decompose the shaded fractions into smaller units using the area models. Express the equivalent
fractions in a number sentence using multiplication.

a. b.

c. d. d.

Lesson 7: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.13
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework 4•5

3. Draw three different area models to represent 1 fourth by shading.

Decompose the shaded fraction into (a) eighths, (b) twelfths, and (c) sixteenths.
Use multiplication to show how each fraction is equivalent to 1 fourth.

Lesson 7: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.14
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 4•5

Lesson 8
Objective: Use the area model and multiplication to show the equivalence
of two fractions.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (4 minutes)

Concept Development (34 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Multiply Mentally 4.OA.4 (4 minutes)

 Count by Equivalent Fractions 3.NF.3 (4 minutes)
 Draw Equivalent Fractions 4.NF.1 (4 minutes)

Multiply Mentally (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–Module 3 content.

T: (Write 32 3 = .) Say the multiplication sentence.
S: 32 3 = 96.
T: (Write 32 3 = 96. Below it, write 32 20 = .) Say the multiplication sentence.
S: 32 20 = 640.
T: (Write 32 20 = 640. Below it, write 32 23 = .) On your board, solve 32 23.
S: (Write 32 23 = 736.)
Repeat the process for the following possible sequence: 42 2, 42 20, 42 22 and 21 4, 21 40, 21 44.

Count by Equivalent Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 4.

T: Count by twos to 12.

Lesson 8: Use the area model and multiplication to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 4•5

S: 0, 2, 4, 6, 8, 10, 12.
T: Count by 2 thirds to 12 thirds. Start at 0 thirds. (Write as students count.)
S:
T: 1 whole is the same as how many thirds?
S: 3 thirds.
T: 2 wholes is the same as how many thirds?
S: 6 thirds.
T: (Beneath , write 2.) 3 wholes is the same as
how many thirds?
S: 9 thirds.
T: 4 wholes is the same as how many thirds?
S: 12 thirds.
T: (Beneath , write 4.) Count by 2 thirds again. This time, say the whole numbers when you arrive at
them.
S: .
Repeat the process, counting by 2 sixths to 18 sixths.

Draw Equivalent Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 7.

T: (Write .) Say the fraction.

S: .

T: On your board, draw a model to show .

S: (Draw a model partitioned into 2 equal units. Shade 1 unit.)
T: (Write .) Draw a dotted horizontal line to find the equivalent fraction. Then, complete
the number sentence.
S: (Draw a dotted horizontal line, breaking 2 units into 4 smaller units. Write = = .)

Continue the process for the following possible sequence: = , = , = , = , and = .

Lesson 8: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.16
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 4•5

Application Problem (4 minutes)

Saisha gives some of her chocolate bar, pictured below, to her younger brother Lucas. He says “Thanks for
of the bar ” Saisha responds “No I gave you of the bar ” Explain why both Lucas and Saisha are correct.

CHOCOLATE

Note: This Application Problem reviews content from G4–M5–Lesson 7. This bridges to today’s lesson where
students will determine equivalent fractions of non-unit fractions. Revisit this problem in the Debrief by
asking students to write the remaining portion as two equivalent fractions.

Concept Development (34 minutes)

Materials: (S) Personal white boards

Problem 1: Determine that multiplying both the numerator and denominator by n results in an equivalent
fraction.
T: Draw an area model to represent 2 thirds. Draw three
horizontal lines across the area model.
S: (Draw and partition the model.)
T: What happened to the size of the fractional units?
S: The units are 4 times as small because we divided each unit
into 4 smaller units.
T: What happened to the number of units?
S: There were 3, and now there are 12.  There are 4 times as
MP.7 many units.
T: What happened to the number of selected units?
S: There were 2 units selected, now there are 8 units selected.
T: Discuss with your partner how to represent the equivalence of
and using multiplication.
S: We can multiply the numerator and denominator by 4. We
can write .
T: How do you know the fraction is still representing the same
amount?

Lesson 8: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.17
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 4•5

S: I know it’s the same size because I didn’t change how much is selected.  There are more smaller
units instead of fewer bigger units, but the area of the selected fraction is still the same.  The
fractions are equivalent.
T: What was different about this problem than the ones we did yesterday?
S: The fraction that we are starting with doesn’t have as the numerator
T: We know any fraction can be decomposed into the sum of unit fractions. Yesterday, we saw that 1
third equals 4 twelfths. Today, we see that 2 thirds equals 4 twelfths plus 4 twelfths, or 8 twelfths.
MP.7 T: Draw an area model to represent . Find an equivalent fraction with the
denominator of 12. Explain to a partner how this is done.
S: We partition each of the 6 units into 2 parts so that we have 12 units in the
whole.  We double the number of units to make twelfths.  There are
twice as many units in the whole and twice as many units selected, but the
parts are only half as big. 
T: What have we discovered about finding equivalent fractions?
S: The area of the fraction stays the same, but the number and size of the units change.  The number
of units increases. The size of the unit fraction decreases.

Problem 2: Determine that two fractions are equivalent using an area model and a
number sentence.
T: (Project .) If the whole is the same, is this statement true
or false?
S: Three times 2 is 6, and 4 times 2 is 8. Yes, it’s true  If we
multiply both the numerator and denominator by 2, we get .
 Doubling the selected units and the number of units in the
whole has the same area as .
T: Represent the equivalence in a number sentence using
multiplication, and draw an area model to show the
equivalence.
S: (Do so, as pictured to the right.)
T: (Project .) If the wholes are the same, is this statement
true or false? How do you know? Discuss with your partner.
S: Three times 2 is 6, and times is It’s false We didn’t
multiply by the same number.  This is false. I drew a model
for and then decomposed it into twelfths. There are 9 units
shaded, not 6.  The numerator is being multiplied by 2, and
the denominator is being multiplied by 3. They are not
equivalent fractions.

T: With your partner, revise the right side of the equation to

Lesson 8: Use the area model and multiplication to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 4•5

make a true number sentence.

S: We could change to .  Or, we could change to , because then both the numerator and
denominator would be multiplied by 2.

Problem 3: Write a number sentence using multiplication to show the equivalence of two fractions. Draw
the corresponding area model.
T: Find an equivalent fraction without drawing an area
model first. Write on your personal board. How have
we found equivalent fractions?
S: We’ve doubled tripled, or quadrupled the numerator
and the denominator.  We multiply the numerator
and denominator by the same number.
T: Find an equivalent fraction to using multiplication.
S: When I multiply the numerator and denominator by 2,
I get .
T: Use an area model to confirm your number sentence.
S: (Do so, correcting any errors as necessary. Answers NOTES ON
may vary.)
MULTIPLE MEANS OF
ENGAGEMENT
Problem Set (10 minutes)
Invite students working above grade
Students should do their personal best to complete the Problem level and others to test their
discoveries about multiplying fractions
Set within the allotted 10 minutes. For some classes, it may be
by partitioning shapes other than
appropriate to modify the assignment by specifying which rectangles, such as circles and
problems they work on first. Some problems do not specify a hexagons. This work may best be
method for solving. Students solve these problems using the supported by means of concrete or
RDW approach used for Application Problems. virtual manipulatives.

Student Debrief (10 minutes)

Lesson Objective: Use the area model and multiplication to show the equivalence of two fractions.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions below to lead the discussion.
 For Problems 3(a–d), how did you determine the number of horizontal lines to draw in each area
model?

Lesson 8: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.19
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 4•5

 For Problem 5(c), did you and your partner have

the same answer? Explain why you might have
different answers.
 Explain when someone might need to use
equivalent fractions in daily life.
 How are we able to show equivalence without
having to draw an area model?
 Think back to the Application Problem. What
fraction of the bar did Saisha receive?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 8: Use the area model and multiplication to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Problem Set 4 5

Name Date

Each rectangle represents 1 whole.

1. The shaded fractions have been decomposed into smaller units. Express the equivalent fractions in a
number sentence using multiplication. The first one has been done for you.

a. b.

c. d.

2. Decompose the shaded fractions into smaller units, as given below. Express the equivalent fractions in a
number sentence using multiplication.
a. Decompose into tenths. b. Decompose into fifteenths.

Lesson 8: Use the area model and multiplication to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Problem Set 4 5

3. Draw area models to prove that the following number sentences are true.

a. b.

c. d.

4. Use multiplication to rename each fraction below.

a. b.

c. d.

5. Determine which of the following are true number sentences. Correct those that are false by changing
the right-hand side of the number sentence.

a. b.

c. d.

Lesson 8: Use the area model and multiplication to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Exit Ticket 4•5

Name Date

1. Use multiplication to create an equivalent fraction for the fraction below.

2. Determine if the following is a true number sentence. If needed, correct the statement by changing the
right-hand side of the number sentence.

Lesson 8: Use the area model and multiplication to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Homework 4•5

Name Date

Each rectangle represents 1 whole.

1. The shaded fractions have been decomposed into smaller units. Express the equivalent fractions in a
number sentence using multiplication. The first one has been done for you.

a. b.

c. d.

2. Decompose both shaded fractions into twelfths. Express the equivalent fractions in a number sentence
using multiplication.
a. b.

Lesson 8: Use the area model and multiplication to show the equivalence of two
fractions. 5.B.24
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Homework 4•5

3. Draw area models to prove that the following number sentences are true.
a. b.

c. d.

4. Use multiplication to create an equivalent fraction for each fraction below.

a. b.

c. d.

5. Determine which of the following are true number sentences. Correct those that are false by changing
the right-hand side of the number sentence.
a. b.

c. d.

Lesson 8: Use the area model and multiplication to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 4•5

Lesson 9
Objective: Use the area model and division to show the equivalence of two
fractions.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (6 minutes)
 Concept Development (32 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Add and Subtract 4.NBT.4 (4 minutes)

 Find Equivalent Fractions 4.NF.1 (4 minutes)
 Draw Equivalent Fractions 4.NF.1 (4 minutes)

Add and Subtract (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews the year-long Grade 4 fluency standard for adding and subtracting using
the standard algorithm.
T: (Write 732 thousands 367 ones.) On your boards, write this number in standard form.
S: (Write 732,367.)
T: (Write 423 thousands 142 ones.) Add this number to 732,367 using the standard algorithm.
S: (Write 732,367 + 423,142 = 1,155,509 using the standard algorithm.)
Continue the process for 671,526 + 264,756.
T: (Write 916 thousands 450 ones.) On your boards, write this number in standard form.
S: (Write 916,450.)
T: (Write 615 thousands 137 ones.) Subtract this number from 916,450 using the standard algorithm.
S: (Write 916,450 – 615,137 = 301,313 using the standard algorithm.)
Continue the process for 762,162 – 335,616 and 500,000 – 358,219.

Lesson 9: Use the area model and division to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 4•5

Find Equivalent Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 7.

1 × 2 1
T: (Write = = . Point to .) Say the unit fraction.
2 × 2
1
S: .
2
T: On your boards, complete the number sentence to make an equivalent fraction.
1 1×2 2
S: (Write = = .)
2 2×2 4
1 4 1 2 1 3 1 4 1 3
Continue the process for the following possible suggestions: = , = , = , = , and = .
2 8 3 6 3 9 4 16 5 15

Draw Equivalent Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 8.

2
T: (Write .) Say the fraction.
3
2
S: .
3
2
T: On your boards, draw a model to show .
3
2 ×
T: (Write = = .) Draw a dotted horizontal line to find the equivalent fraction. Then, complete
3 × 6
the number sentence.
2 2×2 4
S: (Draw a dotted horizontal line, breaking 3 units into 6 smaller units. Write = = .)
3 3×2 6
2 3 3 4
Continue the process for the following possible sequence: = , = 12 , = 10 , and = .
3 9 4 5 5 15

Application Problem (6 minutes)

What fraction of a foot is 1 inch? What

fraction of a foot is 3 inches? (Hint: 12 inches
= 1 foot.) Draw a tape diagram to model your
work.
Note: Students are asked to think about
fractions within a context, such as
measurement, that will be useful in upcoming
word problems. This measurement work will be
developed more in G4–Module 7.

Lesson 9: Use the area model and division to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 4•5

NOTES ON
Concept Development (32 minutes) MULTIPLE MEANS FOR
EXPRESSION:
Materials: (S) Personal white boards As the conceptual foundation for
simplification is being set, the word
6 simplify is initially avoided with students
Problem 1: Simplify by composing larger fractional units as they compose higher value units. The
12
using division. process is rather referred to as
6 composition, the opposite of
T: (Project area model showing .) What fraction does
12 decomposition, which relates directly to
the area model represent? their drawing, their work over the last
6 two lessons, and their work with whole
S: .
12 numbers. When working numerically,
T: Discuss with a partner. Do you see any fractions the process is referred to at times as
6 renaming, again in an effort to relate to
equivalent to 12?
whole number work.
1
S: Half of the area model is shaded. The model shows .
2
T: Which is the larger unit? Twelfths or halves?
S: Halves!
T: Circle the smaller units to make the larger units. Say the equivalent
fractions.
6 1
S: = .
12 2
6÷6
T: (Write = and point to the denominator.) Twelve units were in
12 ÷ 6
the whole, and we made groups of 6 units. Say a division sentence to
record that.
S: 12 ÷ 6 = 2.
T: (Record the 2 in the denominator, and point to the
numerator.) Six units were selected, and we made a
group of 6 units. Say a division sentence to record NOTES ON
that. MULTIPLE MEANS FOR
REPRESENTATION:
S: 6 ÷ 6 = 1.
English language learners may confuse
T: (Record the 1 in the numerator.) We write the terms decompose and compose.
6 6÷6 1
= = , dividing both the numerator and the  Demonstrate that the prefix de-
12 12 ÷ 6 2
denominator by 6 to find an equivalent fraction. can be placed before some words
to add an opposite meaning.
T: What happened to the size of the units and the total
number of units?  Use gestures to clarify the
meanings: Decompose is to take
S: The size of the units got bigger. There are fewer units apart, and compose is to put
in the whole.  The units are 6 times as large, but the together.
number of units is 6 times less.  The units got bigger.  Refresh students’ memory of
The number of units got smaller. decomposition and composition in
the context of the operations with
whole numbers.

Lesson 9: Use the area model and division to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 4•5

2 3 1
Problem 2: Simplify both and as by composing larger fractional units.
8 12 4
2
T: Draw an area model to represent . Group two
8
units to make larger units.
2 2÷2
T: Write = = . How many groups of 2 are
8 8÷2
shaded?
S: 1! (Write 1 in the numerator.)
T: How many groups of 2 are in the whole?
S: 4!
2 2÷2 1
T: (Write = = .) Talk to your partner about how we showed that 2 eighths is the same as 1 fourth.
8 8÷2 4
Discuss both the model and our use of division. (Allow students time to discuss.)
3
T: Draw an area model to represent . Compose an equivalent fraction.
12
S: We can make groups of 2.  No, that won’t work. Some of the groups could have shaded and
unshaded units.  Groups of 3 will work. That’s how many shaded units there are.
T: How many groups of 3 are shaded?
S: 1.
T: How many groups of 3 in all?
S: 4.
T: The new fraction is?
1
S: .
4
T: Write the number sentence to show you
composed groups of 3.
3 3÷3 1
S: = =
12 12 ÷ 3 4
3 2
T: Compare the area models for and .
12 8
1
S: They both equal .
4

2 4 1
Problem 3: Simplify both and as by composing larger fractional units.
6 12 3
T: When we composed fractions in the last two
problems, what did you notice?
S: We divided to find equivalent fractions.  We
made equal groups to make large units.  We
composed a unit fraction from a non-unit
fraction.
2 4
T: Draw area models to show and . Rename
6 12
both fractions as the same unit fraction.
S: I can make groups of 2 in both area models. I could make groups of 3, but I won’t be making equal

Lesson 9: Use the area model and division to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 4•5

groups of shaded and unshaded units.  Four is a factor of both 4 and 12, so I can make groups of
4.  First, I made groups of 2 when I was working with 4 twelfths, but then I noticed I could make
groups of 2 again.  Hey, dividing by 2 twice is the same as dividing by 4.
T: Circle the groups, and express each composition in a number sentence using division.
2 2÷2 1 4 4÷4 1
S: = = . = = .
6 6 ÷ 2 3 12 12 ÷ 4 3
4 2
T: How are and related?
12 6
4 2 NOTES ON
S: When I model and , I see that they both have the MULTIPLE MEANS OF
12 6
1 1 4 2
same area as 3.  3 = 12 = 6.  The equivalent fraction ENGAGEMENT:
4 2 1 Challenge students working above
for 12 and 6 with the largest units is 3.  We composed
grade level and others to couple the
4 2
and into the same unit fraction. expressions of fraction composition
12 6
with the related multiplication
expression of decomposition.
Problem Set (10 minutes) 4 4÷4 1
For example, = = and
12 12 ÷ 4 3
Students should do their personal best to complete the 1 1×4 4
Problem Set within the allotted 10 minutes. For some = = .
3 3×4 12
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Use the area model and division to

Lesson 9: Use the area model and division to show the equivalence of two
fractions. 5.B.30
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 4•5

 In Problems 3 and 4, does it matter how your

area models are shaded? Will you still result in a
correct answer?
 Explain how two fractions can be composed into
the same larger unit fraction.
 How can what you know about factors help
rename a fraction in larger units?
3 1
 When we rename as , why is it helpful to
12 4
think about the factors of 3 and 12?
 Contrast the following: renaming fractions when
you multiply versus when you divide and
decomposing versus composing fractions. For
each, discuss what happens to the size of the
units and the number of units.
3
 Use what you learned today to determine if can
8
be renamed as a larger unit. Why or why not?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively for
future lessons. You may read the questions aloud to the
students.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Problem Set 4•5

Name Date

Each rectangle represents 1 whole.

1. Compose the shaded fractions into larger fractional units. Express the equivalent fractions in a number
sentence using division. The first one has been done for you.

a. b.

2 2÷2 1
= =
4 4÷2 2

c. d.

2. Compose the shaded fractions into larger fractional units. Express the equivalent fractions in a number
sentence using division.

a. b.

c. d.

Lesson 9: Use the area model and division to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Problem Set 4•5

e. What happened to the size of the fractional units when you composed the fraction?

f. What happened to the total number of units in the whole when you composed the fraction?

3.
a. In the first area model, show 2 sixths. In the second area model, show 3 ninths. Show how both
fractions can be renamed as the same unit fraction.

b. Express the equivalent fractions in a number sentence using division.

4.
a. In the first area model below, show 2 eighths. In the second area model, show 3 twelfths. Show how
both fractions can be composed, or renamed, as the same unit fraction.

b. Express the equivalent fractions in a number sentence using division.

Lesson 9: Use the area model and division to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Exit Ticket 4•5

Name Date

1.
a. In the first area model, show 2 sixths. In the second area model, show 4 twelfths. Show how both
fractions can be composed, or renamed, as the same unit fraction.

b. Express the equivalent fractions in a number sentence using division.

Lesson 9: Use the area model and division to show the equivalence of two
fractions. 5.B.34
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Homework 4•5

Name Date

Each rectangle represents one whole.

1. Compose the shaded fractions into larger fractional units. Express the equivalent fractions in a number
sentence using division. The first one has been done for you.

a. b.

2 2÷2 1
= =
4 4÷2 2

c. d.

2. Compose the shaded fractions into larger fractional units. Express the equivalent fractions in a number
sentence using division.

a. b.

c. d.

Lesson 9: Use the area model and division to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Homework 4•5

e. What happened to the size of the fractional units when you renamed the fraction?

f. What happened to the total number of units in the whole when you renamed the fraction?

3.
a. In the first area model, show 4 eighths. In the second area model, show 6 twelfths. Show how both
fractions can be composed, or renamed, as the same unit fraction.

b. Express the equivalent fractions in a number sentence using division.

4.
a. In the first area model below, show 4 eighths. In the second area model, show 8 sixteenths. Show
how both fractions can be composed, or renamed, as the same unit fraction.

b. Express the equivalent fractions in a number sentence using division.

Lesson 9: Use the area model and division to show the equivalence of two
fractions. 5.B.36
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 4 5

Lesson 10
Objective: Use the area model and division to show the equivalence of two
fractions.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (8 minutes)
 Concept Development (30 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Count by Equivalent Fractions 3.NF.3 (4 minutes)

 Find Equivalent Fractions 4.NF.1 (4 minutes) NOTES ON
 Draw Equivalent Fractions 4.NF.1 (4 minutes) MULTIPLE MEANS OF
REPRESENTATION:
Count by Equivalent Fractions (4 minutes) As you lead the Count by Equivalent
Fractions fluency activity, enunciate
Materials: (S) Personal white boards the ending digraph /th/ of fraction
names to help English language
Note: This fluency activity reinforces G4–Module 5 fraction concepts. learners distinguish fractions from
whole numbers (e.g., fourths, not
T: Count by threes to 24. fours).
S: 0, 3, 6, 9, 12, 15, 18, 21, 24. Couple numbers on the board with
T: Count by 3 fourths to 24 fourths. (Write as students prepared visuals, if beneficial.
count.)
0 3 6 9 12 15 18 21 24
S: , , , , , , , , .
4 4 4 4 4 4 4 4 4 0 3 6 9 12 15 18 21 24
T: 1 whole is the same as how 4 4 4 4 4 4 4 4 4
many fourths?
3 6 9 15 18 21
S: 4 fourths. 0 3 6
4 4 4 4 4 4
T: 2 wholes is the same as how
many fourths?
S: 8 fourths.
T: 3 wholes is the same as how many fourths?
S: 12 fourths.

Lesson 10: Use the area model and division to show the equivalence of two
fractions. 5.B.37
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 4 5

12
T: (Beneath , write 3.) 4 wholes is the same as how many fourths?
4
S: 16 fourths.
T: 5 wholes is the same as how many fourths?
S: 20 fourths.
T: 6 wholes is the same as how many fourths?
S: 24 fourths.
24
T: (Beneath , write 6.) Count by 3 fourths again. This time, say the whole numbers when you arrive
4
at them. Start with zero.
3 6 9 15 18 21
S: 0, , , , 3, , , , 6.
4 4 4 4 4 4

Repeat the process, counting by 3 fifths to 30 fifths.

Find Equivalent Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 8.

3 × 3
T: (Write = = . Point to .) Say the fraction.
4 × 8 4
3
S: .
4
T: On your boards, complete the number sentence.
3 3×2 6
S: (Write = = .)
4 4×2 8
3 9 2 4 2 4 4 8 3 9
Continue the process for the following possible suggestions: = , = , = , = , and = .
4 12 3 6 5 10 5 10 5 15

Draw Equivalent Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 9.

T: (Project model with 2 out of 4 equal units shaded.) Draw the model, and write
the fraction that is shaded.
2
S: (Draw model with 2 out of 4 equal units shaded. Write .)
4
2 ÷
T: (Write = = .) Compose the shaded units into 1 larger unit by circling.
4 ÷
Then, complete the number sentence.
2 2÷2 1
S: (Circle the shaded units into 1 larger unit. Write = = .)
4 4÷2 2
3 1 4 1 2 1 5 1 4 1
Continue the process for the following possible sequence: = , = , = , = , and = .
9 3 8 2 8 4 10 2 12 3

Lesson 10: Use the area model and division to show the equivalence of two
fractions. 5.B.38
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 4 5

Application Problem (8 minutes)

9
Nuri spent of his money on a book, and the rest of his money
12
on a pencil.
a. Express how much of his money he spent on the pencil
in fourths.
b. Nuri started with $1. How much did he spend on the
pencil?
Note: This Application Problem connects G4–M5–Topic A and
G4–M5–Lesson 9 by finding the other fractional part of the
whole and expressing equivalent fractions. Using what students
know about money, ask why it is preferable to answer in fourths
rather than twelfths. Students connect fourths to quarters of a
dollar. Revisit this problem in the Debrief to express how much
money was spent on the book in fourths.

Concept Development (30 minutes) NOTES ON

MULTIPLE MEANS OF
Materials: (S) Personal white boards REPRESENTATION:
There are multiple ways of showing a
Problem 1: Simplify a fraction by drawing to find a common given fraction using an area model. Area
factor, and relate to division. models may, therefore, look different
from student to student. Allow students
10
T: Draw an area model that represents . to share how they have drawn different
12
area models and be accepting of those
T: If we want to compose an equivalent fraction, what do that are mathematically correct.
we do?
S: We make equal groups.  We divide the numerator
and the denominator by the same number.  We
should divide by 10. We divided by the same number
that was in the numerator yesterday.
T: Can I divide both the numerator and the denominator by 10?
S: No.
T: Discuss with your partner how to determine the largest possible unit.
S: We can try to make groups of 2, then 3, then 4, until we have the
largest number of units in a group with no remainder.  We can only
make equal groups of 2. The other numbers don’t divide evenly into
both the numerator and the denominator.
T: Show me. (Allow time for students to compose area model.) What
happened to the number of shaded units?
S: There were 10 units shaded, and now there are 5 groups of 2 units

Lesson 10: Use the area model and division to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 4 5

shaded!
1 1
T: Consider the unit fractions and . What do you notice about their denominators?
12 6
S: 6 is a factor of 12.
T: What about the numerators 10 and 5?
S: 5 is a factor of 10!
T: List the factors of 10 and 12.
S: The factors of 12 are 1, 2, 3, 4, 6, and 12. The factors of 10 are 1, 2, 5, and 10.
T: 1 and 2 are factors of both. We know then we can make equal groups of 2. Equal groups of 1 bring
us back to the original fraction.

Problem 2: Draw an area model of a number sentence that shows the simplification of a fraction.
6 6÷2 3
T: Project = = .
10 10 ÷ 2 5

T: Draw an area model to show how we can we know this number sentence is true.
S: The numerator and denominator are both being divided by 2. I will circle groups of 2.  I know 2 is
a factor of 6 and 10, so I could make groups of 2.  There are 3 shaded groups of 2 and 5 total
3
groups of 2.  That’s !
5

Problem 3: Simplify a fraction by drawing to find different common factors, and relate to division.
8 8
T: With your partner, draw an area model to represent . Rename using larger fractional units. You
12 12
may talk as you work. (Circulate and listen.)
S: I can circle groups of 2 units.  2 is a factor of 8 and 12.  There are 6 groups of 2 units in the
4
whole.  Four groups are shaded. That’s .
6
T: What happens when I use 4 as a common factor instead of 2? Turn and talk.
S: Four is a factor of both 8 and 12. It works.  We can make
larger units with groups of 4.  Thirds are larger than sixths.
8 2
= .  We have fewer units, but they’re bigger.
12 3
T: Express the equivalent fractions as a division number
sentence.

Lesson 10: Use the area model and division to show the equivalence of two
fractions. 5.B.40
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 4 5

8 8÷4 2 8 8÷2 4
S: = = .  = = .
12 12 ÷ 4 3 12 12 ÷ 2 6

2 4
T: What can you conclude about and ?
3 6
8
S: They are both equivalent to .
12
8
T: What is true about dividing the numerator and the denominator in by 2 or by 4?
12
S: Two and 4 are both factors of 8 and 12.  The larger the factor used, the larger the fractional units
will be.
T: Interesting. Discuss what your classmate said. “The larger the factor, the larger the new fractional
units.”
S: When we divided by 2, we got sixths, and when we divided by 4, we got thirds. Thirds are larger.
Four is larger than 2. A bigger factor gave a bigger unit.  When the factor is larger, it means we
can make fewer units but bigger ones.

Problem 4: Simplify a fraction using the largest possible common factor.

8
T: Discuss with your partner how to rename with the largest units possible without using an area
12
model.
S: Figure out the greatest number of units that can be placed in equal groups.  Divide the numerator
and denominator by the same number, just like we’ve been doing.  Find a factor of both 8 and 12,
and use it to divide the numerator and the denominator.
T: Express the equivalence using a division number sentence.
8 8÷2 4 8 8÷4 2
S: = = . Four and 6 are still both even, so that wasn’t the largest factor.  = = . The only
12 12 ÷ 2 6 12 12 ÷ 4 3
common factor 2 and 3 have is 1, so 4 must be the largest factor they have in common.
T: How can we know we expressed an equivalent fraction with the largest units?
S: When we make equal groups, we need to see if we can make larger ones.  When we find the
factors of the numerator and denominator, we have to pick the largest factor. Four is larger than 2,
4
so dividing the numerator and denominator by 4 gets us the largest units.  When I found , I
6
realized 2 and 4 are both even, so I divided the numerator and denominator again by 2. Two and 3
only have a common factor of 1, so I knew I had made the largest unit possible.  Dividing by 2
twice is the same as dividing by 4. Just get it over with faster and divide by 4!
8 4
T: It’s not wrong to say that = . It is true. It’s just that at times it really is simpler to work with larger
12 6
units because it means the denominator is a smaller number.

Problem Set (10 minutes)

Lesson 10: Use the area model and division to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 4 5

Student Debrief (10 minutes)

Lesson Objective: Use the area model and division to

show the equivalence of two fractions.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 In Problem 2(b), did you compose the same units
as your partner? Are both of your answers
correct? Why?
 In Problems 4(a–d), how is it helpful to know the
common factors for the numerators and
denominators?
 In Problem 4, you were asked to use the largest
4 1
common factor to rename the fraction: = . By
8 2
4
doing so, you renamed using larger units. How
8
is renaming fractions useful?
 Do fractions always need to be renamed to the
largest unit? Explain.
 Why is it important to choose a common factor
to make larger units?
 How can you tell that a fraction is composed of
the largest possible fractional units?
 When you are drawing an area model and circling
equal groups, do all of the groups have to appear
the same in shape? How do you know that they
still show the same amount?
 Explain how knowing the factors of the
numerator and the factors of the denominator
can be helpful in identifying equivalent fractions
of a larger unit size.

Lesson 10: Use the area model and division to show the equivalence of two
fractions. 5.B.42
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 4 5

Exit Ticket (3 minutes)

Lesson 10: Use the area model and division to show the equivalence of two
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Problem Set 4•5

Name Date

Each rectangle represents 1 whole.

1. Compose the shaded fraction into larger fractional units. Express the equivalent fractions in a number
sentence using division. The first one has been done for you.

a. b.

4 4÷2 2
= =
6 6÷2 3

c. d.

2. Compose the shaded fractions into larger fractional units. Express the equivalent fractions in a number
sentence using division.

a. b.

Lesson 10: Use the area model and division to show the equivalence of two
fractions. 5.B.44
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Problem Set 4•5

3. Draw an area model to represent each number sentence below.

4 4÷2 2 6 6÷3 2
a. = = b. = =
10 10 ÷ 2 5 9 9÷3 3

4. Use division to rename each fraction given below. Draw a model if that helps you. See if you can use the
largest common factor.
4
a.
8

8
b.
12

9
c.
12

10
d.
15

Lesson 10: Use the area model and division to show the equivalence of two
fractions. 5.B.45
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Exit Ticket 4 5

Name Date

1. Draw an area model to show why the fractions are equivalent.

Show the equivalence in a number sentence using division.

4 2
=
10 5

Lesson 10: Use the area model and division to show the equivalence of two
fractions. 5.B.46
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Homework 4 5

Name Date

Each rectangle represents one whole.

1. Compose the shaded fraction into larger fractional units. Express the equivalent fractions in a number
sentence using division. The first one has been done for you.

a. b.

4 4÷2 2
= =
6 6÷2 3

c. d.

2. Compose the shaded fractions into larger fractional units. Express the equivalent fractions in a number
sentence using division.

a. b.

Lesson 10: Use the area model and division to show the equivalence of two
fractions. 5.B.47
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Homework 4•5

3. Draw an area model to represent each number sentence below.

12 12 ÷ 4 3 6 6÷3 2
a. = = b. = =
16 16 ÷ 4 4 18 18 ÷ 3 6

4. Use division to rename each fraction given below. Draw a model if that helps you. See if you can use the
largest common factor.

6
a.
9

4
b.
12

10
c.
15

12
d.
16

Lesson 10: Use the area model and division to show the equivalence of two
fractions. 5.B.48
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 4•5

Lesson 11
Objective: Explain fraction equivalence using a tape diagram and the
number line, and relate that to the use of multiplication and division.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Find the Quotient and Remainder 4.NBT.6 (4 minutes)

 Find Equivalent Fractions 4.NF.1 (4 minutes)
 Draw Equivalent Fractions 4.NF.1 (4 minutes)

Find the Quotient and Remainder (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M3–Lesson 28’s Concept Development.

T: (Write 6,765 ÷ 2.) On your boards, find the quotient and remainder.
S: (Solve for and write the quotient and remainder.)
Continue for the following possible sequence: 6,811 ÷ 5, 1,265 ÷ 4, and 1,736 ÷ 4.

Find Equivalent Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 9.

2 2
T: ( = = . Point to .) Say the fraction.
2
S: .
T: On your boards, fill in the missing number to find the equivalent fraction.
2 2 2
S: (Write = 2
= )

Lesson 11: Explain fraction equivalence using a tape diagram and the number line,
and relate that to the use of multiplication and division. 5.B.49
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 4•5

2
Continue process for the following possible sequence: , , , and 2.

Draw Equivalent Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 10.

T: (Project model with 4 out of 10 equal units shaded.) Draw the model and write the fraction that is
shaded.
S: (Draw model with 4 out of 10 equal units shaded. Write .)

T: (Write = = ) Compose the shaded units into larger units by

circling. Then, complete the number sentence.
2 2
S: (Circle the shaded units into 1 larger unit. Write = 2
= )
8
Continue the process for the following possible sequence: , , , and .

Application Problem (5 minutes)

Kelly was baking bread but could only find her 8 cup measuring cup. She needs cup sugar, cup whole
wheat flour, and cup all purpose flour. How many cups will she need for each ingredient?
2 8

Solution 1 Solution 2

Note: This Application Problem places equivalent fractions into a context that
may be familiar to students. Multiple solution strategies are possible. The first
solution models the equivalency learned in G4–M5–Lessons 7 and 8. The
second solution uses number bonds to find unit fractions, reviewing G4–M5–
Topic A content.

Lesson 11: Explain fraction equivalence using a tape diagram and the number line,
and relate that to the use of multiplication and division. 5.B.50
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 4•5

Concept Development (33 minutes)

Materials: (S) Personal white boards, ruler

Problem 1: Use a tape diagram and a number line to

find equivalent fractions for halves, fourths, and
eighths.
T: Draw a tape diagram to show 1 whole
partitioned into halves.
S: (Draw tape diagram.)
T: Shade Now, decompose halves to make
2
fourths. How many fourths are shaded?
S: 2 fourths.
T: On your personal board, write what we did as a NOTES ON
multiplication number sentence. MULTIPLE MEANS OF
2 2
S: 2 2 2
REPRESENTATION:
T: Decompose fourths to make eighths. How many In order to preserve the pace of the
lesson, provide a tape diagram and
eighths are shaded?
number line template for some
S: 4 eighths. learners. Students may also choose to
T: Write a multiplication number sentence to show that 2 transform the tape diagram into a
fourths and 4 eighths are equal. number line by erasing the top line,
2 2 2 labeling points, and extending the end
S:  points.
2 8 2 2 8

T: Now, use a ruler to draw a number line

slightly longer than the tape diagram. Label
points 0 and 1 so they align with the ends of
the tape diagram.
S: (Draw number line).
T: Label 2 on the number line. Decompose the
number line into fourths. What is equivalent
2
to on the number line?
2
S: 2
. We showed that on the tape diagram.
T: Decompose the number line into eighths.
S: (Label the eighths.)
T: What is 8 equal to on the number line?
2 2
S: 2 8
.  8
.  That also means 2 8
.
T: Explain what happened on the number line as you decomposed the half.

Lesson 11: Explain fraction equivalence using a tape diagram and the number line,
and relate that to the use of multiplication and division. 5.B.51
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 4•5

S: When we decomposed the half into fourths, it was like sharing a licorice strip with four people
instead of two.  We got 4 smaller parts instead of 2 bigger parts.  There are 4 smaller segments
in the whole instead of 2 larger segments.  We doubled the number of parts but made smaller
parts, just like with the area model.  It made 2 lengths that were the same length as 1 half.

Problem 2: Use a number line, multiplication, and division to decompose and compose fractions.
T: Partition a number line into thirds. Decompose 1
third into 4 equal parts.
T: Write a number sentence using multiplication to
show what fraction is equivalent to 1 third on this
number line.
S: 2
.
T: Explain to your partner why that is true.
S: It’s just like the area model. We made more smaller units but the lengths stayed the same, instead
of the area staying the same.  If we multiply a numerator and a denominator by the same
number, we find an equivalent fraction.  1 third was decomposed into fourths, so we multiplied
the number of units in the whole and the number of selected units by 4.
T: Write the equivalence as a number sentence using division.
S: 2 2
.
T: Explain to your partner why that is true.
S: We can join four smaller segments to make one longer one that is the same as 1 third.  We can
group the twelfths together to make thirds.  Four copies of equals .  Just like the area
2
model, we are composing units to make a larger unit.

Problem 3: Decompose a non-unit fraction using a number line and division.

2
T: Draw a number line. Partition it into fifths, label it, and locate .
S: (Draw.)
2
T: Decompose into 6 equal parts. First, discuss your
strategy with your partner.
S: I will make each fifth into 6 parts.  No, we have to
decompose 2 units, not 1 unit. Each unit will be
decomposed into 3 equal parts.  Two units are
becoming 6 units. We are multiplying the numerator
and the denominator by 3.
T: Write a number sentence to express the equivalent
fractions.
2 2
S: .

Lesson 11: Explain fraction equivalence using a tape diagram and the number line,
and relate that to the use of multiplication and division. 5.B.52
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 4•5

Problem Set (10 minutes)

Students should do their personal best to complete the Problem NOTES ON
Set within the allotted 10 minutes. For some classes, it may be MULTIPLE MEANS OF
appropriate to modify the assignment by specifying which ENGAGEMENT:
problems they work on first. Some problems do not specify a Challenge students working above
method for solving. Students solve these problems using the grade level and others to discuss or
RDW approach used for Application Problems. journal about the three models used
for finding equivalent fractions. Ask,
“How do the tape diagram and number
Student Debrief (10 minutes) line relate to one another? When
might you choose to use a number line
rather than an area model? Why?”
Lesson Objective: Explain fraction equivalence using a tape
diagram and the number line, and relate that to the use of
multiplication and division.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 In Problem 1, compare the distance from 0 to
each point on the number line you circled. What
do you notice?
 In Problem 1, does the unshaded portion of the
tape diagram represent the same length from the
point to 1 on every number line? How do you
know?
 Compare your number sentences in Problem 2.
Could they be rewritten using division?
 In Problem 5, what new units were created when 2 fifths was decomposed into 4 equal parts?
 How is modeling with a number line similar to modeling with an area model? How is it different?
 In Grade 3, you found equivalent fractions by locating them on a number line. Do you now require a
number line to find equivalent fractions? What other ways can you determine equivalent fractions?

Lesson 11: Explain fraction equivalence using a tape diagram and the number line,
and relate that to the use of multiplication and division. 5.B.53
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 4•5

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 11: Explain fraction equivalence using a tape diagram and the number line,
and relate that to the use of multiplication and division. 5.B.54
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Problem Set 4•5

Name Date

1. Label each number line with the fractions shown on the tape diagram. Circle the fraction that labels the
point on the number line that also names the selected part of the tape diagram.

1
a.

1
b.

c.
1

2. Write number sentences using multiplication to show

a. the fraction represented in 1(a) is equivalent to the fraction represented in 1(b).

b. the fraction represented in 1(a) is equivalent to the fraction represented in 1(c).

Lesson 11: Explain fraction equivalence using a tape diagram and the number line,
and relate that to the use of multiplication and division. 5.B.55
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Problem Set 4•5

3. Use each shaded tape diagram below as a ruler to draw a number line. Mark each number line with the
unit fractions shown on the tape diagram, and circle the fraction that labels the point on the number line
that also names the selected part of the tape diagram.

1
a.

1
b.

1
c.

4. Write number sentences using division to show

a. the fraction represented in 3(a) is equivalent to the fraction represented in 3(b).

b. the fraction represented in 3(a) is equivalent to the fraction represented in 3(c).

5. a. Partition a number line from 0 to 1 into fifths. Decompose into 4 equal lengths

b. Write a number sentence using multiplication to show what fraction represented on the number line
is equivalent to .

c. Write a number sentence using division to show what fraction represented on the number line is
equivalent to .

Lesson 11: Explain fraction equivalence using a tape diagram and the number line,
and relate that to the use of multiplication and division. 5.B.56
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Exit Ticket 4•5

Name Date

1.
a. Partition a number line from 0 to 1 into sixths. Decompose into 4 equal lengths.

b. Write a number sentence using multiplication to show what fraction represented on the number line
is equivalent to .

c. Write a number sentence using division to show what fraction represented on the number line is
equivalent to .

Lesson 11: Explain fraction equivalence using a tape diagram and the number line,
and relate that to the use of multiplication and division. 5.B.57
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Homework 4•5

Name Date

1. Label each number line with the fractions shown on the tape diagram. Circle the fraction that labels the
point on the number line that also names the selected part of the tape diagram.
a.

2. Write number sentences using multiplication to show

a. the fraction represented in 1(a) is equivalent to the fraction represented in 1(b).

b. the fraction represented in 1(a) is equivalent to the fraction represented in 1(c).

Lesson 11: Explain fraction equivalence using a tape diagram and the number line,
and relate that to the use of multiplication and division. 5.B.58
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Homework 4•5

1
a.

1
b.

1
c.

4. Write number sentences using division to show

a. the fraction represented in 3(a) is equivalent to the fraction represented in 3(b).

b. the fraction represented in 3(a) is equivalent to the fraction represented in 3(b).

5. a. Partition a number line from 0 to 1 into fourths. Decompose into 6 equal lengths.

b. Write a number sentence using multiplication to show what fraction represented on the number line
is equivalent to .

c. Write a number sentence using division to show what fraction represented on the number line is
equivalent to .

Lesson 11: Explain fraction equivalence using a tape diagram and the number line,
and relate that to the use of multiplication and division. 5.B.59
Date: 1/15/14
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New York State Common Core

4
GRADE
Mathematics Curriculum
GRADE 4 • MODULE 5

Topic C
Fraction Comparison
4.NF.2

Focus Standard: 4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by
creating common denominators or numerators, or by comparing to a benchmark
fraction such as 1/2. Recognize that comparisons are valid only when the two fractions
refer to the same whole. Record the results of comparisons with symbols >, =, or <,
and justify the conclusions, e.g., by using a visual fraction model.
Instructional Days: 4
Coherence -Links from: G3–M5 Fractions as Numbers on the Number Line
-Links to: G5–M3 Addition and Subtraction of Fractions

In Topic C, students use benchmarks and common units to

compare fractions with different numerators and different
denominators. The use of benchmarks is the focus of Lessons 12
and 13 and is modeled using a number line. Students use the
relationship between the numerator and denominator of a
fraction to compare to a known benchmark (e.g., 0, , or 1) and
then use that information to compare the given fractions. For
example, when comparing and , students reason that 4
sevenths is more than 1 half, while 2 fifths is less than 1 half.
They then conclude that 4 sevenths is greater than 2 fifths.

In Lesson 14, students reason that they can also use like numerators based on
what they know about the size of the fractional units. They begin at a simple
level by reasoning, for example, that 3 fifths is less than 3 fourths because
fifths are smaller than fourths. They then see, too, that it is easy to make like
numerators at times to compare, e.g., because , and
because Using their experience from fractions in Grade 3, they know
the larger the denominator of a unit fraction, the smaller the size of the
fractional unit. Like numerators are modeled using tape diagrams directly
above each other, where one fractional unit is partitioned into smaller unit

Topic C: Fraction Comparison

Date: 1/7/14 5.C.1
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic C 4 5

fractions. The lesson then moves to comparing fractions with related denominators, such as and , wherein
one denominator is a factor of the other, using both tape diagrams and the number line.

In Lesson 15, students compare fractions by using an area model to express two fractions, wherein one
denominator is not a factor of the other, in terms of the same unit using multiplication, e.g., because
and and . The area for is partitioned vertically, and the area for is partitioned
horizontally.

To find the equivalent fraction and to create the same size units,
the areas are decomposed horizontally and vertically,
respectively. Now the unit fractions are the same in each model
or equation, and students can easily compare. The topic
culminates with students comparing pairs of fractions and, in so
doing, deciding which strategy is either necessary or efficient:
reasoning using benchmarks and what they know about units,
drawing a model such as number line, tape diagram, or area
model, or the general method of finding like denominators
through multiplication.

A Teaching Sequence Towards Mastery of Fraction Comparison

Objective 1: Reason using benchmarks to compare two fractions on the number line.
(Lessons 12–13)

Objective 2: Find common units or number of units to compare two fractions.

(Lessons 14–15)

Topic C: Fraction Comparison

Date: 1/7/14 5.C.2
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

Lesson 12
Objective: Reason using benchmarks to compare two fractions on the
number line.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (8 minutes)

Concept Development (30 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Add and Subtract 4.NBT.4 (4 minutes)

 Find Equivalent Fractions 4.NF.1 (4 minutes)
 Construct a Number Line with Fractions 4.NF.3 (4 minutes)

Add and Subtract (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews adding and subtracting using the standard algorithm.
T: (Write 547 thousands 686 ones.) On your boards, write this number in standard form.
S: (Write 547,686.)
T: (Write 294 thousands 453 ones.) Add this number to 547,686 using the standard algorithm.
S: (Write 547,686 + 294,453 = 842,139 using the standard algorithm.)
Continue the process with 645,838 + 284,567.
T: (Write 800 thousands.) On your boards, write this number in standard form.
S: (Write 800,000.)
T: (Write 648 thousands 745 ones.) Subtract this number from 800,000 using the standard algorithm.
S: (Write 800,000 – 648,745 = 151,255 using the standard algorithm.)
Continue the process with 754,912 – 154,189.

Lesson 12: Reason using benchmarks to compare two fractions on the number
line. 5.C.3
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

Find Equivalent Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 9.

T: ( = = . Point to .) Say the fraction.

S: .
T: On your boards, complete the number sentence to find the equivalent fraction.
S: (Write = = )

Continue the process for the following possible suggestions: = , = , = , = , and = .

Construct a Number Line with Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 11.

T: (Write ) Say the fraction.

S: .
T: On your boards, draw a tape diagram. Label the whole diagram
1 and then shade in units to show .
S: (Draw a tape diagram partitioned into 3 equal units. Write 1 at
the top. Shade 2 units.)
T: Beneath your tape diagram, draw a number line. Then, label each fraction on the number line.
S: (Beneath the tape diagram, draw a number line. Partition and label the number line into 3 equal
intervals.)

Continue the process for the following possible sequence: , , , and .

Application Problem (8 minutes)

NOTES ON
Materials: (S) Practice Sheet MULTIPLE MEANS OF
ACTION AND
Plot , , on a number line and compare the three points. EXPRESSION:
If students find various fractional units
on one number line frustrating, give
them the option of plotting on
two number lines placed parallel for
comparison.

Lesson 12: Reason using benchmarks to compare two fractions on the number
line. 5.C.4
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

Note: This Application Problem reviews equivalent fractions and bridges to today’s lesson where students
will use reasoning and benchmarks to compare fractions.

Concept Development (30 minutes) NOTES ON

MULTIPLE MEANS OF
REPRESENTATION:
Materials: (S) Personal white boards, Practice Sheet
Clarify for English language learners
math language such as greater than
Problem 1: Reason about the size of a fraction compared to .
and less than. Explain that great has
T: How many sixths equal 1 whole? Say the unit. multiple meanings. Here, it means
larger or bigger. Offer explanations in
S: 6 sixths. students’ first language if possible. If
students are more comfortable, allow
T: How many sixths equal 1 half?
them to use bigger, larger, smaller, etc.
S: 3 sixths.  = . We already know that!
T: Is greater than or less than
S: Less.
T: Is less than or greater
than
S: Less.
T: Let’s draw a number line
from 0 to 1, and label the half. (Allow students time to draw a number line.) Partition the number
line to show sixths. Label only the half and 2 sixths.
T: Write a number sentence comparing 2 sixths and 1 half.
S: Students write

Repeat the process with

T: (Write .) Talk to your partner. Is greater than or less than ?

S: There are no thirds that are equal to  is between and so must be greater.  I can draw a
model to prove that.  is
almost 1 whole.  1 third is
less than 1 half, and 2 thirds is
greater than 1 half.  We can
see that, on our other number
line, is right between 1 third
and 2 thirds.
T: (Write .) Talk to your partner. Is greater than or less than ?

Lesson 12: Reason using benchmarks to compare two fractions on the number
line. 5.C.5
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

S: Five is an odd number, so it doesn’t divide evenly by 2. Halfway between 0 fifths and 5 fifths should
be somewhere between 2 fifths and 3 fifths. So, 2 fifths must be less than 1 half.  is halfway
between and , so is less than .
T: Draw a number line to model . Then compare and .
S: I can partition the fifths in half on the number line. That makes tenths.   I know is
the same as

T: Write your conclusion on your board.

S: (Write .)

Problem 2: Plot points on a number line by thinking about fractions in relation to 0, , or 1. Compare the
fractions.
T: (Display .) What do we know about in relation to 0, , and 1?
S: is greater than 0.  It’s less than .  is about halfway between 0 and 1.  is less than . I
know because is equal to , and is less than .
T: Plot and label on a number line. Is closer to 0 or ?
S: It looks closer to .
T: How close? Count the twelfths.
S: is just away from . It’s away from 0, so
it’s closer to
T: (Display .) What do we know about in relation
to 0, , and 1?
S: It’s greater than .  It’s less than .  It’s greater than . is equal to , so is definitely more.
T: Discuss with your partner. Is closer to or to 1?
S: It is closer to 1, just 1 eighth away from 1.  is 3 eighths greater than and only less than 1.
T: Plot and label on the same number line as you labeled . Write a number sentence comparing
and .
S: (Write > .  < .)
T: (Display .) Here is a challenge! Plot on the same number line. Discuss with your partner the

Lesson 12: Reason using benchmarks to compare two fractions on the number
line. 5.C.6
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

relationship has to the other points in the number line. Consider the size of each unit.
S: is really close to .  I know is less than and less than .  is 1 sixth away from 1 half, and
is 1 twelfth away from 1 half.  So, if sixths are larger units than twelfths, then is farther away
from than is.  I know that 2 sixths is equal to 4 twelfths, so 5 twelfths is greater.

T: Excellent thinking. We can compare the distance of a point from based on the size of the fractional
units. We can use these important locations on the number line as benchmarks to help us compare
fractions.

Problem 3: Use the benchmarks 0, , and 1 to compare two fractions without using a number line.

T: Talk to your partner. Compare and . Consider the relationship has to 0, , and 1.
S: is greater than since = .  It’s close to since it’s only a little more than .  is more than
but from 1.
T: What about
S: is greater than .  It’s close to .  It’s only away.  If you have 4 fifths of something, you
have most of it.
T: What can we conclude about and Think about the size of the units.
S: Eighths are smaller than fifths, so is closer to than is.  is less than .  5 eighths is a little
more than half, but 4 fifths is a little less than 1.
T: Compare and . Again, consider the relationship has to 0, , and 1.
S: I know that is between and , so is a little less than . I know that is the same as , so is
greater than .  is less than .
T: Talk to your partner, and compare and .
S: is equal to half, so is less than .  is greater than .  is less than .

Lesson 12: Reason using benchmarks to compare two fractions on the number
line. 5.C.7
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Reason using benchmarks to compare

two fractions on the number line.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 How was the number line helpful as we compared
the fractions in Problem 1(b)?
 For Problems 3(a–j), explain how you used the
benchmarks 0, , and 1 to compare the fractions.
When both fractions were greater than , how
did you know which one was greater?
 Will the strategy of using the benchmarks 0, ,
and 1 always help us to compare two fractions?
Explain.
 How did the Application Problem connect to
today’s lesson

Lesson 12: Reason using benchmarks to compare two fractions on the number
line. 5.C.8
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

Exit Ticket (3 minutes)

Lesson 12: Reason using benchmarks to compare two fractions on the number
line. 5.C.9
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Practice Sheet 4 5

Name Date

Application Problem:
1
0 1
2

1.
1
0 1
2

1
0 1
2

2.
1
0 1
2

1
0 1
2

Lesson 12: Reason using benchmarks to compare two fractions on the number
line. 5.C.10
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set 4 5

Name Date

1.
a. Plot the following points on the number line without measuring.

i. ii. iii.

0 1

b. Use the number line in Part (a) to compare the fractions by writing > ˂ or on the lines:

i. ii.

2.
a. Plot the following points on the number line without measuring.

i. ii. iii.

0 1

b. Select two fractions from Part (a), and use the given number line to compare them by writing > ˂ or
=.

c. Explain how you plotted the points in Part (a).

Lesson 12: Reason using benchmarks to compare two fractions on the number
line. 5.C.11
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set 4 5

3. Compare the fractions given below by writing > or ˂ on the lines.

Give a brief explanation for each answer referring to benchmark fractions 0, , and 1.

a. __________ b. __________

c. __________ d. __________

e. __________ f. __________

g. __________ h. __________

i. __________ j. __________

Lesson 12: Reason using benchmarks to compare two fractions on the number
line. 5.C.12
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Exit Ticket 4 5

Name Date

1. Plot the following points on the number line without measuring.

a. b. c.

0 1

2. Use the number line in Problem 1 to compare the fractions by writing > ˂ or on the lines:

a. __________

b. __________

c. __________

d. __________

Lesson 12: Reason using benchmarks to compare two fractions on the number
line. 5.C.13
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Homework 4•5

Name Date

1.
a. Plot the following points on the number line without measuring.

i. ii. iii.

0 1

b. Use the number line in Part (a) to compare the fractions by writing > ˂ or on the lines:

i. ii.

2.
a. Plot the following points on the number line without measuring.

i. ii. iii.

0 1

b. Select two fractions from Part (a), and use the given number line to compare them by writing > ˂ or
=.

c. Explain how you plotted the points in Part (a).

Lesson 12: Reason using benchmarks to compare two fractions on the number
line. 5.C.14
Date: 1/15/14

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3. Compare the fractions given below by writing > or ˂ on the lines.

Give a brief explanation for each answer referring to benchmark fractions of 0, , and 1.

a. __________ b. __________

c. __________ d. __________

e. __________ f. __________

g. __________ h. __________

i. __________ j. __________

Lesson 12: Reason using benchmarks to compare two fractions on the number
line. 5.C.15
Date: 1/15/14

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 4 5

Lesson 13
Objective: Reason using benchmarks to compare two fractions on the
number line.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Divide 3 Different Ways 4.NBT.6 (4 minutes)

 Count by Equivalent Fractions 3.NF.3 (4 minutes)
 Plot Fractions on a Number Line 4.NF.3 (4 minutes)

Divide 3 Different Ways (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews concepts covered in G4–Module 3. Alternately, have students choose to
solve the division problem using one of the three methods.
T: (Write 435 ÷ 3.) Solve this problem by drawing number disks.
S: (Solve.)
T: Solve 435 ÷ 3 using the area model.
S: (Solve.)
T: Solve 435 ÷ 3 using the standard algorithm.
S: (Solve.)
Continue with 184 ÷ 4.

Count by Equivalent Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 12 and prepares students for today’s lesson.

Lesson 13: Reason using benchmarks to compare two fractions on the number
line. 5.C.16
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 4 5

T: Count by fours to 40.

S: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40.
T: Count by 4 fifths from 0 fifths to 40 fifths. (Write as students count.)
S: , , , , , , , , , .

4 8

T: 1 whole is the same as how many fifths?

S: 5 fifths.
T: 2 wholes is the same as how many fifths?
S: 10 fifths.
T: 3 wholes is the same as how many fifths?
S: 15 fifths.
Continue asking through 8 wholes.
T: (Beneath , write 8.) Count by 4 fifths again. This time, say the whole numbers when you arrive at
them.
S: , , , , 4, , , , , 8.

Plot Fractions on a Number Line (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 12.

T: (Project blank number line, partitioned into 2 equal parts.) Draw a number line on your board, and
then partition it into 2 equal parts.
S: (Draw number line partitioned into 2 equal parts.)
T: (Write 0 below the left endpoint. Write 1 below the right endpoint.) Fill in the endpoints and write
the fraction that belongs at the halfway point.
S: (Write 0 below the left endpoint, 1 below the right endpoint, and below the halfway point.)

T: (Write .) Position 1 fifth on your number line.

Lesson 13: Reason using benchmarks to compare two fractions on the number
line. 5.C.17
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 4 5

S: (Write between 0 and on the number line.)

T: (Write __ ) On your boards, fill in the blank with a greater than or less than symbol.

S: (Write < )

Continue the process, comparing and , and , and , and and .

Application Problem (5 minutes)

Mr. and Mrs. Reynolds went for a run. Mr. Reynolds ran for mile. Mrs. Reynolds ran for mile. Who ran
farther? Explain how you know. Use the benchmarks 0, , and 1 to explain your answer.

Note: This Application Problem builds on G4–M5–Lesson 12, where students learned to use benchmarks in
order to compare two fractions. This Application Problem bridges to today’s lesson, where students will once
again compare fractions using benchmarks.

Concept Development (33 minutes)

Materials: (S) Personal white board, Practice Sheet NOTES ON

MULTIPLE MEANS OF
Problem 1: Reason to compare fractions between 1 and 2. ENGAGEMENT:
T: Compare and with your partner. Some students may benefit from a
review of how to change an improper
S: is less than 1. is greater than 1, because 1 is fraction to a mixed number by drawing
a number bond. Prior to the lesson,
equal to . instruct students to draw a number
bond for an improper fraction in which
T: Draw a number bond for partitioning the one addend has a value of 1 whole.

whole and parts.

S: (Draw.)
T: We can use the bond to help us locate on the number line. Draw a number line from 0 to 2, and
locate .

Lesson 13: Reason using benchmarks to compare two fractions on the number
line. 5.C.18
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 4 5

S: (Put pencils on .)

T: is more. Imagine partitioning the line into fourths between 1 and 2. Where would you plot

S: is halfway between 1 and 2.  That’s because .  6 fourths is 2 more fourths than 1. 2

fourths is the same as a half.
T: Plot and . Write a statement to compare the two fractions.

S: .  .

T: Next, compare and .

Discuss their relationship to 1.
S: Both are greater than 1, because and equal 1.  Both aren’t very
close to 1, because and would be the fractions just a little bigger
than 1.
T: Write a number bond to show and as a whole and some parts.
S: (Draw bonds.)
T: Use the number bond to write each fraction as 1 and some more fractional units.
S: =  = .
T: Label 0, 1, and 2 on the number line. We are plotting NOTES ON
two points. One point is greater than 1. The other is MULTIPLE MEANS OF
greater than 1. Discuss with your partner how to plot ENGAGEMENT:
these two points. Consider their placement in relation Define for English language learners
to 2. the term comparison symbol. Students
may well be proficient at using greater
S: is 1 third less than 1. is 1 fifth less than 1. Thirds are than and less than symbols but may
not recognize the term.
greater than fifths, so is farther from 1 than .  is
farther from 2 than .  The number bond lets me see that both fractions have 1 and some parts.
The whole is the same, so I can compare just the parts and plot them between 1 and 2.
T: Plot the points. Compare and . Write your statement using a comparison symbol.

S: (Write 1 < .)

Continue the process with and

Lesson 13: Reason using benchmarks to compare two fractions on the number
line. 5.C.19
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 4 5

Problem 2: Reason about the size of fractions as compared to .

T: Is less than or greater than ? Create a number bond to guide you in your
thinking.
S: is greater than 1 because . is equal to 1, so must be greater than
1.
T: Is less than or greater than ?

S: and is less than , so is less than .  is the same as . is less than so is

less than .

T: Plot and on the number line. We reasoned that both are between 1 and 2. Let’s determine their
placement using the benchmark . Label a number line with 1, , and 2. Talk it over with your
partner before plotting.
S: is the same as . That’s half way between and .  There are 2 fourths in a half, so is one
unit away from and is one unit away from .  Eighths are smaller than fourths, so is
closer to .

T: Compare and . Write your statement using a comparison symbol.

S: (Write  .)

T: Compare and . Discuss with a partner using benchmarks to help explain.

S: Both fractions are greater than a whole but less than 2.  . So, is one unit less than .
, so is one unit more than .  I drew number bonds. Both numbers have a whole, so I just
compared the parts. I thought of and compared to . I know is more than , so I know .
 .

Lesson 13: Reason using benchmarks to compare two fractions on the number
line. 5.C.20
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 4 5

Problem 3: Reason using benchmarks to compare two fractions.

T: Which is greater: or Discuss with a partner. Use the benchmarks to help explain.
S: I used number bonds. Since both have 1 whole, I compared the parts:
and are both less than 1 half. is one unit away from 1 half. But
there are no fifths equal to 1 half.  is 4 units from zero. is 2 units
from zero. Fifths are half of tenths. I think they are equal!  I can
make an equivalent fraction to compare. . is equal to .
 .

T: Compare and .

S: is past 1. .  > .

T: Compare and .

S: is halfway between 1 and .  = 2.  < .

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Reason using benchmarks to compare

Lesson 13: Reason using benchmarks to compare two fractions on the number
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Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 4 5

some of the problems in the Problem Set?

Explain.
 Explain your thinking in comparing the fractions
when you solved Problems 5(a–j). Were
benchmarks always helpful?
 How did you solve Problem 5(h)? Explain.
 What other benchmarks could you use when
comparing fractions? Why are benchmarks
helpful?
 How did the Application Problem connect to
today’s lesson

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 13: Reason using benchmarks to compare two fractions on the number
line. 5.C.22
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Practice Sheet 4 5

Name Date

Lesson 13: Reason using benchmarks to compare two fractions on the number
line. 5.C.23
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set 4 5

Name Date

1. Place the following fractions on the number line given.

a. b. c.

1 2

2. Use the number line in Problem 1 to compare the fractions by writing ˂ or on the lines.

a. _________ b. _________

3. Place the following fractions on the number line given.

a. b. c.

1 1 2

4. Use the number line in Problem 3 to explain the reasoning you used when determining whether or is
greater.

Lesson 13: Reason using benchmarks to compare two fractions on the number
line. 5.C.24
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set 4 5

5. Compare the fractions given below by writing or ˂ on the lines

Give a brief explanation for each answer referring to benchmark fractions.

a. __________ b. __________

c. __________ d. __________

e. __________ f. __________

g. __________ h. __________

i. __________ j. __________

Lesson 13: Reason using benchmarks to compare two fractions on the number
line.
Date: 1/7/14
5.C.25

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Name Date

1. Place the following fractions on the number line given.

a. b. c.

1 2

2. Compare the three fractions using ˂ or

_____ _ _____

Lesson 13: Reason using benchmarks to compare two fractions on the number
line.
Date: 1/7/14
5.C.26

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Name Date

1. Place the following fractions on the number line given.

a. b. c.

1 2

2. Use the number line in Problem 1 to compare the fractions by writing ˂ or on the lines:

a. _________ b. _________

3. Place the following fractions on the number line given.

a. b. c.

1 2

4. Use the number line in Problem 3 to explain the reasoning you used when determining whether or
was greater.

Lesson 13: Reason using benchmarks to compare two fractions on the number
line.
Date: 1/7/14
5.C.27

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5. Compare the fractions given below by writing or ˂ on the lines

Give a brief explanation for each answer referring to benchmark fractions.

a. __________ b. __________

c. __________ d. __________

e. __________ f. __________

g. __________ h. __________

i. __________ j. __________

Lesson 13: Reason using benchmarks to compare two fractions on the number
line.
Date: 1/7/14
5.C.28

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 4•5

Lesson 14
Objective: Find common units or number of units to compare two
fractions.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Add and Subtract 4.NBT.4 (4 minutes)

 Compare Fractions 4.NF.2 (4 minutes)
 Construct a Number Line with Fractions 4.NF.2 (4 minutes)

Add and Subtract (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews adding and subtracting using the standard algorithm.
T: (Write 458 thousands 397 ones.) On your board, write this number in standard form.
S: (Write 458,397.)
T: (Write 281 thousands 563 ones.) Add this number to 458,397 using the standard algorithm.
S: (Write 458,397 + 281,563 = 739,960 using the standard algorithm.)
Continue the process with 456,919 + 292,689.
T: (Write 900 thousands.) On your board, write this number in standard form.
S: (Write 900,000.)
T: (Write 523 thousands 536 ones.) Subtract this number from 900,000 using the standard algorithm.
S: (Write 900,000 – 523,536 = 376,464 using the standard algorithm.)
Continue the process with 512,807 – 255,258.

Lesson 14: Find common units or number of units to compare two fractions.
Date: 1/15/14 5.C.29

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 4•5

Compare Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 12.

T: (Project blank a number line, partitioned into 2 equal parts.) Draw a number line on your board, and
then partition it into 2 equal parts.
S: (Draw number line.)
T: (Write 0 below the left endpoint. Write 1 below the right endpoint.) Fill in the endpoints, and write
the fraction that belongs at the halfway point.
S: (Label 0, , and 1.)

T: (Write .) Plot 7 eighths on your number line.

S: (Plot .)

T: (Write __ .) On your boards, fill in the blank with a greater than or less than symbol.

S: (Write .)

T: (Write __ .) On your boards, fill in the blank with a greater than or less than symbol. Use your
number line if you need to.
S: (Write < .)

Continue the process, comparing and , and , and and .

Construct a Number Line with Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 13.

T: (Project a blank number line, partitioned into 3 equal parts.) Draw a number line on your board, and
then partition it into 3 equal parts.
S: (Draw number line partitioned into 3 equal parts.)
T: (Write 1 below the left endpoint. Write 2 below the right endpoint.) Fill in the endpoints, and write
the mixed number that belongs at the halfway point.
S: (Write 1 below the left endpoint, 2 below the right endpoint, and below the halfway point.)

T: (Write .) Plot 6 fifths on your number line.

T: (Write __ ) On your boards, fill in the blank with a greater than or less than symbol.

Lesson 14: Find common units or number of units to compare two fractions.
Date: 1/15/14 5.C.30

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 4•5

S: (Write < .)

Continue the process, comparing and , and , and and .

Application Problem (5 minutes)

Compare , , and using <, >, or =. Explain your

reasoning using a benchmark.
Note: This Application Problem reviews all of G4–M5–
Topic C and bridges to today’s lesson where students will
compare fractions with unrelated denominators using
area models.

Concept Development (33 minutes)

 How are tape diagrams and number lines helpful

in comparing fractions?
 What new (or significant) math vocabulary did we
use today to communicate precisely?
 How did the Application Problem connect to
today’s lesson

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 14: Find common units or number of units to compare two fractions.
Date: 1/15/14 5.C.35

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Name Date

1. Compare the pairs of fractions by reasoning about the size of the units. Use >, <, or =.

a. 1 fourth _ 1 fifth b. 3 fourths _ 3 fifths

c. 1 tenth _ 1 twelfth d. 7 tenths _ 7 twelfths

2. Compare by reasoning about the following pairs of fractions with the same or related numerators. Use >,
<, or =. Explain your thinking using words, pictures, or numbers. Problem 2(b) has been done for you.

a. _____ b.

because =
4 tenths is less
than 4 ninths because
tenths are smaller than ninths.

c. d.

Lesson 14: Find common units or number of units to compare two fractions.
Date: 1/15/14 5.C.36

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3. Draw two tape diagrams to model each pair of the following fractions with related denominators. Use >,
<, or = to compare.

b. __________

c. _________

Lesson 14: Find common units or number of units to compare two fractions.
Date: 1/15/14 5.C.37

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4. Draw one number line to model each pair of fractions with related denominators. Use >, <, or = to
compare.

a. b.

c. d.

5. Compare each pair of fractions using >, <, or =. Draw a model if you choose to.

a. b.

c. d.

e. f.

g. h.

6. Timmy drew the picture to the right and claimed that is less than .
Evan says he thinks is greater than . Who is correct? Support your
answer with a picture.

Lesson 14: Find common units or number of units to compare two fractions.
Date: 1/15/14 5.C.38

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Name Date

1. Draw tape diagrams to compare the following fractions:

________

2. Use a number line to compare the following fractions:

________

Lesson 14: Find common units or number of units to compare two fractions.
Date: 1/15/14 5.C.39

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Name Date

1. Compare the pairs of fractions by reasoning about the size of the units. Use >, <, or =.
a. 1 third _____ 1 sixth b. 2 halves _____ 2 thirds

c. 2 fourths _ 2 sixths d. 5 eighths _ 5 tenths

a. b.

because =

4 tenths is less
than 4 ninths because
tenths are smaller than ninths.

c. d.

3. Draw two tape diagrams to model each pair of the following fractions with related denominators. Use >,
<, or = to compare.

c. _________

Lesson 14: Find common units or number of units to compare two fractions.
Date: 1/15/14 5.C.40

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4. Draw one number line to model each pair of fractions with related denominators. Use >, <, or = to
compare.

a. b.

c. d.

5. Compare each pair of fractions using >, <, or =. Draw a model if you choose to.

a. b.

c. d.

e. f.

g. h.

6. Simon claims is greater than . Ted thinks is less than . Who is correct? Support your answer with a
picture.

Lesson 14: Find common units or number of units to compare two fractions.
Date: 1/15/14 5.C.41

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 4•5

Lesson 15
Objective: Find common units or number of units to compare two
fractions.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Count by Equivalent Fractions 4.NF.1 (4 minutes)

 Find Equivalent Fractions 4.NF.1 (4 minutes)
 Compare Fractions 4.NF.2 (4 minutes)

Count by Equivalent Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This activity builds fluency with equivalent fractions. The progression builds in complexity. Work the
students up to the highest level of complexity in which they can confidently participate.
T: Count by ones to 4, starting at zero.
S: 0, 1, 2, 3, 4.
T: Count by fourths to 4 fourths. (Write as students
count.)
S: .
T: (Point to .) 4 fourths is the same as 1 of what unit?
S: 1 whole.
T: (Beneath , write 1 whole.) Count by fourths again.
This time, when you come to 1 whole, say, “1 whole.” Try not to look at the board.
S:
T: (Point to .) 2 fourths is the same as 1 of what unit?

Lesson 15: Find Common units or number of units to compare two fractions.
Date: 1/7/14 5.C.42

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 4•5

S: .
T: (Beneath , write .) Count by fourths again. This time, convert to halves and whole numbers. Try
not to look at the board.
S:

Direct students to count forward and backward from to 1 whole, occasionally changing directions.

Find Equivalent Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews skills applied in G4–M5–Lesson 14.

T: (Write ) How many sixtieths are the same as 3 fifths? Write your answer as a
multiplication sentence.
S: .

T: (Write .) How many sixtieths are the same as 8 twelfths? Write your answer as a
multiplication sentence.
S: .
T: Compare and .
S: , so .
T: Write and . Express each as an equivalent fraction using multiplication.
S:
.
T: . That means .

Problem Set (10 minutes)

Student Debrief (10 minutes)

c. __________ d. __________

3. Use any method to compare the fractions. Record your answer using >, <, or =.

a. __________ b. __________

c. __________ d. __________

4. Explain two ways you have learned to compare fractions. Provide evidence using words, pictures, and
numbers.

Lesson 15: Find Common units or number of units to compare two fractions.
Date: 1/7/14 5.C.49

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Name Date

1. Draw an area model for each pair of fractions, and use it to compare the two fractions by writing a >, <, or
= symbol on the line.

a. ________

b. ________

Lesson 15: Find Common units or number of units to compare two fractions.
Date: 1/7/14 5.C.50

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kk
Name Date

1. Draw an area model for each pair of fractions, and use it to compare the two fractions by writing a >, <, or
= symbol on the line. The first two have been partly done for you. Each rectangle represents one whole.

a. ____<______ b. __________

= =

c. __________ d. __________

e. __________ f. __________

Lesson 15: Find Common units or number of units to compare two fractions.
Date: 1/7/14 5.C.51

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kk
2. Rename the fractions as needed using multiplication in order to compare the two fractions in each pair by
writing a >, <, or =.

a. __________ b. __________

c. __________ d. __________

3. Use any method to compare the fractions. Record your answer using >, <, or =.

a. __________ b. __________

c. __________ d. __________

4. Explain which method you prefer to compare fractions. Provide an example using words, pictures, and
numbers.

Lesson 15: Find Common units or number of units to compare two fractions.
Date: 1/7/14 5.C.52

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New York State Common Core

4
GRADE
Mathematics Curriculum
GRADE 4 • MODULE 5

Topic D
Fraction Addition and Subtraction
4.NF.3a, 4.NF.3d, 4.NF.1, 4.MD.2

Focus Standard: 4.NF.3ad Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.
d. Solve word problems involving addition and subtraction of fractions referring to
the same whole and having like denominators, e.g., by using visual fraction models
and equations to represent the problem.
Instructional Days: 6
Coherence -Links from: G3–M5 Fractions as Numbers on the Number Line
-Links to: G5–M3 Addition and Subtraction of Fractions

Topic D bridges students’ understanding of whole number

addition and subtraction to fractions. Everything that they
know to be true of addition and subtraction with whole
numbers now applies to fractions. Addition is finding a total
by combining like units. Subtraction is finding an unknown
part. Implicit in the equations 3 + 2 = 5 and 2 = 5 – 3 is the
assumption that the numbers are referring to the same
units.
In Lessons 16 and 17, students generalize familiar facts
about whole number addition and subtraction to work with
fractions. Just as 3 apples – 2 apples = 1 apple, students
note that 3 fourths – 2 fourths = 1 fourth. Just as 6 days + 3
days = 9 days = 1 week 2 days, students note that
. In Lesson 17, students decompose a
whole into a fraction having the same denominator as the
subtrahend. For example, 1 – 4 fifths becomes 5 fifths – 4
fifths = 1 fifth, connecting with Topic B skills. They then see
that when solving – , they have a choice of subtracting
from or from 1 (as pictured to the right). Students model
with tape diagrams and number lines to understand and
then verify their numerical work.

Topic D: Fraction Addition and Subtraction

Date: 1/7/14 5.D.1
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic D 4•5

In Lesson 18, students add more than two fractions and see sums of more than one whole, such as
As students move into problem solving in Lesson 19, they create tape diagrams or number lines to
represent and solve fraction addition and subtraction word problems (see example below). These problems
bridge students into work with mixed numbers to follow the Mid-Module Assessment.

Mary mixed cup of wheat flour, cup of rice flour,

and cup of oat flour for her bread dough. How
many cups of flour did she put in her bread in all?

In Lessons 20 and 21, students add fractions with related units, where one denominator is a multiple (or
factor) of the other. In order to add such fractions, a decomposition is necessary. Decomposing one unit into
another is familiar territory: Students have had ample practice composing and decomposing in Topics A and
B when working with place value units, when converting units of measurement, and when using the
distributive property. For example, they have converted between equivalent measurement units (e.g., 100
cm m), and they’ve used such conversions to do arithmetic (e.g., 1 meter – 54 centimeters). With
fractions, the concept is the same. To find the sum of and , one simply renames (converts, decomposes)
as and adds: . All numerical work is accompanied by visual models that allow students to use and
apply their known skills and understandings. Number sentences involve the related units of 2, 4 and 8, 2 and
10, 3 and 6, and 5 and 10. The addition of fractions with related units is also foundational to decimal work
when adding tenths and hundredths in Module 6. Please note that addition of fractions with related
denominators will not be assessed.

Topic D: Fraction Addition and Subtraction

Date: 1/7/14 5.D.2
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic D 4•5

A Teaching Sequence Towards Mastery of Fraction Addition and Subtraction

Objective 1: Use visual models to add and subtract two fractions with the same units.
(Lesson 16)

Objective 2: Use visual models to add and subtract two fractions with the same units, including
subtraction from one whole.
(Lesson 17)

Objective 2: Add and subtract more than two fractions.

(Lesson 18)

Objective 3: Solve word problems involving addition and subtraction of fractions.

(Lesson 19)

Objective 4: Use visual models to add two fractions with related units using the denominators 2, 3, 4, 5,
6, 8, 10, and 12.
(Lessons 20–21)

Topic D: Fraction Addition and Subtraction

Date: 1/7/14 5.D.3
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 4•5

Lesson 16
Objective: Use visual models to add and subtract two fractions with the
same units.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Count by Equivalent Fractions 4.NF.1 (6 minutes)

 Compare Fractions 4.NF.2 (6 minutes)

Count by Equivalent Fractions (6 minutes)

Note: This activity builds fluency with equivalent fractions. The progression builds in complexity. Work the
students up to the highest level of complexity in which they can confidently participate.
T: Starting at zero, count by ones to 8.
S: 0, 1, 2, 3, 4, 5, 6, 7, 8.
T: Starting at 0 eighths,
count by 1 eighths to 8
eighths. (Write as
students count.)
S: .
T: (Point to .) 8 eighths is
the same as 1 of what
unit?
S: 1 whole.
T: (Beneath , write 1 whole.) Count by 1 eighths from zero to 1. This time, when you come to 1
whole, say “1 whole.” Try not to look at the board.
S:

Lesson 16: Use visual models to add and subtract two fractions with the same
units. 5.D.4
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 4•5

T: (Point to .) 4 eighths is the same as 1 of what unit?

S:
T: (Beneath , write .) Count by 1 eighths again. This time, convert to and 1 whole. Try not to look
at the board.
S:
T: What other fractions can we simplify?
S: and .
T: (Point to .) W at’s ig t s simp ified?
S: .
T: (Beneath , write . Point to .) W at’s simplified?
S: .
T: (Beneath , write .) Count by 1 eighths again. This time, convert to and . Try not to look at the
board.
S:
Direct students to count back and forth from 0 to 1 whole, occasionally changing directions.

Compare Fractions (6 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 15.

T: On your boards, draw two area models. (Allow
students time to draw.)
T: (Write ) Partition your first diagram into an area
model that shows Then, write beneath it.
S: (Partition first area model into 2 equal units. Shade one unit. Write beneath it.)
T: (Write ___ .) Partition your second area model to show Then, write beneath it.
S: (Partition second area model into 5 equal units. Shade 2 units. Write beneath the shaded area.)
T: Partition the area models so that both fractions have common denominators.
S: (Draw dotted lines through the area models.)
T: Write a greater than, less than, or equal sign to compare the fractions.
S: (Write > .)

Lesson 16: Use visual models to add and subtract two fractions with the same
units. 5.D.5
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 4•5

Continue the process, comparing and , and , and and .

Application Problem (5 minutes)

Keisha ran mile in the morning and mile in the

afternoon. Did Keisha run further in the morning or in the
afternoon? Solve independently. Share your solution with
your partner. Did your partner solve the problem in the
same way or a different way? Explain.
Note: This Application Problem builds on the Concept Development of G4–M5–Lessons 14 and 15, where
students learned to compare fractions with unrelated denominators by finding common units.

Concept Development (33 minutes)

Materials: (S) Personal white board, Practice Sheet

Problem 1: Solve for the difference using unit language and a

number line.
T: (Project 5 – 4.) Solve. Say the number sentence using
units of ones.
S: 5 ones – 4 ones = 1 one.
T: Say the number sentence if the unit is dogs.
S: 5 dogs – 4 dogs = 1 dog.
T: Say the number sentence if the unit is meters.
S: 5 meters – 4 meters = 1 meter.
T: Say the number sentence if the unit is sixths.
S: 5 sixths – 4 sixths = 1 sixth.
NOTES ON
T: L t’s show that 5 sixths – 4 sixths = 1 sixth.
MULTIPLE MEANS OF
T: (Project number line with endpoints 0 and 1,
REPRESENTATION:
partitioned into sixths.) Make tick marks on the first
Be sure to articulate the ending digraph
number line on your Practice Sheet to make a number
/th/ to distinguish six from sixth for
line with endpoints 0 and 1 above the number line.
English language learners. Coupling
Partition the number line into sixths. (See illustration spoken expressions with words or
below.) models may also improve student
T: Draw a point at 5 sixths. Put the tip of your pencil on comprehension. For example, write
the point. Count backwards to subtract 4 sixths. out 5 sixths – 4 sixths = 1 sixth.

Lesson 16: Use visual models to add and subtract two fractions with the same
units. 5.D.6
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 4•5

T: Move your pencil and count back with me as we subtract. 1 sixth, 2 sixths, 3 sixths, 4 sixths.
S: 1 sixth!
T: Draw one arrow above the number line to model – . (Demonstrate.) Tell me the subtraction
sentence.
S: – .

Repeat with – .
NOTES ON
T: Solve for 7 sixths – 2 sixths. Work with a partner. Use MULTIPLE MEANS OF
the language of units and subtraction. ENGAGEMENT:
S: 7 sixths – 2 sixths = 5 sixths.  I know 7 ones minus 2 Students working above grade level
ones is 5 ones. I can subtract sixths like I subtract and others may present alternative
subtraction strategies, such as counting
ones. –
up rather than counting down to solve
T: Discuss with your partner how to draw a number line – . Though not introduced in this
to represent this problem. lesson, the appropriate use of these
strategies is desirable and will be
S: We partition it like the first problem and draw the introduced later in the module.
arrow to subtract.  But, is more than 1 whole. 6
sixths is equal to 1. We have 7 sixths.  L t’s mak
the number line with endpoints 0 and 2.
T: Label the endpoints 0 and 2. Partition
the number line into sixths. Subtract.
S: On the number line, we started at 7
sixths and then went back 2 sixths.
The answer is 5 sixths.  – .

Repeat with .

Problem 2: Decompose to record a difference greater than 1 as a mixed number.

T: (Display 10 sixths – 2 sixths.) Solve in unit form and write a number sentence using fractions.
S: 10 sixths – 2 sixths is 8 sixths. – .
T: Use a number bond to decompose into the whole and fractional parts.

Students draw number bond as pictured to the right.

T: is the same as…?
S: 1 whole.
T: We can rename as a mixed number, , using a whole number and
fractional parts.

Lesson 16: Use visual models to add and subtract two fractions with the same
units. 5.D.7
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 4•5

Repeat with 9 fifths – 3 fifths.

Problem 3: Solve for the sum using unit language and a number line.
T: Look back at the first example. (Point to the number line representing 5 sixths – 4 sixths.) Put your
finger on 1 sixth. To 1 sixt t’s add the 4 sixths that we took away.
T: Count as we add. 1 sixth, 2 sixths, 3 sixths, 4 sixths. Where are we now?
S: 5 sixths.
T: What is 1 sixth plus 4 sixths?
S: 5 sixths.
T: L t’s s that on the number line.
Model with students as shown to the right.
T: 1 one plus 4 ones is…?
S: 5 ones.
T: 1 apple plus 4 apples is…?
S: 5 apples.
T: 1 sixth plus 4 sixths equals?
S: 5 sixths.

Repeat with

Problem 4: Decompose to record a sum greater than 1 as a mixed number.

T: (Display 5 fourths + 2 fourths.) Solve in unit form, and write a number sentence using fractions.
S: 7 fourths. .
T: Use a number bond to decompose into the whole and some parts.

Students draw number bond as pictured to the right.

T: is the same as…?
S: 1 whole.
T: We can rename as a mixed number, .

Repeat with 6 sixths + 4 sixths.

Lesson 16: Use visual models to add and subtract two fractions with the same
units. 5.D.8
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 4•5

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Use visual models to add and subtract

two fractions with the same units.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 How do Problems 1(a) through (d) and 4(a)
through (b) help you to understand how to
subtract or add fractions?
 In Problem 3 and Problem 6 of the Problem Set,
how do the number bonds help to decompose
the fraction into a mixed number?
 Why would we want to name a fraction greater
than 1 using a mixed number?
 How is the number line helpful in showing how
we can subtract and add fractions with like units?
 How were number bonds helpful in showing how
we can rename fractions greater than 1 as 1
whole and a fraction?
 How would you describe to a friend how to
subtract and add fractions with like units?

Lesson 16: Use visual models to add and subtract two fractions with the same
units. 5.D.9
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 4•5

Exit Ticket (3 minutes)

Lesson 16: Use visual models to add and subtract two fractions with the same
units. 5.D.10
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Practice Sheet 4•5

Name Date

Lesson 16: Use visual models to add and subtract two fractions with the same
units. 5.D.11
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 4 5

Name Date

1. Solve.
a. 3 fifths – 1 fifth = _______________ b. 5 fifths – 3 fifths = _______________

c. 3 halves – 2 halves = _ d. 6 fourths – 3 fourths = _

2. Solve.
a. b.

c. d.

e. f.

3. Solve. Use a number bond to show how to convert the difference to a mixed number. Problem (a) has
been completed for you.
9
a. 1 b.
8

8 1
8 8

c. d.

e. f.

Lesson 16: Use visual models to add and subtract two fractions with the same
units. 5.D.12
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 4 5

4. Solve. Write the sum in unit form.

a. 2 fourths + 1 fourth = _______________ b. 4 fifths + 3 fifths = _______________

5. Solve.
a. b.

6. Solve. Use a number bond to decompose the sum. Record your final answer as a mixed number.
Problem (a) has been completed for you.
7
a. 1 b.
5

5 2
5 5

c. d.

e. f.

7. Solve. Then use a number line to model your answer.

Lesson 16: Use visual models to add and subtract two fractions with the same
units. 5.D.13
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Exit Ticket 4•5

Name Date

1. Solve. Use a number bond to decompose the difference. Record your final answer as a mixed number.

2. Solve. Use a number bond to decompose the sum. Record your final answer as a mixed number.

Lesson 16: Use visual models to add and subtract two fractions with the same
units. 5.D.14
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Homework 4•5

Name Date

1. Solve.
a. 3 sixths – 2 sixths = _______________ b. 5 tenths – 3 tenths = _______________

c. 3 fourths – 2 fourths = _ d. 5 thirds – 2 thirds = _

2. Solve.
a. b.

c. d.

e. f.

3. Solve. Use a number bond to decompose the difference. Record your final answer as a mixed number.
Problem (a) has been completed for you.
9
a. 1 b.
6

6 3
6 6

c. d.

e. f.

Lesson 16: Use visual models to add and subtract two fractions with the same
units. 5.D.15
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Homework 4•5

4. Solve. Write the sum in unit form.

a. 4 fifths + 2 fifths = _______________ b. 5 eighths + 2 eighths = _______________

5. Solve.
a. b.

6. Solve. Use a number bond to decompose the sum. Record your final answer as a mixed number
a. b.

c. d.

e. f.

7. Solve. Then use a number line to model your answer.

Lesson 16: Use visual models to add and subtract two fractions with the same
units. 5.D.16
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 4 5

Lesson 17
Objective: Use visual models to add and subtract two fractions with the
same units, including subtracting from one whole.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Count by Equivalent Fractions 4.NF.1 (4 minutes)

 Take Out the Whole 4.NF.3 (4 minutes)
 Draw Tape Diagrams 4.NF.3 (4 minutes)

Count by Equivalent Fractions (4 minutes)

Note: This activity builds fluency with equivalent fractions. The progression builds in complexity. Work the
students up to the highest level of complexity in which they can confidently participate.
T: Starting at zero, count by ones to 6.
S: 0, 1, 2, 3, 4, 5, 6.
T: Count by sixths from 0 sixths to 6 sixths.
S: .
T: (Point to 6.) 6 sixths is the same as 1 of
what unit?
S: 1 whole.
T: (Beneath , write 1 whole.) Count by 1
sixths again from 0 to 1. This time, when you come to 1 whole, say “1 whole.” Try not to look at the
board. (Write as students count.)
S: .
T: (Point to .) 3 sixths is the same as 1 of what unit?

Lesson 17: Use visual models to add and subtract two fractions with the same
units, including subtracting from one whole. 5.D.17
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 4 5

S: .
T: (Beneath , write .) Count by 1 sixths again. This
time, include 1 half and 1 whole. Try not to look at the
NOTES ON
board.
MULTIPLE MEANS OF
S: . ENGAGEMENT:
T: What other fractions can we convert to larger units? If students appear challenged beyond
their comfort level, scaffold converting
S: and . smaller units to larger units in the
Count by Equivalent Fractions fluency
T: (Point to .) 2 sixths is the same as what unit fraction? activity for them. Before students
S: . count by sixths up to 1 whole, have
them count by sixths up to 1 half,
T: (Beneath , write . Point at .) is the same as how converting one fraction at a time.

many thirds?
S: .
T: (Beneath , write .) Count by 1 sixths again. This time, include and . Try not to look at the
board.
S: .

Direct students to count forward and backward from to 1 whole, occasionally changing directions.

Take Out the Whole (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity prepares students for t day’s ss n.

T: How many halves are in 1 whole?
S: 2 halves.
T: How many thirds are in 1 whole?
S: 3 thirds.
T: How many fifths are in 1 whole?
S: 5 fifths.
T: (Write . Beneath it, write a number bond. Write as one of the parts. Write for the other
part.) On your boards, write the completed number bond.
S: (Break into and .)

Continue the process with the following mixed numbers: , , and .

Lesson 17: Use visual models to add and subtract two fractions with the same
units, including subtracting from one whole. 5.D.18
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 4 5

Draw Tape Diagrams (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 16.

T: (Write + = .) Say the addition sentence.
S: + =
T: (Write + = ) Draw a tape diagram to show
+ =
S: (Draw tape diagram showing + = )
T: How many thirds are in 1 whole?
S: 3 thirds.
T: (Write + = = ) On your boards, fill in the unknown numerator.
S: (Write + = = .)
Continue the process with the following possible sequence: NOTES ON
MULTIPLE MEANS OF
+ and + .
REPRESENTATION:
Students working below grade level
may benefit from drawing a tape
Application Problem (5 minutes) diagram or another pictorial model of
and in order to meaningfully
Use a number bond to show the relationship between , and derive two addition and two
subtraction sentences from the
. Then use the fractions to write two addition and two number bond.

subtraction sentences.
Note: This Application Problem reviews work from earlier
grades using related facts. The number sentences could also
be written with the single fraction on the left. The process of
creating number bonds to show the relationship between
addition and subtraction helps to bridge to the beginning of
t day’s ss n r in students identify related fraction facts
when 1 whole is one of the three numbers.

Lesson 17: Use visual models to add and subtract two fractions with the same
units, including subtracting from one whole. 5.D.19
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 4 5

Concept Development (33 minutes)

Problem 1: Subtract a fraction from one whole.

T: L t’s find the value of 1 – . Are the units the same?
S: No, there are ones and eighths.
T: Rename 1 one as eighths.
S: 8 eighths.
T: 8 eighths minus 3 eighths is…?
S: 5 eighths.
NOTES ON
T: Model the subtraction using a number line. To simplify MULTIPLE MEANS OF
our number lines, use hash marks to show the eighths. REPRESENTATION:
Label 0, 1, and the numbers used to solve.
Student modeling of subtraction and
T: Record your work from the number line as a number addition on the number line may vary
sentence. slightly depending on how students
solve. For example, students working
S: – .  – .
below grade level may model counting
T: (Display – .) Discuss with your partner how to solve. down with an arrow representing a
series of hops. Encourage part–part–
S: We have to make like units. 1 one is equal to 5 fifths. whole thinking and modeling by means
 5 fifths minus 2 fifths equals 3 fifths.  – . of modeling with the number bond
before the number line, if beneficial.
 – .
T: Work with a partner to show – is the same as –
using a number line.
T: (Display – .) Draw a number bond to show , ,
and 1.
T: Write two subtraction and two addition sentences
using , , and 1.

S: = 1. + . 1– . 1– = .
T: Draw a number line with endpoints 0 and 1. Partition
and label thirds.
T: + = 1. Draw a point to . How many thirds does it
take to make 1?
S: 1 third.
T: We can think of subtraction as an unknown addend
problem and count up.

Repeat with 1 – .

Lesson 17: Use visual models to add and subtract two fractions with the same
units, including subtracting from one whole. 5.D.20
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 4 5

Problem 2: Subtract a fraction from a number between 1 and 2.

T: L t’s solve – . First draw a number bond to decompose into a whole and parts. Show the
whole as fifths.
S: (Show decomposed to and .)
T: I’m g ing t dra t tap diagrams t s t t ta of and 2 fifths subtracted in different
ways. (Draw two tapes side by side. Cross off 2 fifths as shown below, and write the related
number sentences. See illustration below.) Compare the methods with your partner.

S: The solution on the left added 5 fifths and 1 fifth to get 6 fifths, and then subtracted 2 fifths.  The
second solution subtracted 2 fifths from 5 fifths and added that to 1 fifth.  T at’s arn d
how to subtract in Grades 1 and 2! When I subtract 8 from 13, I take it from the ten and add back 3!
T: Did both methods give the same answer?
S: Yes.
T: We can subtract from the total number of sixths, or we can subtract from 1 and add back the extra
sixth.
T: Practice both methods using – Start by showing our number bond. Partner A, subtract from
the total. Partner B, subtract from 1. Draw a tape diagram if it helps you.

Lesson 17: Use visual models to add and subtract two fractions with the same
units, including subtracting from one whole. 5.D.21
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 4 5

T: Try - , switching strategies with your partner.

T: By the way, 13 – 8 can also be solved by thinking 8 + ____
= 13 and counting up. What number sentence shows
counting up as a strategy for solving – Talk to
your partner.
S: .  .  It’s a missing add nd. 
A missing part.
T: L t’s s it n t numb r in . (Draw the image to the
right.)
T: I could also jump up to the whole and add on.
T: The number line is a nice way to show counting up where the tape diagram was better for showing
taking from the total and taking from 1 whole. I chose to use the models that I thought would help
you best understand. Take a moment to think about what subtracting from the total and
subtracting from the whole would look like on the number line with your partner.

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Use visual models to add and subtract

two fractions with the same units, including subtracting
from one whole.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 For Problems 1(a) and (b), how did you
determine the two addition and subtraction

Lesson 17: Use visual models to add and subtract two fractions with the same
units, including subtracting from one whole. 5.D.22
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 4 5

number sentences?
 Which strategy did you prefer for Problems 2(a–
f)?
 What support does the number line offer you
when solving problems such as these?
 Is the counting up strategy useful when solving
subtraction problems? Explain.
 What extra step is there in solving when the
fraction is written as a whole or mixed number
instead of as a fraction?
 What role do fact families play in fractions? How
are fraction fact families similar to whole number
fact families?
 How did the Application Problem connect to
t day’s ss n

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
t stud nts’ und rstanding f t c nc pts t at r
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to the students.

Lesson 17: Use visual models to add and subtract two fractions with the same
units, including subtracting from one whole. 5.D.23
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Problem Set 4•5

Name Date

1. Use the following three fractions to write two subtraction and two addition number sentences.

a. b.

2. Solve. Model each subtraction problem with a number line, and solve by both counting up and
subtracting. Part (a) has been solved for you.

a. b.

c. d.

e. f.

Lesson 17: Use visual models to add and subtract two fractions with the same
units, including subtracting from one whole. 5.D.24
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Problem Set 4 5

3. Find the difference in two ways. Use number bonds to decompose the whole. Part (a) has been
completed for you.
a.

7 4
+ = =

7 4 3 3
= + =

Lesson 17: Use visual models to add and subtract two fractions with the same
units, including subtracting from one whole. 5.D.25
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Exit Ticket 4 5

Name Date

1. Solve. Model the problem with a number line, and solve by both counting up and subtracting.

2. Find the difference in two ways. Use a number bond to show the decomposition.

Lesson 17: Use visual models to add and subtract two fractions with the same
units, including subtracting from one whole. 5.D.26
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Homework 4•5

Name Date

1. Use the following three fractions to write two subtraction and two addition number sentences.

a. b.

2. Solve. Model each subtraction problem with a number line, and solve by both counting up and
subtracting.
a. b.

c. d.

e. f.

Lesson 17: Use visual models to add and subtract two fractions with the same
units, including subtracting from one whole. 5.D.27
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Homework 4•5

3. Find the difference in two ways. Use number bonds to decompose the whole. Part (a) has been
completed for you.
a. 7 4
+ = =

7 4 3 3
= + =

Lesson 17: Use visual models to add and subtract two fractions with the same
units, including subtracting from one whole. 5.D.28
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 4•5

Lesson 18
Objective: Add and subtract more than two fractions.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Concept Development (38 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Count by Equivalent Fractions 4.NF.1 (6 minutes)

 Subtract Fractions 4.NF.2 (6 minutes)

Count by Equivalent Fractions (6 minutes)

Note: This activity builds fluency with equivalent fractions. The progression builds in complexity. Work the
students up to the highest level of complexity in which they can confidently participate.
T: Starting at zero, count by ones to 10. (Write as students count.)
S: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
T: Count by 1 tenths to 10 tenths.
S: , , , , , , , , , , .
T: (Point to .) 10 tenths is the same as 1 of what unit?

1 whole

Lesson 18: Add and subtract more than two fractions.

Date: 1/7/14 5.D.29

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 4•5

S: 1 whole.
T: (Beneath , write 1 whole.) Count by 1 tenths from 0 to 1 again. This time, when you come to 1
whole, say “1 whole.” Try not to look at the board.
S: 0, , , , , , , , , , 1 whole.
T: (Point to .) 5 tenths is the same as 1 of what unit?
S: .
T: (Beneath , write .) Count by 1 tenths again. This time, convert to and 1 whole. Try not to look
at the board.
S: , , , , , , , , , , 1 whole.
T: (Point to .) What larger unit is equivalent to?
NOTES ON
S: . MULTIPLE MEANS OF
Repeat the process, replacing even numbers of tenths with ENGAGEMENT:
fifths. One way to differentiate the Counting
by Equivalent Fractions fluency activity
T: (Beneath , write .) Count by 1 tenths again. This for students working above grade level
time, count in the largest unit for each. is to grant them more autonomy.
Students may enjoy this as a partner
S: , , , , , , , , , , 1 whole. activity in which students take turns
leading and counting. Students can
Direct students to count back and forth from to 1 whole, make individualized choices about
occasionally changing directions. when to convert larger units, counting
forwards and backwards, and speed.
Subtract Fractions (6 minutes)
Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 17.

T: (Write 1 – = .) How many thirds are in 1?
S: 3 thirds.
T: Write the subtraction sentence. Beneath it, rewrite the subtraction sentence, renaming the whole in
thirds. (Allow students time to work.)
T: Say the subtraction sentence with 1 renamed.
S: – = .

Continue the process with the following possible suggestions: 1 – , 1 – , and 1 – .

T: (Write – = .) Write the subtraction sentence on your boards.

S: (Write – = .)

Lesson 18: Add and subtract more than two fractions.

Date: 1/7/14 5.D.30

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 4•5

T: Can we take from ?

S: No.
T: (Break apart , writing as one of the parts.) Take from , and solve using an addition sentence.

S: (Break apart into and . Take from Write + = to show the part of the whole that remains
plus the fractional part of the mixed number.)
Continue the process for the following possible sequence: – , – , and – .

Concept Development (38 minutes)

Materials: (S) Practice Sheet

Exploration: Arrange students in groups of three to solve and critique each other’s work.
Note:
 Problems are sequenced from simple to complex
addition and subtraction problems.
 All begin solving Problem A in the first rectangle.
 Students switch papers clockwise in their group. NOTES ON
Students analyze the solution in the first rectangle and MULTIPLE MEANS OF
critique it by discussing the solution with the writer. REPRESENTATION:
Then, students consider a different method to solve Exploration stations are sequenced
and record it in the second rectangle for Problem A. from simple (Problem A) to complex
 Students switch papers clockwise again for the third (Problem F). To best guide student
MP.3 understanding, consider giving
round of critiquing and solving.
students below grade level additional
 Switching papers for the last time of the round, the time to solve Problems A, B, and C, and
original owner of the paper analyzes the three then advance in order.
different methods used to solve the problem. A brief
discussion may ensue as more than three methods
could have been used within the group.
 The process continues as students solve Problem B through Problem F.
 Not all groups may finish all problems during the time allotted, but the varied problems will allow
students to analyze and solve a wide variety of problems to prepare them for the Problem Set.
 Use the last five minutes of Concept Development prior to handing out the Problem Set to review
the many different solutions. The teacher may select one solution from three problems or three
solutions from one problem to debrief. Identify common methods for solving addition and
subtraction problems when there are more than two fractions.

Lesson 18: Add and subtract more than two fractions.

Date: 1/7/14 5.D.31

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 4•5

Sample student solutions:

Below are selected possible solutions for each problem. Students are encouraged to solve using computation
through decomposition or other strategies.

Lesson 18: Add and subtract more than two fractions.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 4•5

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Add and subtract more than two fractions.

Lesson 18: Add and subtract more than two fractions.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 4•5

You may choose to use any combination of the questions below to lead the discussion.
 In Problem 1(h), the whole is a mixed number.
Was it necessary to change the mixed number to
a fraction in this case? Explain.
 Discuss your solution strategy for Problem 1(i).
Grouping fractions to make 1 whole is a strategy
that can help in solving problems mentally.
Solving for + and + can lead to the
solution more rapidly.
 For Problem 2, did you agree with Monica or
Stewart? Explain why you chose that strategy.
Do you see a different method?
 Consider how you solved Problem 1(c) and the
other solution for it in Problem 3. Would this
solution be accurate? (Display = = 2.)
Explain why this representation for addition of
fractions is correct.
 Observe your solution to Problem 1(d). Is my
solution correct? Why? Explain. (Display
– –
= .)
 Explain in words how we add or subtract more
than two fractions with like units.
 When is it necessary to decompose the total in a
subtraction problem into fractions? Give an
example.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively for
future lessons. You may read the questions aloud to the
students.

Lesson 18: Add and subtract more than two fractions.

Date: 1/7/14 5.D.34

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Name Date

Problem A:

Problem B:

Problem C:

Lesson 18: Add and subtract more than two fractions.

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Problem D:

Problem E:

Problem F:

Lesson 18: Add and subtract more than two fractions.

Date: 1/7/14 5.D.36

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Name Date

1. Show one way to solve each problem. Express sums and differences as a mixed number when possible.
Use number bonds when it helps you. Part (a) is partially completed.

a. b. c.

=________

d. e. f.

g. h. i.

Lesson 18: Add and subtract more than two fractions.

Date: 1/7/14 5.D.37

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2. Monica and Stuart used different strategies to solve .

Monica’s Way Stuart’s Way

Whose strategy do you like best? Why?

3. You gave one solution for each part of Problem 1. Now, for each problem indicated below, give a
different solution method.
1(c)

1(f)

1(g)

Lesson 18: Add and subtract more than two fractions.

Date: 1/7/14 5.D.38

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Name Date

1. Solve the following problems. Use number bonds to help you.

Lesson 18: Add and subtract more than two fractions.

Date: 1/7/14 5.D.39

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Name Date

1. Show one way to solve each problem. Express sums and differences as a mixed number when possible.
Use number bonds when it helps you. Part (a) is partially completed.

a. b. c.

= ________

d. 1 e. f.

g. h. i.

Lesson 18: Add and subtract more than two fractions.

Date: 1/7/14 5.D.40

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2. Bonnie used two different strategies to solve .

Bonnie’s First Strategy Bonnie’s Second Strategy

Whose strategy do you like best? Why?

3. You gave one solution for each part of Problem 1. Now, for each problem indicated below, give a
different solution method.
1(b)

1(e)

1(h)

Lesson 18: Add and subtract more than two fractions.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 4•5

Lesson 19
Objective: Solve word problems involving addition and subtraction of
fractions.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (6 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

Direct students to count back and forth from to 1 whole, occasionally changing directions.

Add and Subtract Fractions (6 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 18.

T: (Write + + ) Write the complete number sentence on your board.

S: (Write + + =

T: (Write – = __.) Write the complete number sentence on your board.

S: (Write – = .)

Continue the process for the following possible sequence: + + + + , – – , 1– , 1– ,

1– , 1– , – – , and – – .

Lesson 19: Solve word problems involving addition and subtraction of fractions.
Date: 1/7/14 5.D.43

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 4•5

Application Problem (6 minutes)

Fractions are all around us! Make a list of times that you have used
fractions, heard fractions, or seen fractions. Be ready to share your
ideas.
Note: The Application Problem encourages students to think of real
life examples of fractions. The Application Problem contextualizes
previously learned skills in the module and prepares students for
today’s problem-solving lesson involving fractions. Have students
spend a few minutes brainstorming together in small groups and then
share out ideas whole group.

Concept Development (32 minutes)

Materials: (S) Problem Set

Suggested Delivery of Instruction for Solving Lesson 19’s Word Problems

1. Model the problem.

Have two pairs of students who can successfully model the problem work at the board while the others work
independently or in pairs at their seats. Review the following questions before beginning the first problem.
 Can you draw something?
 What can you draw?
 What conclusions can you make from your drawing?
As students work, circulate. Reiterate the questions above. After two minutes, have the two pairs of
students share only their labeled diagrams. For about one minute, have the demonstrating students receive
and respond to feedback and questions from their peers.

2. Calculate to solve and write a statement.

Give everyone two minutes to finish work on that question, sharing their work and thinking with a peer.
All should then write their equations and statements of the answer.

3. Assess the solution for reasonableness.

Give students one to two minutes to assess and explain the reasonableness of their solution.
Note: Problems 1–4 of the Problem Set will be used during the Concept Development portion of the lesson.

Lesson 19: Solve word problems involving addition and subtraction of fractions.
Date: 1/7/14 5.D.44

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 4•5

Problem 1: Use the RDW process to solve a word problem

involving the addition of fractions.
NOTES ON
Sue ran mile on Monday and mile on Tuesday. How many MULTIPLE MEANS OF
ENGAGEMENT:
miles did Sue run in the 2 days? Differentiate the difficulty of Problem 1
by adjusting the numbers. Students
working above grade level may enjoy
the challenge of adding three addends,
for example + + . Grade 4
expectations in this domain are limited
to fractions with like denominators 2,
3, 4, 5, 6, 8, 10, 12, and 100.

Students may initially represent the problem by drawing number bonds or number lines as they did in the
previous lessons to model addition. Assist students to find the parts and wholes. In Problem 1, the 2 parts,
and , make the whole, . Encourage students to represent this relationship as a tape diagram to model, as
done with whole number addition. In contrast to their previous solutions, students are not drawing the
fractional units to count. Instead they are seeing the relationship the two fractions have with each other and
calculating based on what they know about whole number and fraction addition. Possible strategies and
solutions to this problem may include, but are not limited to, those shown above.

Problem 2: Use the RDW process to solve a word problem involving the addition and subtraction of fractions.
Mr. Salazar cut his son’s birthday cake into equal pieces. Mr. Salazar, Mrs. Salazar, and the birthday boy
each ate 1 piece of cake. What fraction of the cake was left?

Lesson 19: Solve word problems involving addition and subtraction of fractions.
Date: 1/7/14 5.D.45

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 4•5

Although each person had 1 piece of cake, the students must consider the 1 piece as a fractional unit of the
whole. The whole is represented as 1, and students may choose to take from or add to the whole. Again,
encourage students to think about the parts and the whole when drawing a picture to represent the problem.
A tape diagram is a good way to connect the part–whole relationship with which they are familiar in whole
number addition and subtraction to fraction computation. The parts can be taken or added one at a time, or
students may group them as before computing.

Problem 3: Use the RDW process to solve a word problem subtracting a fraction from a whole.
Maria spent of her money on a book and saved the rest. What fraction of her money did Maria save?

In this problem, students subtract a fraction from a whole. Some may write 1 whole as and then subtract .
Alternatively, students may choose to add up to .

Problem 4: Use the RDW process to solve a word problem involving the subtraction of fractions.
Mrs. Jones had pizzas left after a party. After giving some to Gary, she had pizza left. What fraction of a

pizza did she give Gary?

Lesson 19: Solve word problems involving addition and subtraction of fractions.
Date: 1/7/14 5.D.46

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 4•5

Students can use an adding up method, but will likely choose one of the subtracting methods. One way is to

rewrite the mixed number as and subtract. The other method subtracts from the whole and adds back the

fractional part as practiced in G4–M5–Lesson 17.

Problem Set (10 minutes)

NOTES ON
Students should do their personal best to complete the MULTIPLE MEANS OF
remaining two problems of the Problem Set within the allotted ACTION AND
10 minutes. EXPRESSION:
To prepare students working below
grade level and others to meaningfully
Student Debrief (10 minutes) participate in today’s work and closing
Debrief, quickly review strategies from
Lesson Objective: Solve word problems involving addition which students may choose:
and subtraction of fractions.  Take apart and redistribute (using
a number bond).
The Student Debrief is intended to invite reflection and
 Counting up to subtract.
active processing of the total lesson experience.
 Thinking part–part–whole (using a
Invite students to review their solutions for the Problem tape diagram).
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 What strategies did you use to solve the problems
in the Problem Set? Did you use the same
strategy each time?
 Which problem(s) were the most difficult? How
were they difficult? What strategies did you use
to persevere?
 Which problem(s) were the least difficult? Why?
 Was it easier to solve Problems 5 and 6 on your
own after having completed Problems 1–4
together as a group? Why or why not? Did you
use the same strategies that you used in solving
Problems 1–4?
 How was Problem 4 different from the other
problems?
 What was challenging about Problem 5? About
Problem 6?

Lesson 19: Solve word problems involving addition and subtraction of fractions.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 4•5

 How did the Application Problem connect to

today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 19: Solve word problems involving addition and subtraction of fractions.
Date: 1/7/14 5.D.48

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Name Date

Use the RDW process to solve.

1. Sue ran mile on Monday and mile on Tuesday. How many miles did Sue run in the 2 days?

2. Mr. Salazar cut his son’s birthday cake into 8 equal pieces. Mr. Salazar, Mrs. Salazar, and the birthday boy
each ate 1 piece of cake. What fraction of the cake was left?

3. Maria spent of her money on a book and saved the rest. What fraction of her money did Maria save?

Lesson 19: Solve word problems involving addition and subtraction of fractions.
Date: 1/7/14 5.D.49

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4. Mrs. Jones had pizzas left after a party. After giving some to Gary, she had pizza left. What fraction
of a pizza did she give Gary?

5. A baker had 2 pans of corn bread. He served pans. What fraction of a pan was left?

6. Marius combined gallon of lemonade, gallon of cranberry juice, and gallon of soda water to make a
punch for a party. How many gallons of punch did he make in all?

Lesson 19: Solve word problems involving addition and subtraction of fractions.
Date: 1/7/14 5.D.50

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Name Date

Use the RDW process to solve.

1. Mrs. Smith took her bird to the vet. Tweety weighed pounds. The vet said that Tweety weighed
pound more last year. How much did Tweety weigh last year?

2. Hudson picked baskets of apples. Suzy picked 2 baskets of apples. How many more baskets of apples
did Suzy pick than Hudson?

Lesson 19: Solve word problems involving addition and subtraction of fractions.
Date: 1/7/14 5.D.51

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Name Date

Use the RDW process to solve.

1. Isla walked mile each way to and from school on Wednesday. How many miles did Isla walk that day?

2. Zach spent hour reading on Friday and hours reading on Saturday. How much more time did he read
on Saturday than on Friday?

3. Mrs. Cashmore bought a large melon. She cut a piece that weighed pounds and gave it to her
neighbor. The remaining piece of melon weighed pound. How much did the whole melon weigh?

Lesson 19: Solve word problems involving addition and subtraction of fractions.
Date: 1/7/14 5.D.52

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4. Ally’s little sister wanted to help her make some oatmeal cookies. First, she put cup of oatmeal in the
bowl. Next, she added another cup of oatmeal. Finally, she added another cup of oatmeal. How
much oatmeal did she put in the bowl?

5. Marcia baked 2 pans of brownies. Her family ate pans. What fraction of a pan of brownies was left?

6. Joanie wrote a letter that was pages long. Katie wrote a letter that was page shorter than Joanie’s
letter. How long was Katie’s letter?

Lesson 19: Solve word problems involving addition and subtraction of fractions.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 4•5

Lesson 20
Objective: Use visual models to add two fractions with related units using
the denominators 2, 3, 4, 5, 6, 8, 10, and 12.

Suggested Lesson Structure

A NOTE ON

Fluency Practice (12 minutes)
STANDARDS

Application Problem (5 minutes) ALIGNMENT:

Concept Development (33 minutes) In G4–M5–Lessons 20 and 21, students

Student Debrief (10 minutes) add fractions with related
denominators where one denominator
Total Time (60 minutes)
is a factor of the other. In Grade 5,
students find sums and differences of
fractions with unrelated denominators
Fluency Practice (12 minutes) (5.NF.1). Because students are able to
generate equivalent fractions (4.NF.1)
 Count by Equivalent Fractions 4.NF.1 (6 minutes) from their work in G4–M5–Topics A, B,
and C and are very familiar with the
 Add Fractions 4.NF.3 (3 minutes)
idea that units must be the same to be
 Subtract Fractions 4.NF.3 (3 minutes) added, this work makes sense and
prepares them well for work with
Count by Equivalent Fractions (6 minutes) decimals in G4–Module 6, where
tenths will be converted to hundredths
Note: This activity builds fluency with equivalent fractions. The and added to hundredths (4.NBT.5).
progression builds in complexity. Work the students up to the highest
level of complexity in which they can confidently participate.
T: Count by ones to 10 starting at 0.
S: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
T: Count by 1 fifths to 10 fifths starting at 0 fifths. (Write as students count.)
S: , , , , , , , , , , .

1 2

Lesson 20: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.54
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 4•5

T: 1 whole is the same as how many fifths?

S: 5 fifths.
T: (Beneath , write 1.) 2 is the same as how many fifths?
S: 10 fifths.
T: (Beneath , write 2.) Count by fifths again from 0 to 2. This time, when you come to the whole
number, say the whole number. (Write as students count.)
S: 0, , , , , 1, , , , , 2.

T: (Point to .) Say 6 fifths as a mixed number.

S: .
T: Count by fifths again. This time, convert to whole numbers and mixed numbers. (Write as students
count.)
S: 0, , , , , 1, , , , , 2.
T: 2 is the same as how many fifths?
S: .

T: Let’s count backwards starting at , alternating between fractions and mixed numbers. Try not to
look at the board.
S: , , , , , 1, , , , , .

Add Fractions (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 18.

T: (Write + + ) On your boards, write the complete number sentence.
S: (Write + + = )

T: (Write + + = ) Write the complete number sentence.

S: (Write + + = .)
T: (Write + + = ) Rename 8 eighths as a whole number.
S: = 1.

T: (Write + + = ) Write the complete number sentence.

S: (Write + + = )
T: How many fifths are equal to 1?

Lesson 20: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.55
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 4•5

S: 5 fifths.
T: Write as a mixed number.
S: (Write + + = = .)

Continue the process with + + .

Subtract Fractions (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 17.

T: (Write 1 – = ) How many fifths are in 1?

S: 5 fifths.
T: Write the subtraction sentence. Beneath it, rewrite the subtraction sentence, renaming 1 as fifths.
S: (Write 1 – = Beneath it, write – = )
T: Say the subtraction sentence.
S: 1– = .

Continue the process with the following possible sequence: 1 – and 1 – .

T: (Write – = .) Write the complete number sentence.

S: (Write – = )
T: Should we take from ?
S: No.
T: (Break apart , writing as one of the parts.) Take from and solve using an addition sentence.
S: (Break apart into and . Write + = .)

Repeat the process with the following possible sequence: – .

Application Problem (5 minutes)

Krista drank of the water in her water bottle in the morning, in the afternoon, and in the evening.
What fraction of the bottle of water was left at the end of the day?

Lesson 20: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.56
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 4•5

Note: This Application Problem builds on G4–M5–Lesson 18, where students added and subtracted two or
more addends, as well as G4–M5–Lesson 19, where students solved word problems involving fractions.
Clearly this problem invites counting on to the whole as a solution strategy, too.

Concept Development (33 minutes)

Materials: (S) Personal white boards

Problem 1: Add unit fractions with related denominators using tape diagrams.
T: 1 banana + 1 orange = ____?
S: 2 banana-oranges! No, that’s not right! We can’t add them because the units are not the same.
T: What do bananas and oranges have in common?
S: They are both fruits.
T: So, what is 1 banana + 1 orange?
S: 2 pieces of fruit.
T: You had to rename, to find a way to name the banana and orange as the same unit.
T: + = ____?
S: The units are different.  The units need to be the same. If the units are different, we cannot add
the fractions together.
T: Let’s decompose to make like units. Discuss a strategy with your partner.
S: I just know that a third is the same as 2 sixths.  We can draw a tape diagram to represent and a
tape diagram to represent Then, we can decompose
each third into two equal parts. = .  I can multiply in
my head to rename as .  I can use an area model or
number line, too.
T: Add How many sixths are there altogether?
S: .  + = .  And is also
T: (Display + ) Draw tape diagrams to represent and . Which fraction are we going to
decompose?
S: We can decompose the halves into eighths.  You can’t
decompose eighths into halves because halves are bigger than
eighths.  We don’t have enough eighths to compose one
half, so we have to convert halves to eighths.
T: How many eighths are in
S: 4 eighths.
T: Add.

Lesson 20: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.57
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 4•5

S: + =

Problem 2: Add fractions with related denominators using tape diagrams.

T: (Display + ) Draw tape diagrams to show and . Is
one of the denominators a factor of the other?
S: Yes!
T: Which unit is larger, thirds or twelfths?
S: Thirds.
T: So, which unit do we have to decompose?
MP.4 S: Thirds.
T: Go ahead and do that.
S: Thirds into twelfths. I can draw dotted vertical lines to A NOTE ON
show each third decomposed into 4 equal parts, since MULTIPLE MEANS OF
there are 4 times as many twelfths in a whole as there REPRESENTATION:
are thirds.  There are shaded. Students can also model both fractions
on the same tape diagram. Have them
S: + =
model the larger units first and then
partition with dotted lines to show the
Problem 3: Add fractions with related denominators using a decompositions.
number line.
T: Write + . Let’s estimate the sum as we draw a
number line to model the addition. I’ll mark zero. Do I
need my number line to go past 1?
S: No. You are adding two small fractions so it shouldn’t
go past 1.
T: Yes, both fractions are less than 1 half. When we add
them, the sum will be less than 1.
T: Draw a number line with endpoints 0 and 1. Partition the number line into sixths. Next, partition
the number line further into twelfths. Each sixth will be
decomposed into how many parts?
S: 2.  There are twice as many twelfths as there are sixths.
T: Use dashed lines to partition each sixth into twelfths.
T: Show the addition of and . Start at 0 and hop to Draw
another arrow to show the addition of . What is the sum?
S:
T: Say the addition sentence with like
denominators.

Lesson 20: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.58
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 4•5

S: + = .
T: Write + . Estimate the sum. Will it be greater than or less than 1?
S: Greater than 1.
T: So, our number line has to go past 1. Does it need to go past 2?
S: No, each fraction is less than 1.
T: Draw a number line. Partition the number line using the larger unit first. Which is the larger unit?
S: Fourths.
T: What’s the next step?
S: Make the eighths by putting dashed lines to show
each fourth decomposed into 2 eighths.  Just
split each fourth into 2 parts.
T: Draw arrows to show the addition. Explain to your
partner what you did.
S: I started at 0 and moved to . That’s equal to . Then, I drew an arrow to show the addition of
more at  I just started at and added .
T: Say the number sentence with like denominators.
S: + = .

Problem 4: Add fractions with related denominators without using a model.

T: Today we learned to add fractions by finding common
denominators, or like units. We found equivalent fractions using
models. Add + . Which unit is easiest to decompose?
S: Fifths can be decomposed into tenths.
T: How can we do that without a model? Talk to your partner.
S: We can multiply both the numerator and denominator of .  =
= .
T: Now add. Write a complete number sentence.
S: + =  + =

Repeat with +

Problem Set (10 minutes)

Lesson 20: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.59
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 4•5

Student Debrief (10 minutes)

Lesson Objective: Use visual models to add two fractions

with related units using the denominators 2, 3, 4, 5, 6, 8, 10,
and 12.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 For Problems 1(a–f), how was drawing tape
diagrams helpful?
 In Problem 1(c), did you use sixths as the common
denominator? Explain how thirds could be used as
the common denominator.
 For Problems 2(a–f), how was drawing a number
line helpful?
 For Problems 2(a–f), what strategies did you use to
estimate if the sum would be between 0 and 1 or 1
and 2?
 Why is it important to have common
denominators when adding fractions? Relate
common denominators to adding with mixed units
of measurement from Module 2. For example,
add 3 meters to 247 centimeters.
 Explain to your partner how to determine the sum
of two fractions without drawing a model. What
strategies did you use?
 How did the Application Problem connect to
today’s lesson?

Lesson 20: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.60
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 4•5

Exit Ticket (3 minutes)

Lesson 20: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.61
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Problem Set 4•5

Name Date

1. Use a tape diagram to represent each addend. Decompose one of the tape diagrams to make like units.
Then write the complete number sentence. Part (a) is partially completed.

a. b.

c. d.

e. f.

Lesson 20: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.62
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Problem Set 4•5

2. Estimate to determine if the sum is between 0 and 1 or 1 and 2. Draw a number line to model the
addition. Then write a complete number sentence. Part (a) has been completed for you.

a. b.

c. d.

e. f.

3. Solve the following addition problem without drawing a model. Show your work.

Lesson 20: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.63
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Exit Ticket 4•5

Name Date

1. Draw a number line to model the addition. Solve and then write a complete number sentence.

2. Solve without drawing a model.

Lesson 20: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.64
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Homework 4•5

Name Date

1. Use a tape diagram to represent each addend. Decompose one of the tape diagrams to make like units.
Then write the complete number sentence.

a. b.

c. d.

e. f.

Lesson 20: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.65
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Homework 4•5

2. Estimate to determine if the sum is between 0 and 1 or 1 and 2. Draw a number line to model the
addition. Then write a complete number sentence. The first one has been completed for you.

a. b.

c. d.

e. f.

3. Solve the following addition problem without drawing a model. Show your work.

Lesson 20: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.66
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 4•5

Lesson 21
Objective: Use visual models to add two fractions with related units using
the denominators 2, 3, 4, 5, 6, 8, 10, and 12.

Suggested Lesson Structure


Fluency Practice (12 minutes) A NOTE ON
STANDARDS

Application Problem (5 minutes)
ALIGNMENT:

Concept Development (33 minutes)
In G4–M5–Lesson 21, students will add

Student Debrief (10 minutes) fractions with related denominators
Total Time (60 minutes) where one denominator is a factor of
the other. Students are able to
generate equivalent fractions (4.NF.1)
Fluency Practice (12 minutes) from their work in G4–M5–Topic B. It
is a natural progression for students to
be exposed to finding sums of fractions
 Sprint: Subtract Fractions 4.NF.3 (9 minutes) with unlike but related denominators
 Add Fractions 4.NF.3 (3 minutes) where one denominator is a factor of
the other. In Grade 5, students will
find sums and differences of fractions
Sprint: Subtract Fractions (9 minutes) with unlike and unrelated
denominators (5.NF.1). G4–M5–
Materials: (S) Subtract Fractions Sprint
Lessons 20 and 21 prepare students to
work with decimals in G4–Module 6,
Note: This fluency activity reviews G4–M5–Lesson 17. In the
where students will add two fractions
Sprint’s final quadrant, starting at Problem 31, there are a few with like denominators of 100
problems which can be simplified (31, 32, 36, 37, 40, 41, and (4.NBT.5).
43). We suggest simply reading both answers. It is correct both
ways.

Add Fractions (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 18.

T: (Write + + = ) On your boards, write the complete number sentence.

S: (Write + + = )

T: (Write + + = ) Write the complete number sentence.

S: (Write + + = )
T: (Write + + = ) Rename 8 eighths as a whole number.

Lesson 21: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.67
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 4•5

S: (Write + + = = 1.)

Repeat the process with + + .

T: (Write + + = ) Complete the equation.

S: (Write + + = )
T: How many thirds are in 1 whole?
S: 3 thirds.
T: Write as a mixed number.
S: (Write + + = = .)

Continue the process with + + .

Application Problem (5 minutes)

Two-fifths liter of Chemical A was added to liter of Chemical B to make Chemical C. How many liters of
Chemical C are there?

Note: This Application Problem builds on the work of G4–M5–Lesson 20, where students learned to add two
fractions with related units. This Application Problem bridges to today’s lesson, where students will again add
two fractions with related units, but this time, they will use number bonds to write the sums as mixed
numbers.

Concept Development (33 minutes)

Materials: (S) Personal white boards

Problem 1: Add two fractions with related units modeled with a tape
diagram. Use a number bond to rename the sum as a mixed number.
T: Solve + Work with your partner to draw tape diagrams to
represent each fraction. Decompose the larger unit into
smaller units as we did in the last lesson (G4–M5–Lesson 20).

Lesson 21: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.68
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 4•5

Solve and write a complete number sentence to show your answer. Explain the process that you
used.
S: We drew tape diagrams to show eighths and fourths and then shaded in of
one and of the other. We decomposed the larger unit of fourths into
eighths and found that = .  + = .
T: Is greater than 1 or less than 1?
S: It’s greater than . Since is equal to 1, is greater than 1.
T: Draw a number bond to show as a whole and a part.
S: = + Write as 1.  The number bond shows that is equivalent to  We can write as a
mixed number,
Repeat with + from the Application Problem, drawing the number bond to name the mixed number.

Problem 2: Add two fractions with related units using a number line and number bonds. Use a number bond
to rename the sum as a mixed number.
T: Write +
T: Will the sum be greater or less than 1?
S: Greater.
T: Draw a number line, labeling the whole
numbers and the larger units. Decompose the
larger units to show the smaller units. Show
the addition with arrows and then write a number
sentence. (Allow students time to work.) NOTES ON
MULTIPLE MEANS OF
T: Review the process you used with your partner.
REPRESENTATION:
S: We estimated that the sum would be greater than 1
Ease the task of speaking in English to
since we were adding a half to a fraction greater than 1 review the process of adding for
half. We drew a number line from 0 to 2 and then English language learners by providing
labeled the whole numbers. Halves are the greater sentence frames. However, if students
unit, so we marked and labeled 1 half. Then, we are otherwise unable to fully express
marked the intervals for the eighths. We drew an themselves, allow discussion in their
first language, or if writing is easier,
arrow to show + .  + =  + = have students journal.

T: Draw a number bond to show as a whole and parts.

S: = + = 1. The number bond shows that is equivalent to
We can write as a mixed number,

Repeat with + .

Lesson 21: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.69
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 4•5

Problem 3: Add two fractions with related units without using a model. Express the answer as a mixed
number.
T: Write + With a partner, determine
the sum of and by converting to
equivalent fractions. Explain the process
that you used.
S: = = .  + =
T: Express as a mixed number using a
number bond.
S: = + =

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Use visual models to add two fractions

Lesson 21: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.70
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 4•5

 What benefit can you see in expressing a fraction

as a mixed number? Or, expressing a mixed
number as a fraction?
 Compare Problem 1(a) and Problem 2(a). Which
strategy worked better for you? Explain.
 How did the Application Problem connect to
today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 21: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.71
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Sprint 4•5

Lesson 21: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.72
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Sprint 4•5

Lesson 21: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.73
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Problem Set 4•5

Name Date

1. Draw a tape diagram to represent each addend. Decompose one of the tape diagrams to make like units.
Then write a complete number sentence. Use a number bond to write each sum as a mixed number.

a. b.

c. d.

2. Draw a number line to model the addition. Then write a complete number sentence. Use a number bond
to write each sum as a mixed number.

a. b.

Lesson 21: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.74
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Problem Set 4•5

c. d.

3. Solve. Write the sum as a mixed number. Draw a model if needed.

a. b.

c. d.

e. f.

g. h.

Lesson 21: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.75
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Exit Ticket 4•5

Name Date

1. Solve. Write a complete number sentence. Use a number bond to write each sum as a mixed number.
Use a model if needed.

Lesson 21: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.76
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Homework 4•5

Name Date

1. Draw a tape diagram to represent each addend. Decompose one of the tape diagrams to make like units.
Then write a complete number sentence. Use a number bond to write each sum as a mixed number.

a. b.

c. d.

2. Draw a number line to model the addition. Then write a complete number sentence. Use a number bond
to write each sum as a mixed number.

a. b.

Lesson 21: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.77
Date: 1/7/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Homework 4•5

c. d.

3. Solve. Write the sum as a mixed number. Draw a model if needed.

a. b.

c. d.

e. f

g. h.

Lesson 21: Use visual models to add two fractions with related units using the
denominators 2, 3, 4, 5, 6, 8, 10, and 12. 5.D.78
Date: 1/7/14
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New York State Common Core

4
GRADE
Mathematics Curriculum
GRADE 4 • MODULE 5

Topic E
Extending Fraction Equivalence to
Fractions Greater than 1
4.NF.1, 4.NF.2, 4.NF.3, 4.NBT.6, 4.NF.4a, 4.MD.4

Focus Standard: 4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual
fraction models, with attention to how the number and size of the parts differ even
though the two fractions themselves are the same size. Use this principle to recognize
and generate equivalent fractions.
4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by
creating common denominators or numerators, or by comparing to a benchmark
fraction such as 1/2. Recognize that comparisons are valid only when the two fractions
refer to the same whole. Record the results of comparisons with symbols >, =, or <,
and justify the conclusions, e.g., by using a visual fraction model.
4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more
than one way, recording each decomposition by an equation. Justify
decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8
+ 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each
mixed number with an equivalent fraction, and/or by using properties of
operations and the relationship between addition and subtraction.
d. Solve word problems involving addition and subtraction of fractions referring to
the same whole and having like denominators, e.g., by using visual fraction
models and equations to represent the problem.

Instructional Days: 7
Coherence -Links from: G3–M5 Fractions as Numbers on the Number Line
-Links to: G5–M3 Addition and Subtraction of Fractions
G5–M4 Multiplication and Division of Fractions and Decimal Fractions

Topic E: Extending Fraction Equivalence to Fractions Greater Than 1

Date: 1/15/14 5.E.1
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic E 4 5

In Topic E, students study equivalence involving both ones and fractional units. In Lesson 22, they use
decomposition and visual models to add and subtract fractions less than 1 to and from whole numbers, e.g., 4
+ = and 4 – = (3 + 1) – , subtracting the fraction from 1 using a number bond and a number line.

Lesson 23 has students using addition and multiplication to build fractions greater than 1 and then
representing them on the number line. Fractions can be expressed both in mixed units of a whole number
and a fraction or simply as a fraction, as pictured below, e.g., .

In Lessons 24 and 25, students use decompositions to reason about the various equivalent forms in which a
fraction greater than or equal to 1 may be presented: both as fractions and as mixed numbers. In Lesson 24,
they decompose, for example, 11 fourths into 8 fourths and 3 fourths, , or they can think of it as
=2 . In Lesson 25, students are then able to decompose the two wholes into 8 fourths
so their original number can now be looked at as In this way, they see that . This fact is
further reinforced when they plot on the number line and see that it is at the same point as .
Unfortunately, the term improper fraction carries with it some baggage. As many have observed, there is
n thing “imp pe ” ab ut an imp pe f acti n. Neve theless, as a mathematical te m, it is useful f
describing a particular form in which a fraction may be presented (i.e., a fraction is improper if the numerator
is greater than or equal to the denominator). Students do need practice in converting between the various
forms a fraction may take, but take care not to foster the misconception that every improper fraction must be
converted to a mixed number.
Students compare fractions greater than 1 in Lessons 26 and 27. They begin by using
their understanding of benchmarks to reason about which of two fractions is greater.
This activity builds n students’ unding skills, having them identify the whole numbers
and the halfway points between them on the number line. The relationship between
the numerator and denominator of a fraction is a key concept here as students consider
relationships to whole numbers, e.g., a student might reason that is less than

Topic E: Extending Fraction Equivalence to Fractions Greater Than 1

Date: 1/15/14 5.E.2
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic E 4 5

because is 1 eighth less than 3, but is 1 tenth less than . They know each fraction is 1 fractional unit
away from 3 and since > then < . Students progress to finding and using like denominators to
compare and order mixed numbers. Once again, students must use reasoning skills as they determine that
when they have two fractions with the same numerator, the larger fraction will have a larger unit (or smaller
denominator). Conversely, when they have two fractions with the same denominator, the larger one will
have the larger number of units (or larger numerator).

Lesson 28 wraps up the topic with word problems requiring the interpretation of data presented in line plots.
Students create line plots to display a given dataset that includes fraction and mixed number values. To do
this, they apply their skill in comparing mixed numbers, both through reasoning and through the use of
common numerators or denominators. For example, a dataset might contain both and giving students
the opportunity to determine that they must be plotted at the same point. They also use addition and
subtraction to solve the problems.

A Teaching Sequence Towards Mastery of Extending Fraction Equivalence to Fractions Greater than 1
Objective 1: Add a fraction less than 1 to, or subtract a fraction less than 1 from, a whole number using
decomposition and visual models.
(Lesson 22)

Objective 2: Add and multiply unit fractions to build fractions greater than 1 using visual models.
(Lesson 23)

Objective 3: Decompose and compose fractions greater than 1 to express them in various forms.
(Lessons 24–25)

Objective 4: Compare fractions greater than 1 by reasoning using benchmark fractions.

(Lesson 26)

Objective 5: Compare fractions greater than 1 by creating common numerators or denominators.

(Lesson 27)

Objective 6: Solve word problems with line plots.

(Lesson 28)

Topic E: Extending Fraction Equivalence to Fractions Greater Than 1

Date: 1/15/14 5.E.3
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 4 5

Lesson 22
Objective: Add a fraction less than 1 to, or subtract a fraction less than 1
from, a whole number using decomposition and visual models.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Add Fractions 4.NF.3 (8 minutes)

 Count by Equivalent Fractions 4.NF.1 (4 minutes)

Sprint: Add Fractions (8 minutes)

Materials: (S) Add Fractions Sprint

Note: This fluency activity reviews G4–M5–Lesson 16. This Sprint is designed for students to add fractions
and express their answers as improper fractions or mixed numbers. Consider allowing the students to leave
fractions and mixed numbers unsimplified so that they do not have to perform additional processes while
they are focusing on adding fractions.

Count by Equivalent Fractions (4 minutes)

Note: This activity builds fluency with equivalent fractions. The progression builds in complexity. Work the
students up to the highest level of complexity in which they can confidently participate.
T: Count by twos to 20 starting at 0. (Write as students count.)
S: 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20.
T: Count by 2 tenths to 20 tenths starting at 0 tenths.

1 2

Lesson 22: Add a fraction less than 1 to, or subtract a fraction less than 1 from, a
whole number using decomposition and visual models. 5.E.4
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 4 5

S: , , , , , , , , , , .
T: 1 is the same as how many tenths?
S: 10 tenths.
T: (Beneath , write 1.) 2 is the same as how many tenths?
S: 20 tenths.
T: (Beneath , write 2.) Count by 2 tenths again. This time, when you come to the whole number, say
the whole number. (Write as students count.)
S: , , , , , 1, , , , , 2.
T: (Point to .) Say 12 tenths as a mixed number.
NOTES ON
S: . MULTIPLE MEANS OF
ENGAGEMENT:
Continue the process for , , and .
Some learners may benefit from
T: Count by 2 tenths again. This time, convert to whole counting again and again until they
gain fluency. Another way to
numbers and mixed numbers. (Write as students
differentiate the Counting by
count.)
Equivalent Fractions fluency activity for
S: , , , , , 1, , , , , 2. students working above or below grade
level is to grant them more autonomy.
T: Let’s count by tenths again. After you say , Students may enjoy this as a partner
alternate between saying the mixed number and the activity in which they take turns leading
fraction. Try not to look at the board. and counting. Students can make
individualized choices about when to
S: , , , , , 1, , , , , 2.
convert larger units, counting forwards
T: 2 is the same as how many tenths? and backwards, and speed.

S: .
T: Let’s count backwards starting at , alternating between improper fractions and mixed numbers.
Try not to look at the board.
S: , , , , , 1, , , , , 0.

Application Problem (5 minutes)

Winnie went shopping and spent of the money that

was on a gift card. What fraction of the money was
left on the card? Draw a number line and a number
bond to help show your thinking.

Note: This Application Problem reviews G4–M5–Lesson 17’s objective of subtracting a fraction from 1. In this

Lesson 22: Add a fraction less than 1 to, or subtract a fraction less than 1 from, a
whole number using decomposition and visual models. 5.E.5
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 4 5

lesson, students will subtract from a larger whole number using tape diagrams, number bonds, and a number
line to aid in understanding.

Concept Development (33 minutes)

Materials: (S) Personal white boards

Problem 1: Add a fraction less than 1 to a whole number using a tape diagram.
T: Answer in mixed units: 2 meters + 5 centimeters is…?
S: 2 meters 5 centimeters.
T: 2 hours + 5 minutes is…?
S: 2 hours 5 minutes.
T: 2 ones + 5 eighths is…?
S: 2 and 5 eighths.
MP.7 T: (Display 2 + .) Draw a tape diagram to show 2 wholes. So that we know how large to draw , let’s
partition each whole into 2 halves.
T: (Demonstrate partitioning the 2 ones with dotted lines.)
T: Partition the ones and extend your model to add . Say a number sentence that adds the whole
number to the fraction.
S: 2+ = .
T: In this case, 2 ones plus 1 half gave us a sum that is a mixed number. We have seen mixed numbers
often when working with measurement and place value, like when we added hundreds and tens,
which are two different units.

Repeat the process with 3 + = .

Problem 2: Subtract a fraction less than 1 from a whole number using a tape diagram.
T: (Display 3 – .) Draw a tape diagram to represent 3, partitioned as
3 ones. Watch as I subtract . (Partition a one into 4 parts. Cross
off . Trace along the tape diagram with your finger to count the
remaining parts.)
T: What is remaining?
S: 2 and 3 fourths.  2 ones and 3 fourths.
T: Say the complete subtraction sentence.
S: 3– = .
T: Subtract 3 – . Draw a tape diagram with your partner. Discuss your

Lesson 22: Add a fraction less than 1 to, or subtract a fraction less than 1 from, a
whole number using decomposition and visual models. 5.E.6
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 4 5

drawing with your partner.

S: I drew a tape diagram 3 units long. I partitioned the last unit into thirds and then I crossed off 2
thirds.
T: Say the entire number sentence.
S: 3– = .
T: Discuss what you see happening to the number of ones when you subtract the fraction.
S: It gets smaller.  There are fewer ones. If we started
with 3, the answer was 2 and some parts.  Right, so
if we had a big number like 391 – , we know the NOTES ON
whole would be 1 less, 390, and some parts. MULTIPLE MEANS OF
T: What relationship do you see between the fraction REPRESENTATION:
being subtracted and the fraction in the answer? Clarify for English language learners
S: They are the same unit.  They are part of one of the multiple meanings for the term whole.
wholes.  They add together to make a whole. That’s Whole can mean the total or sum as
modeled in a number bond. Here, in
why the whole number is 1 less in the answer. 
the context of fractions, whole means
Right. In the last problem, we took away and the whole number as opposed to a fraction.
fraction in the answer was . Those add to make 1.

Problem 3: Given three related numbers, form fact family facts.

T: Write 4, , and . These numbers are related. Draw a
number bond to show the total and the parts. Write two
addition facts and two subtraction facts that use 4, and
. Make a choice as to whether to write your sums and
differences to the right or to the left of the equal sign.
S: 4+ = .  +4= .  – = 4.  –4 = .
T: We can add and subtract ones and fractions just like we
have always done. One number represents the total and
the other two numbers represent the parts. Write sets of
four number sentences using the following sets of related
numbers.
, ,6 5, , , ,5

Problem 4: Subtract a fraction less than 1 from a whole number using decomposition.
T: Write the expression 5 – . Discuss a strategy for solving this problem with your partner.
S: We can rename 1 one as 4 fourths, so we have – .  We can make a fraction so the total is 4
and a fraction.  It’s like unbundling a ten to subtract some ones.

Lesson 22: Add a fraction less than 1 to, or subtract a fraction less than 1 from, a
whole number using decomposition and visual models. 5.E.7
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 4 5

T: Draw a number bond for 5 decomposed into two parts, 4

and 4 fourths or 4 and 1. (Allow students time to draw the
bond.)
T: Construct a number line to represent 5 – with 4 and 5 as
endpoints. We are subtracting from so our answer will
be more than 4 and less than 5. Draw an arrow to
represent 5 – . Write the number sentence under your
number line.
S: (Write 5 – = .)
T: Subtract 7 – . Solve with your partner, drawing a number
bond and number line. (Allow students time to solve.)
T: Let’s show your thinking using a number sentence. 7
decomposed is…?
S: 6 and .
T: (Record the bond under the number sentence.) How many
ones remain?
S: 6.
T: (Record 6 in the number sentence.) – is…?
S: .
T: So, remains. Add that to 6. The difference is…?
S: .
T: Subtract 9 – . Twelfths are a lot to partition on a number
line. Solve this using just a number sentence and a number
bond to decompose the total.
S: 9– = .

Problem Set (10 minutes)

Lesson 22: Add a fraction less than 1 to, or subtract a fraction less than 1 from, a
whole number using decomposition and visual models. 5.E.8
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 4 5

Student Debrief (10 minutes)

Lesson Objective: Add a fraction less than 1 to, or

subtract a fraction less than 1 from, a whole number using
decomposition and visual models.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Why is it necessary to decompose the total into
ones and a fraction before subtracting? How
does that relate to a subtraction problem such as
74 – 28?
 How did knowing how to subtract a fraction from
1 prepare you for this lesson?
 Describe how the whole number is decomposed
to subtract a fraction. Use Problem 3(b) to
discuss.
 How were number lines and number bonds
helpful in representing how to find the
difference?
 How did the Application Problem connect to
today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively for
future lessons. You may read the questions aloud to the
students.

Lesson 22: Add a fraction less than 1 to, or subtract a fraction less than 1 from, a
whole number using decomposition and visual models. 5.E.9
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Sprint 4•5

Lesson 22: Add a fraction less than 1 to, or subtract a fraction less than 1 from, a
whole number using decomposition and visual models. 5.E.10
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Sprint 4•5

Lesson 22: Add a fraction less than 1 to, or subtract a fraction less than 1 from, a
whole number using decomposition and visual models. 5.E.11
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Problem Set 4•5

Name Date

1. Draw a tape diagram to match each number sentence. Then complete the number sentence.

a. b. ________

c. d.

2. Use the following three numbers to write two subtraction and two addition number sentences.

a. b.

3. Solve using a number bond. Draw a number line to represent each number sentence. The first one has
been done for you.

a. b. ________

Lesson 22: Add a fraction less than 1 to, or subtract a fraction less than 1 from, a
whole number using decomposition and visual models. 5.E.12
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Problem Set 4•5

c. – _______ d. – _______

4. Complete the subtraction sentences using number bonds.

a. ________ b. ________

c. ________ d. ________

e. ________ f. ________

Lesson 22: Add a fraction less than 1 to, or subtract a fraction less than 1 from, a
whole number using decomposition and visual models. 5.E.13
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Exit Ticket 4•5

Name Date

Complete the subtraction sentences using number bonds. Draw a model if needed.

1. ________

2. 8 ________

3. ________

Lesson 22: Add a fraction less than 1 to, or subtract a fraction less than 1 from, a
whole number using decomposition and visual models. 5.E.14
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Homework 4•5

Name Date

1. Draw a tape diagram to match each number sentence. Then complete the number sentence.

a. b. ________

c. d.

2. Use the following three numbers to write two subtraction and two addition number sentences.

a. b.

3. Solve using a number bond. Draw a number line to represent each number sentence. The first one has
been done for you.

a. b. 8 ________

Lesson 22: Add a fraction less than 1 to, or subtract a fraction less than 1 from, a
whole number using decomposition and visual models. 5.E.15
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Homework 4•5

c. – _______ d. – _______

4. Complete the subtraction sentences using number bonds.

a. ________ b. ________

c. ________ d. ________

e. ________ f. ________

Lesson 22: Add a fraction less than 1 to, or subtract a fraction less than 1 from, a
whole number using decomposition and visual models. 5.E.16
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 4 5

Lesson 23
Objective: Add and multiply unit fractions to build fractions greater than 1
using visual models.

Suggested Lesson Structure


Fluency Practice (16 minutes)

Application Problem (5 minutes)

Concept Development (29 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (16 minutes)

 Add and Subtract 4.NBT.4 (4 minutes)

 Count by Equivalent Fractions 4.NF.1 (4 minutes)
 Add and Subtract Fractions 4.NF.3 (4 minutes)
 Subtract from a Whole 4.NF.3 (4 minutes)

Add and Subtract (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews adding and subtracting using the standard algorithm.
T: (Write 457 thousands 393 ones.) On your boards, write this number in standard form.
S: (Write 457,393.)
T: (Write 385 thousands 142 ones.) Add this number to 457,393 using the standard algorithm.
S: (Write 457,393 + 385,142 = 842,535 using the standard algorithm.)
Continue the process for 465,758 + 492,458.
T: (Write 300 thousands.) On your boards, write this number in standard form.
S: (Write 300,000.)
T: (Write 137 thousands 623 ones.) Subtract this number from 300,000 using the standard algorithm.
S: (Write 300,000 – 137,623 = 162,377 using the standard algorithm.)
Continue the process for 534,803 – 235,257.

Lesson 23: Add and multiply unit fractions to build fractions greater than 1 using
visual models. 5.E.17
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 4 5

Count by Equivalent Fractions (4 minutes)

Note: This activity builds fluency with equivalent fractions. The progression builds in complexity. Work the
students up to the highest level of complexity in which they can confidently participate.
T: Count by twos to 12, starting at 0.
S: 0, 2, 4, 6, 8, 10, 12.
T: Count by 2 sixths to 12 sixths, starting
at 0 sixths. (Write as students count.) 1 2
S: , , , , , , .
1 2
T: 1 is the same as how many sixths?
S: 6 sixths.
T: (Beneath , write 1.) 2 is the same as how many sixths?
S: 12 sixths.
T: (Beneath , write 2.) Count by 2 sixths again. This time, when you come to 1 or 2, say the whole
number. (Write as students count.)
S: , , , 1, , , 2.
T: (Point at .) Say 8 sixths as a mixed number.
S: .

Continue the process for .

T: Count by 2 sixths again. This time, convert to whole numbers and mixed numbers. (Write as
students count.)
S: , , , 1, , , 2.
T: Let’s count by sixths again. After you say 1, alternate between saying the mixed number and the
fraction. Try not to look at the board.
S: , , , 1, , , 2.
T: 2 is the same as how many sixths?
S: .
T: Let’s count backwards by 2 sixths starting at . Alternate between fractions and mixed numbers
down to 1, and then continue to count down by 2 sixths to Try not to look at the board.
S: , , , 1, , , .

Lesson 23: Add and multiply unit fractions to build fractions greater than 1 using
visual models. 5.E.18
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 4 5

Add and Subtract Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 22.

T: (Draw a number bond with a total of 2. Write 1 as the
known part and as the unknown part.) How many fifths
are in 1?
2
S: 5 fifths.
T: (Write as the unknown part. Beneath it, write 2 – = 1 +
1 𝟓
.) Write the number sentence.
𝟓
S: (Write 2 – = 1 + = .)

Continue the process for 2 – , 2 – , and 2 –

2- =
T: How much does 3 fifths need to be 1?
S: 2 fifths. 1 + =2
T: (Write + ___ = 3.) Write the number sentence, filling in
the unknown number.
S: (Write + = 3.)

Continue the process for + = 2, + = 2, and + __ = 2.

Subtract from a Whole (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 22.

T: (Write 1 + .) Write the complete number sentence.
S: (Write 1 + = .)

Continue the process for 2 + and 3 + .

T: (Write 2 – .) Draw a number line to match the subtraction problem. Then, beneath it, write the
complete number sentence.

Continue the process for 3 – and 3 – .

Lesson 23: Add and multiply unit fractions to build fractions greater than 1 using
visual models. 5.E.19
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 4 5

Application Problem (5 minutes)

Mrs. Wilcox cut quilt squares and then divided them evenly into 8 piles. She decided to sew together 1 pile
each night. After 5 nights, what fraction of the quilt squares were sewn together? Draw a tape diagram or a
number line to model your thinking, and then write a number sentence to express your answer.

Note: This Application Problem builds on G4–M5–Lesson ’s

objective of learning to decompose non-unit fractions and
representing them as a whole number times a unit fraction
using tape diagrams. Understanding the representation of a NOTES ON
non-unit fraction in this way will help students as they learn the MULTIPLE MEANS OF
content of today’s lesson, in which they will add and multiply REPRESENTATION:
unit fractions to compose fractions greater than 1. When directing students to draw the
number line for 6 × 2 , it may be helpful
to clarify the directive for English
Concept Development (29 minutes) language learners and others by
phrasing instructions as, “Draw a
Materials: (S) Personal white boards number line and label six groups of ,”
or, “Model these number sentences on
Problem 1: Multiply a whole number times a unit fraction. a number line ” Students working
below grade level and English language
T: Write 6 × 2 as an addition sentence showing six groups learners may also benefit from
of 2. modeling the first group of two.

S: (Write 2 + 2 + 2 + 2 + 2 + 2 = 12.)
T: Draw a number line to show 6 twos.
S: (Draw number line. See figure at right.)
T: Write 6 × as an addition sentence showing six
MP.7 groups of .
S: (Write + + + + + = )
T: Draw a number line to show 6 halves.
S: (Draw number line. See figure at right.)

Lesson 23: Add and multiply unit fractions to build fractions greater than 1 using
visual models. 5.E.20
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 4 5

T: Work with your partner to draw parentheses,

grouping halves to make ones.
S: We know + = 1, so maybe we can make three groups of that.  Yeah, let’s draw parentheses
MP.7 around three separate groups of 2 halves.
T: (Place parentheses.) 3 × (point to the number
sentence) is equal to…?
S: 3.
T: True or false? 6 × = 3 × Discuss with your partner.

Problem 2: Multiply a whole number times a unit fraction using the associative property.
T: Let’s solve × using unit form. 6 × is 6 halves.
T: (Display number line as pictured.) Do you see three
groups of 2 halves?
S: Yes.
T: (Display: 6 halves = (3 × 2) halves = 3 × (2 halves) = 3 × ( ) = 3 × 1 = 3.)
T: Discuss this with your partner.
S: It tells us 6 halves equals 3 or 6 × = 3.  3 × (2 halves) and 3 × ( ) shows the 3 ones really clearly.
 2 halves make 1 and 3 × 1 = 3.
T: But, why did it start with (3 × 2) halves? Why not (2 × 3) halves? Or, (1 × 6) halves?
S: Because we want to make ones. 2 halves make 1.
T: How many groups of 2 halves are in 6 halves?
S: 3.
T: So, 6 halves equals 3.
T: (Display 10 × .) Solve for 10 fifths using unit form.
S: We want to make groups of 5 fifths to make ones. 
10 fifths is the same as (2 × 5) fifths. 2 × (5 fifths) = 2 ×
( ) = 2 × 1 = 2.
T: Support your answer with a number line.
S: I can make 10 slides of a fifth.  My arrows show 2 slides of . That is equal to 2.  10 × = 2 × = 2.

Repeat with 8 × .

Lesson 23: Add and multiply unit fractions to build fractions greater than 1 using
visual models. 5.E.21
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 4 5

Problem 3: Express the product of a whole number times a unit fraction as a mixed number.
T: (Display: 9 copies of .) 9 fourths. How many fourths make a whole?
S: 4 fourths.
T: To makes ones, how many 4 fourths are in 9 fourths?
S: 2.
T: Two groups of 4 fourths makes 8 fourths. There is 1 fourth remaining.
Display: 9 × = (2 × ) + = 2 + = .

T: Draw a number line with endpoints 0 and 3.

Label the ones and partition fourths. With
your partner show (2 × ) + . (Allow
students time to draw two slides of and
then a slide of as pictured to the right.)
T: With your partner, solve for 8 copies of 1
third.
S: There are two groups of 3 thirds in 8 thirds. That leaves 2 thirds remaining.  8 × = (2 × ) + = .

Repeat with 7 × , 13 × , and 17 × .

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Add and multiply unit fractions to build

fractions greater than 1 using visual models.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be

Lesson 23: Add and multiply unit fractions to build fractions greater than 1 using
visual models. 5.E.22
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 4 5

addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions below to lead the discussion.
 How is your work in Problem 1(a) related to
your work in Problem 3(a)? How is adding like-
unit fractions related to multiplying unit
fractions? Is this true for Problems 1(b) and
3(b)?
 Using Problem 3(a), explain how 6 × is the
same as 2 ×
 Explain why Problems 3(b) and 3(c) equal the
same whole number.
 Which is greater, 6 × or 6 × ?
 How are parentheses helpful as you solve
Problem 2?
 Look at Problem 2 and Problem 3. Is there a
way to tell when the product will be a whole
number before multiplying? Explain your
thinking.
 How did the Application Problem connect to
today’s lesson?

Exit Ticket (3 minutes)

Lesson 23: Add and multiply unit fractions to build fractions greater than 1 using
visual models. 5.E.23
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Problem Set 4•5

Name Date

1. Circle any fractions that are equivalent to a whole number. Record the whole number below the fraction.

a. Count by 1 thirds. Start at 0 thirds. End at 6 thirds.

, ,

0
b. Count by 1 halves. Start at 0 halves. End at 8 halves.

2. Use parentheses to show how to make ones in the following number sentence.

3. Multiply, as shown below. Draw a number line to support your answer.

Lesson 23: Add and multiply unit fractions to build fractions greater than 1 using
visual models. 5.E.24
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Problem Set 4•5

4. Multiply, as shown below. Write the product as a mixed number. Draw a number line to support your
answer.
a. 7 copies of 1 third

( ) =2

b. 7 copies of 1 half

c. 10

d. 14

Lesson 23: Add and multiply unit fractions to build fractions greater than 1 using
visual models. 5.E.25
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Exit Ticket 4•5

Name Date

1. Multiply and write the product as a mixed number. Draw a number line to support your answer.
a. 8

b. 7 copies of 1 fourth

c. 13

Lesson 23: Add and multiply unit fractions to build fractions greater than 1 using
visual models. 5.E.26
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Homework 4•5

Name Date

1. Circle any fractions that are equivalent to a whole number. Record the whole number below the fraction.
a. Count by 1 fourths. Start at 0 fourths. Stop at 6 fourths.

, ,

b. Count by 1 sixths. Start at 0 sixths. Stop at 14 sixths.

2. Use parentheses to show how to make ones in the following number sentence.

3. Multiply, as shown below. Draw a number line to support your answer.

c. 8

Lesson 23: Add and multiply unit fractions to build fractions greater than 1 using
visual models. 5.E.27
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Homework 4•5

4. Multiply, as shown below. Write the product as a mixed number. Draw a number line to support your
answer.
a. 7 copies of 1 third

( ) =2

b. 7 copies of 1 fourth

c. 11 groups of 1 fifth

d. 7

e. 9

Lesson 23: Add and multiply unit fractions to build fractions greater than 1 using
visual models. 5.E.28
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 4 5

Lesson 24
Objective: Decompose and compose fractions greater than 1 to express
them in various forms.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (6 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Add and Subtract 4.NBT.4 (3 minutes)

 Count by Equivalent Fractions 4.NF.1 (3 minutes)
 Add and Subtract Fractions 4.NF.3 (3 minutes)
 Multiply Fractions on a Number Line 4.NF.4 (3 minutes)

Add and Subtract (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews adding and subtracting using the standard algorithm.
T: (Write 547 thousands 936 ones.) On your boards, write this number in standard form.
S: (Write 547,936.)
T: (Write 270 thousands 654 ones.) Add this number to 547,936 using the standard algorithm.
S: (Write 547,936 + 270,654 = 818,590 using the standard algorithm.)
Continue the process for 547,239 + 381,798.
T: (Write 500 thousands.) On your boards, write this number in standard form.
S: (Write 500,000.)
T: (Write 213 thousands 724 ones.) Subtract this number from 500,000 using the standard algorithm.
S: (Write 500,000 – 213,724 = 286,276 using the standard algorithm.)
Continue the process for 635,704 – 395,615.

Lesson 24: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.29
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 4 5

Count by Equivalent Fractions (3 minutes)

Note: This activity reviews G4–M5–Lesson 23.
T: Count by ones to 10, starting at 0.
S: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
T: Count by halves to 10 halves, starting at 0 halves. (Write as students count.)

1 2 3 4 5

S: , , , , , , , , , , .
T: 1 is the same as how many halves?
S: 2 halves.
T: (Beneath , write 1.) 2 is the same as how many halves?
S: 4 halves.
T: (Beneath , write 2.)

Continue the process for 3, 4, and 5.

T: Count by halves again. This time, when you come to the whole numbers, say them. (Write as
students count.)
S: .
T: Count by halves once more. This time, convert to whole numbers and mixed numbers. (Write as
students count.)
S: 0 1, 2, 3, 4, 5.

Add and Subtract Fractions (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 22.

5–
T: (Draw a number bond with a total of 5. Write 4 as the
known part and as the unknown part.) How many thirds
=5
are in 1?
S: 3 thirds.

T: (Write as the unknown part. Beneath it, write 5 – = 4 + .) Write the number sentence.

Lesson 24: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.30
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 4 5

S: (Write 5 – = 4 + = .)

Continue the process for 4 – and 5 – .

T: How much more does 1 third need to in order to equal 1?
S: 2 thirds.
T: (Write + __ = 5.) Write the number sentence, filling in the unknown part.

S: (Write + = 5.)

Continue the process for + = 4 and + = 5.

Multiply Fractions on a Number Line (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 23.

T: Draw a number line on your boards.

S: (Draw a number line.)
T: (Write 10 × .) How many halves will you record on your number line?
S: 10 halves.
T: Draw 11 hash marks on your number line to represent 10 halves.
S: (Draw 11 hash marks equally spaced on the number line.)
T: (Write __× = 1.) How many halves are in 1?
S: 2 halves.
T: (Write 2 × = 1.) Label as many ones as possible, and record each with multiplication.
S: (Label 5 ones, and record each slide on the number line as 2 × .)
T: How many times did you write 2 × ?
S: 5 times.
T: (Write 10 × = 5 × = __.) Fill in the unknown numerator and unknown whole number.
S: (Write 10 × = 5 × = 5.)

Continue the process for 12 × .

Lesson 24: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.31
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 4 5

Application Problem (6 minutes)

Shelly read her book for hour each afternoon for 9 days. How many hours did Shelly spend reading in all 9
days?

Note: This Application Problem relates back to G4–M5–Lesson 23 where students multiplied unit fractions to
build fractions greater than 1. Ask students struggling to explain their number sentence to draw a number
line.

Concept Development (32 minutes)

Materials: (S) Personal white boards NOTES ON

MULTIPLE MEANS OF
Problem 1: Rename fractions as mixed numbers using REPRESENTATION:
decomposition. Some learners may need explicit
instruction for counting by 3 thirds and
T: (Display .) How many thirds make 1? later by 5 fifths. It might be helpful to
S: 3 thirds. scaffold the count by directing students
to first count by threes. Then, have
T: Count by 3 thirds. them count by 3 thirds. If needed, do
S: 3 thirds, 6 thirds, 9 thirds. the same for counting by 5 fifths.

T: Stop. We only have 7 thirds. Decompose using a

bond to show and the remaining fraction.
S: (Draw bond.)
T: Use the bond to write an addition sentence for .
S: = + .
T: Rename using whole numbers.
S: + =2+ .
T: (Write = .) Let’s use a number line to model
that. Draw a number line with endpoints 0 and 3.

Lesson 24: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.32
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 4 5

Decompose each whole into thirds and plot .

Start at zero. Slide . Slide . is equal to…?
S:

Repeat the process with .

Problem 2: Convert a fraction into a mixed number using multiplication.

T: (Display ) How many groups of 3 thirds are in 7 thirds?
S: 2.
T: We write two groups of 3 thirds as 2 × . (Record as shown
to the right.) How many thirds remain?
S:
T: What is 2 + ?
S:
T: True or false: =
S: True.
T: (Display ) How many groups of are in ?
S: 2.
T: Record a number sentence to show as a mixed
NOTES ON
number.
MULTIPLE MEANS OF
S: = (2 × ) + = . ACTION AND
T: Watch as I write that expression a new way: = + EXPRESSION:
Guide students to identify and
. Discuss this expression with your partner. strengthen personally efficient
S: The 2 is in the numerator!  But, if I multiply 2 times strategies for converting a fraction to a
mixed number. After practice with
4, I get 8. So, is the same as . 2× = . number bonds and multiplication,
T: With your partner, write the following fractions as facilitate student reflection and self-
assessment. Students might ask
mixed numbers using multiplication: , , , and . themselves “Which method is easier
for me? Which is fastest?”
Problem Set (10 minutes)
Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Lesson 24: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.33
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 4 5

Student Debrief (10 minutes)

Lesson Objective: Decompose and compose fractions

greater than 1 to express them in various forms.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the
questions below to lead the discussion.
 How can drawing a number line help you when
converting a fraction to a mixed number?
 How can decomposing a fraction into two parts
help you rename each fraction?
 In Problem 1, how did you decide what your
two parts should be? Use a specific example to
explain.
 Compare the strategies you used in Problem 1
with the strategies you used in Problem 2. In
the example in Problem 1(a) and Problem 2(a),
how is using a number bond of and related
to + ?
 In Problem 3, which fractions were the easiest
for you to convert? Which were the most
challenging? Why?
 How did the Application Problem connect to
today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that
were presented in the lesson today and plan more
effectively for future lessons. You may read the
questions aloud to the students.

Lesson 24: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.34
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 Problem Set 4•5

Name Date

1. Rename each fraction as a mixed number by decomposing it into two parts as shown below. Model the
decomposition with a number line and a number bond.

Lesson 24: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.35
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 Problem Set 4•5

2. Convert each fraction to a mixed number. Show your work as in the example. Model with a number line.
a.

3. Convert each fraction to a mixed number.

a. = b. = c. =

d. = e. = f. =

g. = h. = i. =

Lesson 24: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.36
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 Exit Ticket 4•5

Name Date

1. Rename the fraction as a mixed number by decomposing it into two parts. Model the decomposition
with a number line and a number bond.

2. Convert the fraction to a mixed number. Model with a number line.

3. Convert the fraction to a mixed number.

Lesson 24: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.37
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 Homework 4•5

Name Date

1. Rename each fraction as a mixed number by decomposing it into two parts as shown below. Model the
decomposition with a number line and a number bond.
a.

Lesson 24: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.38
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 Homework 4•5

2. Convert each fraction to a mixed number. Show your work as in the example. Model with a number line.
a.

3. Convert each fraction to a mixed number.

a. = b. = c. =

d. = e. = f. =

g. = h. = i. =

Lesson 24: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.39
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 4 5

Lesson 25
Objective: Decompose and compose fractions greater than 1 to express
them in various forms.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (6 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 How Many Ones? 4.NF.1 (3 minutes)

 Add and Subtract Fractions 4.NF.3 (4 minutes)
 Change Fractions to Mixed Numbers 4.NF.4 (5 minutes)

How Many Ones? (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity prepares students for G4–M5–Lesson 25.

T: I’ll say a fraction. You say the number of ones it is equal to. 2 halves.
S: 1.
T: 4 halves.
S: 2.
T: 6 halves.
S: 3.
T: (Write 2
= .) On your boards, write the answer.
S: (Write 2
= 5.)
2 2 2
Continue the process for the following possible sequence: , , , , , , , , , , 2
, 2
, 2
,
2
and 2
.

Lesson 25: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.40
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 4 5

Add and Subtract Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 22.

T: (Draw a number bond with a total of 3. Write 2 as the
known part and as the unknown part.) How many
fourths are in 1?
S: 4 fourths.
T: (Write as the unknown part. Beneath it, write 3 – = 2
+ .) Write the number sentence. 3- =

S: (Write 3 – = 2 + = 2 .)
2 + =
2
Continue the process for 5 – , 7 – ,and 5 – .
T: How much does 3 fourths need in order to equal 1?
S: 1 fourth.
T: (Write 2 + __ = 3.) Write the number sentence, filling in the unknown number.
S: (Write 2 + = 3.)

Continue the process for + = 5, + = 7, and + __ = 5.

Change Fractions to Mixed Numbers (5 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 24.

T: Draw a number line. Close to the left end of the number line, draw a dot representing zero.
T: (Write .) Say the fraction.
S: 9 fourths.
T: Decompose each whole number into fourths by marking each fourth with a dot. Label .
T: How many fourths are in 1?
S: 4 fourths.
T: 2?
S: 8 fourths.
T: 3?
S: 12 fourths.
T: Label each whole number both as a fraction and whole number.

Lesson 25: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.41
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 4 5

T: How many groups of 4 fourths are in 9 fourths?

S: Two groups.
T: (Write = 2 × + = 2 + .) Fill in the unknown numerator and write as a mixed number.
S: (Write = + = 2 + = 2 .)
T: (Write = + = 2 + = 2 .) Fill in the numerator’s unknown factor to make the number sentence
true.
2
S: Write = + = 2 + = 2 .)

Continue the process for the following possible sequence: and .

Application Problem (6 minutes)

Mrs. Fowler knew that the perimeter of the soccer field was mile. Her goal was to walk two miles while
watching her daughter’s game. If she walked around the field 13 times, did she meet her goal? Explain your
thinking.

Note: This Application Problem builds on G4–M5–Lesson 24 where students learned to convert a fraction to a
mixed number. Knowing how to make this conversion leads to today’s lesson in which students will use what
they know about mixed numbers to convert to a fraction greater than 1.

Concept Development (32 minutes)

Materials: (S) Personal white boards

Problem 1: Model with a number line to convert a mixed number into a fraction greater than 1.
T: (Display 2 ) Use a number bond to decompose 2 into ones and sixths. How many sixths are in 2
MP.2 ones?
S: 12 sixths.

Lesson 25: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.42
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 4 5

2
T: + equals…?
S: .
T: To check our work, let’s draw a number line with and as endpoints. Use dots to decompose each
whole into sixths. Locate 2
T: Point to zero. Slide your finger to 1. How many sixths are there from 0 to 1?
S: 6 sixths. (Record above the arrow from 0 to 1.)
T: Slide your finger from 1 to 2. How many sixths are
there from 1 to 2?
S: 6 sixths. (Record above the arrow from 1 to 2.)
T: Slide your finger to 2 . Say an addition sentence
MP.2
representing our movements. (Slide your finger as
students say the sentence.)
S: + + = .
T: 2 is equal to…?
S: .
T: Notice, in the Application Problem, you converted a
fraction greater than 1, , to a mixed number,
Now you’ve converted a mixed number to a fraction
greater than 1.
T: With your partner, convert to a fraction greater than 1. Draw a number line to model your work.

Problem 2: Use multiplication to convert a mixed number to a

fraction.
NOTES ON
T: (Display .) Draw a number bond for , separating MULTIPLE MEANS OF
the ones and the fourths as two parts. ACTION AND
T: 1 one equals 4 fourths, so 2 ones equals 2 × (4 fourths). EXPRESSION:
What is 4 ones equal to? Write your answer in unit When explaining multiples of to
form. English language learners, check for
understanding. Explain in students’
S: 4 ones = 4 × (4 fourths).
first language, if needed, and couple
T: Write that expression numerically, and add the your language with visual aids, such as
remaining 1 fourth. What is the total number of
1=
fourths?
2=2×
S: = 4 + = (4 × ) + = + = .
3=3×

Lesson 25: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.43
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 4 5

2
T: With your partner, convert 2 into a fraction greater than 1 using multiplication.
2 2 2
S: 2 = (2 × ) + = + = .
2 2 2 2
T: Compare your number sentence with mine. 2 = ( )+ = + = .
2
S: Instead of showing (2 × ), it’s written as ( ). Both mean the same. They both equal . And, both
are read as “two times thirds.”
Repeat the process with .

Problem 3: Use mental math to convert a mixed number into a fraction greater than 1.
T: Write Create a picture in your head. How
many ones and how many fifths?
S: 3 ones and 4 fifths.
T: How many fifths are there in 3 ones?
S: 1= ,2= , and 3 = .  , , .
T: Plus is…?
S: .
2
Repeat the process with

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Decompose and compose fractions greater than 1 to express them in various forms.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers

Lesson 25: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.44
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 4 5

with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions below to lead the discussion.
 Explain to your partner how you solved Problems
1(b), 2(b), and 3(b). Did you use the same
strategies to solve or different strategies?
 How was the work from previous lessons helpful
in converting from a mixed number to a fraction
3greater than 1?
 How does the number line help to show the
conversion from a mixed number to a fraction
greater than1?
 How did the Application Problem connect to
today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 25: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.45
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 Problem Set 4•5

Name Date

1. Convert each mixed number to a fraction greater than 1. Draw a number line to model your work.
a.

Lesson 25: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.46
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 Problem Set 4•5

2. Convert each mixed number to a fraction greater than 1. Show your work as in the example.
(Note: )
a.

( )

3. Convert each mixed number to a fraction greater than 1.

a. b. c.

d. e. f.

g. h. i.

Lesson 25: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.47
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 Exit Ticket 4•5

Name Date

1. Convert each mixed number to a fraction greater than 1.

Lesson 25: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.48
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 Homework 4•5

Name Date

1. Convert each mixed number to a fraction greater than 1. Draw a number line to model your work.
a.

Lesson 25: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.49
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 Homework 4•5

2. Convert each mixed number to a fraction greater than 1. Show your work as in the example.
a.

( )

3. Convert each mixed number to a fraction greater than 1.

a. b. c.

d. e. f.

g. h. i.

j. k. l.

Lesson 25: Decompose and compose fractions greater than 1 to express them in
various forms. 5.E.50
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 4 5

Lesson 26
Objective: Compare fractions greater than 1 by reasoning using benchmark
fractions.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Application Problem (5 minutes)

Concept Development (35 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Change Fractions to Mixed Numbers 4.NF.4 (4 minutes)

 Change Mixed Numbers to Fractions 4.NF.4 (6 minutes)

Change Fractions to Mixed Numbers (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 24.

T: (Write .) Say the fraction.
S: 4 thirds.
T: (Draw a number bond with as the whole.) How many thirds are in 1?
S: 3 thirds.
T: (Write as a part. Write as the other part.) Write the
remaining part, filling in the unknown numerator.
S: (Write as the unknown part.)

T: (Cross out and write 1 whole beneath it. Write =____.) Write as a mixed number.

S: (Write = .)

Continue the process for , , and .

Lesson 26: Compare fractions greater than 1 by reasoning using benchmark

fractions. 5.E.51
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 4 5

Change Mixed Numbers to Fractions (6 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 25.

T: (Write .) is between which two whole numbers?

S: 4 and 5.
T: Draw a number line and label 0, 1, 2, 3, 4, and 5.
S: (Draw a number line. Label 0, 1, 2, 3, 4, and 5.)
T: Decompose each whole into thirds.
T: How many thirds are in 1?
S: 3 thirds.
T: 2?
S: 6 thirds.
T: 4?
S: 12 thirds.
T: Label 12 thirds on your number line.
S: (Draw an arrow from 0 to 4. Above the arrow, write .)

T: (Write = + .) Fill in the unknown numerator in the number sentence.

S: (Write = + .)

T: (Write = + = .) Label the slide from 4 to on your number line. Then, complete the
number sentence.
S: (Draw and label an arrow from 4 to more than 4.
Write = + = .)

Continue the process for the following possible suggestions: NOTES ON

MULTIPLE MEANS OF
and . REPRESENTATION:
English language learners may need
explicit instruction in reading and
speaking mixed numbers. Teach
students to read the whole number,
say and, and then read the fraction.

Lesson 26: Compare fractions greater than 1 by reasoning using benchmark

fractions. 5.E.52
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 4 5

Application Problem (5 minutes)

Barbara needed cups of flour for her recipe. If she measured cup at a time, how many times did she have
to fill the measuring cup?

Note: This Application Problem builds on the learning from G4–M5–Lesson 25. Students will convert to
to determine that Barbara would have to fill the measuring cup 13 times. In G4–M5–Lesson 26, students will
compare fractions greater than 1. This Application Problem extends to the Concept Development of today’s
lesson as students compare , , and . It also hints at division by a unit fraction, a Grade 5 standard.

Concept Development (35 minutes)

Materials: (S) Personal white boards

Problem 1: Compare mixed numbers and fractions on a number line using benchmark fractions.
T: Barbara needed cups of flour, her friend Jeanette needed cups, and her friend Robert needed
cups. Let’s compare the amounts using a number line.
T: Draw a number line with the endpoints of 3 and 5. In
the Application Problem, we found that equals .
NOTES ON
Find 3 on the number line. Imagine the fourths. Mark
MULTIPLE MEANS OF
past 3. That shows where 3 + is located. Label . REPRESENTATION:
T: Plot on the number line. Work with a partner. How Some learners may benefit from
scaffolded questioning to convert to a
many ones are in ? How many remaining halves? mixed number. Ask, “How many halves
S: There are four groups of 2 halves in 9.  There are 4 make ?” Then say, “Count by halves.
2 halves, 4 halves, 6 halves, 8 halves.
ones and more.  We can find 4 on the number line Stop. We only have . Decompose
and then mark past the 4. using a bond with and the remaining
fraction.”
T: Label . Is 9 halves greater than or less than 13 fourths?

Lesson 26: Compare fractions greater than 1 by reasoning using benchmark

fractions. 5.E.53
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 4 5

S: Greater than, of course. There are 4 ones in . There are only 3 ones in .
T: Plot and label . Explain to a partner how this is done.

S: We can find the ones, 3, and then picture in our minds where more would be. is greater than
since . 3 is between and 4.  .  .

T: Compare and .
S: is greater than . is less than .  is greater than .

Repeat with , , and .

Problem 2: Compare two mixed numbers or two fractions greater than 1.

T: (Display and .) Can we compare these fractions easily?
S: No, the denominators are different.  They are not mixed numbers. Mixed numbers would be
easier to compare.
T: To compare them, let’s rewrite and as mixed numbers.
S: 4 copies of 7 sevenths is , so 29 sevenths must be . 
.
S: 3 copies of 8 eighths is , so 31 eighths must be . 
.
T: Compare and using the words a little bit
more and a little bit less.
S: is a little bit more than 4. is a little bit
less than 4.
T: Write a comparison statement for and .
S: > .
T: Write and . Name the whole numbers
MP.7
these are between.

Lesson 26: Compare fractions greater than 1 by reasoning using benchmark

fractions. 5.E.54
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 4 5

S: 5 and 6.
T: They both have 5 ones. Since the ones are the same, we look to the fractional units to compare.
Compare and .
MP.7
S: is 1 eighth away from 6.  is 1 tenth away from 6.  is less than , which means that
will be closer to 6 than .  .
T: Compare and .
S: . . Now we can compare and because both mixed numbers have the same number
of ones. < and > . So, and that means .

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Compare fractions greater than 1 by

reasoning using benchmark fractions.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 When comparing the mixed numbers and
fractions on the Problem Set, which strategies did
you use? Were some strategies easier than
others? Was it helpful to think about benchmark
fractions?
 Why is it often easier to compare mixed numbers than to compare fractions greater than 1?
 How does this lesson relate to earlier lessons? How did earlier lessons help you to understand this
lesson?

Lesson 26: Compare fractions greater than 1 by reasoning using benchmark

fractions. 5.E.55
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 4 5

 In what way is Problem 3(a) easier than 3(b)?

 At first glance, Problem 3(j) looks really difficult.
What makes it easier to solve?
 How did the Application Problem connect to
today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 26: Compare fractions greater than 1 by reasoning using benchmark

fractions. 5.E.56
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Problem Set 4•5

Name Date

1.
a. Plot the following points on the number line without measuring.
i. ii. iii.

2 4

b. Use the number line in Problem 1(a) to compare the fractions by writing >, ˂, or .
i. __________ ii. __________

2.
a. Plot the following points on the number line without measuring.
i. ii. iii.

7 9

b. Compare the following by writing >, ˂, or .

__________

c. Explain how you plotted the points in Problem 2(a).

Lesson 26: Compare fractions greater than 1 by reasoning using benchmark

fractions. 5.E.57
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Problem Set 4•5

3. Compare the fractions given below by writing >, ˂, or . Give a brief explanation for each answer,
referring to benchmark fractions.

a. __________ b. __________

c. __________ d. __________

e. __________ f. ___________

g. __________ h. __________

i. __________ j. __________

Lesson 26: Compare fractions greater than 1 by reasoning using benchmark

fractions. 5.E.58
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Exit Ticket 4•5

Name Date

Compare the fractions given below by writing >, ˂, or .

Give a brief explanation for each answer, referring to benchmark fractions.

a. __________ b. __________

c. __________ d. __________

Lesson 26: Compare fractions greater than 1 by reasoning using benchmark

fractions. 5.E.59
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Homework 4•5

Name Date

1.
a. Plot the following points on the number line without measuring.
i. ii. iii.

2 4

b. Use the number line in Problem 1(a) to compare the fractions by writing >, ˂, or .
i. __________ ii. __________

2.
a. Plot the following points on the number line without measuring.
i. ii. iii.

7 9

b. Compare the following by writing >, ˂, or .

__________

c. Explain how you plotted the points in Problem 2(a).

Lesson 26: Compare fractions greater than 1 by reasoning using benchmark

fractions. 5.E.60
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Homework 4•5

3. Compare the fractions given below by writing >, ˂, or . Give a brief explanation for each answer,
referring to benchmark numbers.

a. __________ b. __________

c. __________ d. __________

e. __________ f. __________

g. __________ h. __________

i. __________ j. __________

Lesson 26: Compare fractions greater than 1 by reasoning using benchmark

fractions. 5.E.61
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 4•5

Lesson 27
Objective: Compare fractions greater than 1 by creating common
numerators or denominators.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (6 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Add and Subtract Fractions 4.NF.3 (3 minutes)

 Change Fractions to Mixed Numbers 4.NF.4 (4 minutes)
 Change Mixed Numbers to Fractions 4.NF.4 (5 minutes)

Add and Subtract Fractions (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 22.

T: (Draw a number bond with a total of 5. Write 4 as the known
part and as the unknown part.) How many tenths are in 1?
S: 10 tenths.

T: (Write as the unknown part. Beneath it, write 5 – = 4 + .) 5– =

Write the number sentence.
S: (Write 5 – =4+ = .)

Continue the process for 6 – , 5 – , and 4 – .

T: How much does 7 tenths need to be 1?
+ =5
S: 3 tenths.
T: (Write + __ = 5.) Write the number sentence, filling in the
unknown number.

Lesson 27: Compare fractions greater than 1 by creating common numerators or

denominators. 5.E.62
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 4•5

S: (Write + = 5.)

Continue the process for + = 6, + = 5, and + __ = 4.

Change Fractions to Mixed Numbers (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 24.

T: (Write .) Say the fraction.
S: 7 fifths.
T: (Draw a number bond with a total of .) How many fifths are in 1?
S: 5 fifths.
T: (Write as the known part.) Write the unknown part.

S: (Write as the unknown part.)

T: (Cross out and write 1 beneath it.) Write as a mixed number.

S: (Write = .)

Continue the process for and .

Change Mixed Numbers to Fractions (5 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 25.

T: (Write .) Say the mixed number.

S: .

T: (Draw a number bond with a total of . Write as the known part.)

Write the unknown part.
S: (Write as the unknown part.)

T: (Write as the unknown part. Write = .) Write as a fraction.

S: (Write = .)

Continue the process for the following possible sequence: and .

Lesson 27: Compare fractions greater than 1 by creating common numerators or

denominators. 5.E.63
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 4•5

Application Problem (6 minutes)

Jeremy ran 27 laps on a track that was mile long. Jimmy ran 15 laps on a track that was mile long. Who
ran farther?

Jimmy ran farther.

Note: This Application Problem builds from G4–M5–Lesson 26

where students compared fractions greater than 1 using NOTES ON
benchmark fractions. In today’s lesson, students will compare MULTIPLE MEANS OF
fractions by creating common numerators or denominators. REPRESENTATION:
The fractions and , used in the Application Problem, lend Because precision in modeling is critical
themselves to comparison using either benchmark fractions or when comparing, it may be helpful to
provide aligned parallel tape diagram
common numerators or denominators.
templates of equal length that students
can partition.

Concept Development (32 minutes)

Materials: (S) Personal white boards

Problem 1: Model, using a tape diagram, the comparison of two mixed numbers having related
denominators.
T: (Display and .) Look at the mixed numbers from the Application Problem. You compared
fractions by thinking about the size of units. Can you remember another way to compare fractions?
S: We can use common denominators.
T: Yes! Four is a factor of 8. We can convert fourths to eighths by doubling each fourth to make
eighths. Draw a tape diagram to model the comparison of and .

Lesson 27: Compare fractions greater than 1 by creating common numerators or

denominators. 5.E.64
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 4•5

S: (Draw as shown to the right.) . . So, .

T: With your partner, draw a tape diagram to compare
and .
S: . So, .

Repeat, using a number line to make like units, to compare

and , then and .

Problem 2: Compare two fractions with unrelated denominators.

T: Discuss a strategy to use to compare and .
S: We need to convert to a mixed number. . Both mixed numbers have the same number of
ones, so I can use the denominators to compare because the numerators are the same. Fourths are
bigger than fifths, so 3 fourths would be greater than 3 fifths. .
T: Yes, that is the same strategy we used in the Application
Problem. This time, use the area model to show is
greater than . Draw two rectangles representing 1
whole. Partition one area into fourths using vertical
MP.4
lines. Partition one area into fifths using horizontal lines.
Make like denominators.
S: I’ll draw fifths horizontally on the fourths, and fourths
vertically on the fifths. We made twentieths!
T: Compare the twentieths to prove .
S: and . . So, .

Repeat, using the area model to make like units, to compare

and .

Problem 3: Compare two fractions.

T: (Display and .) Compare by finding like denominators. What is different about this
comparison?
S: One number is written as a mixed number and the other as a fraction.
T: Work together with your partner. One of you is Partner A, and the other is Partner B.
T: Partner A, convert to a fraction, and compare it to 18 fifths. Partner B, convert to a mixed
number, and compare it to 3 and 7 tenths.
T: Consider using multiplication to solve. Take turns discussing how you solved. Did you both get the
same answer?

Lesson 27: Compare fractions greater than 1 by creating common numerators or

denominators. 5.E.65
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 4•5

S: Partner A: . . We have and . Fifths and tenths are related denominators.

Convert to tenths. = . . So, .

S: Partner B: There are 3 copies of 5 fifths in . . . Convert the fifths to tenths.

. . . So, .

S: We both found that .  Our answers were

the same because we both were converting to
equivalent amounts. We just expressed it in a
different way.
T: Compare and .
T: We can make like denominators using
multiplication. 30 is a multiple of both 5 and 6.
We know that because 5 times 6 is...?
S: 30.
T: Let’s rename each fraction using multiplication
to have 30 as the new denominator.
(Demonstrate as shown to the right.)
S: , then .
T: Show how we can also make like numerators of
12. (Demonstrate as shown to the right.)
S: because eighteenths are larger units
than twentieths, so .
Note: Do not overemphasize the use of like numerators
since like denominators is a much bigger idea
mathematically that is used when we compare or add
and subtract like units.
Other possible examples could include ,
, , .

Problem Set (10 minutes)

Lesson 27: Compare fractions greater than 1 by creating common numerators or

denominators. 5.E.66
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 4•5

Student Debrief (10 minutes)

Lesson Objective: Compare fractions greater than 1 by

creating common numerators or denominators.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 How did the tape diagram help to solve Problems
1(a) and 1(b)? Why is it important to make sure
the whole for both tape diagrams is the same
size?
 Who converted to a mixed number or a fraction
greater than 1 before finding like units for Problem
3(c)? Was it easier to compare mixed numbers or NOTES ON
fractions greater than 1 for this particular problem? MULTIPLE MEANS OF
(Note: Finding mixed numbers first, one could use a ACTION AND
benchmark fraction of 1 half to compare to EXPRESSION:
without needing to find like units.) Is it most efficient The number line may also be used to
to compare fractions greater than 1 or mixed compare fractions with related
numbers? denominators. Decompose the unit
just as practiced in G4–M5–Topic C.
 In Problem 3(e), the added complexity was that the The number line comparison allows
denominators were not related, as in the previous students to consider the entire number
problems. What strategy did you use to solve? Did they are comparing and not just the
you solve by finding like numerators or by drawing an fractional parts. Show how the number
area model to find like denominators? line can be partitioned just as the tape
 Were there any problems in Problem 3 that you could diagram by aligning them on top of
each other.
compare without renaming or without drawing a
model? How were you able to mentally compare
them?
 How did having to compare a mixed number to a
fraction add to the complexity of Problem 2(a)?
 How did the Application Problem connect to today’s lesson?

Lesson 27: Compare fractions greater than 1 by creating common numerators or

denominators. 5.E.67
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 4•5

Exit Ticket (3 minutes)

Lesson 27: Compare fractions greater than 1 by creating common numerators or

denominators. 5.E.68
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Problem Set 4•5

Name Date

1. Draw a tape diagram to model each comparison. Use >, <, or = to compare.

a. b. 3

c. d.

2. Use an area model to make like units. Then use >, <, or = to compare.
a. _________ b. _________

Lesson 27: Compare fractions greater than 1 by creating common numerators or

denominators. 5.E.69
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Problem Set 4•5

3. Compare each pair of fractions using >, <, or = using any strategy.

a. b.

c. d.

e. _________ f. ________

g. ________ h ________

i. ________ j. ________

Lesson 27: Compare fractions greater than 1 by creating common numerators or

denominators. 5.E.70
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Exit Ticket 4•5

Name Date

1. Compare each pair of fractions using >, <, or = using any strategy.

a. b.

c. 2 d.

Lesson 27: Compare fractions greater than 1 by creating common numerators or

denominators. 5.E.71
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Homework 4•5

Name Date

1. Draw a tape diagram to model each comparison. Use >, <, or = to compare.

a. b. 1

c. 5 5 d.

2. Use an area model to make like units. Then use >, <, or = to compare.
a. _________ b. _________

Lesson 27: Compare fractions greater than 1 by creating common numerators or

denominators. 5.E.72
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Homework 4•5

3. Compare each pair of fractions using >, <, or = using any strategy.

a. b.

c. d.

e. _________ f. ________

g. ________ h. ________

i. ________ j. ________

Lesson 27: Compare fractions greater than 1 by creating common numerators or

denominators. 5.E.73
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 4•5

Lesson 28
Objective: Solve word problems with line plots.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Concept Development (38 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Change Mixed Numbers to Fractions 4.NF.4 (6 minutes) NOTES ON

MULTIPLE MEANS OF
 Compare Fractions 4.NF.2 (6 minutes)
REPRESENTATION:
The Change Mixed Numbers to
Change Mixed Numbers to Fractions (6 minutes)
Fractions fluency activity may be a
Materials: (S) Personal white boards good opportunity for English language
learners to practice speaking mixed
numbers, particularly if you notice they
Note: This fluency activity reviews G4–M5–Lesson 25.
omit and as they speak the whole
T: (Write .) Say the mixed number. number and the fraction.

S: .

T: (Draw a number bond for . Write as a part.) Complete the bond.

S: (Write as the unknown part.)

T: (Write = .) Complete the number sentence.

S: (Write = .)

Continue the process for the following possible sequence: , , and .

Compare Fractions (6 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lessons 26–27.

T: (Project number line with endpoints 1 and 2 and as the midpoint.) Copy the number line.

Lesson 28: Solve word problems with line plots.

Date: 1/15/14 5.E.74

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 4•5

S: (Copy number line with endpoints 1 and 2 and as the midpoint.)

T: (Write and .) Plot and on the number line.

S: (Write between 1 and , and between and 2.)

T: (Write ___ .) Write a greater than or less than sign to make the number sentence true.

S: (Write < .)
T: is the same as 1 and how many eighths?

S: .

T: Plot on your number line.

S: (Write between and 2.

T: (Write ___ .) Write a greater than or less than sign to make the expression true.

S: (Write > .)

Continue the process for the other number lines, using the same number line for , , and .
Continue the process using the following number line for , , and .

Concept Development (38 minutes)

Materials: (S) Personal white board, Problem Set

Note: Today’s Problem Set will be used throughout the Concept Development. The teacher guides the
construction and interpretation of a line plot. As students complete each problem, the teacher might debrief
with students about their solutions. Students have had prior exposure to creating and interpreting line plots
in Grades 2 and 3.

Lesson 28: Solve word problems with line plots.

Date: 1/15/14 5.E.75

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 4•5

Bobbi

Morgan

Jack

Saisha

Tyler

Jenny

Anson

Chandra

Lesson 28: Solve word problems with line plots.

Date: 1/15/14 5.E.79

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2. Solve each problem.

a. Who ran a mile farther than Jenny?

b. Who ran a mile less than Jack?

c. Two students ran exactly miles. Identify the students. How many quarter miles did each student
run?

d. What is the difference, in miles, between the longest and shortest distance run?

e. Compare the distances run by Arianna and Morgan using >, <, or =.

f. Ms. Smith ran twice as far as Jenny. How far did Ms. Smith run? Write her distance as a mixed
number.

g. Mr. Reynolds ran miles. Use >, <, or = to compare the distance Mr. Reynolds ran to the distance
that Ms. Smith ran. Who ran farther?

3. Using the information in the table and on the line plot, develop and write a question similar to those
above. Solve, and then ask your partner to solve. Did you solve in the same way? Did you get the same
answer?

Lesson 28: Solve word problems with line plots.

Date: 1/15/14 5.E.80

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Name Date

1. Mr. O’Neil asked his students to record the length of time

they read over the weekend. The times are listed in the
Length of time
table. Student
(in hours)

a. At the bottom of the page, make a line plot of the data.

Robin

Bill 1

Katrina
b. One of the students read hour on Friday, hour on
Saturday, and hour on Sunday. How many hours did that
Kelly
student read over the weekend? Name that student.

Mary

Gail

Scott

Ben

Lesson 28: Solve word problems with line plots.

Date: 1/15/14 5.E.81

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Name Date

1. A group of children measured the lengths of their shoes. The

measurements are shown in the table. Make a line plot to Length of Shoe
Students
display the data. (in inches)

Collin 8

Dickon 7

Ben 7

Martha 7

Lilias 8

Susan 8

Frances 7

Mary 8

2. Solve each problem. Write an equation and a statement for each. Draw models as needed.
a. Who has a shoe length 1 inch longer than Dickon?

b. Who has a shoe length 1 inch shorter than Susan?

Lesson 28: Solve word problems with line plots.

Date: 1/15/14 5.E.82

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c. How many quarter inches long is Martha’s shoe length?

d. What is the difference, in inches, between Lilias’s and Martha’s shoe lengths?

e. Compare the shoe length of Ben and Frances using >, <, or =.

f. How many students had shoes that measured less than 8 inches?

g. How many children measured the length of their shoes?

h. Mr. Jones’s shoe length was inches. Use >, <, or = to compare the length of Mr. Jones’s shoe to the
length of the longest student shoe length. Who had the longer shoe?

3. Using the information in the table and on the line plot, write a question you could solve by using the line
plot. Solve.

Lesson 28: Solve word problems with line plots.

Date: 1/15/14 5.E.83

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New York State Common Core

4
GRADE
Mathematics Curriculum
GRADE 4 • MODULE 5

Topic F
Addition and Subtraction of Fractions
by Decomposition
4.NF.3c, 4.NF.3d, 4.MD.4, 4.MD.2

Focus Standard: 4.NF.3cd Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each
mixed number with an equivalent fraction, and/or by using properties of
operations and the relationship between addition and subtraction.
d. Solve word problems involving addition and subtraction of fractions referring to
the same whole and having like denominators, e.g., by using visual fraction
models and equations to represent the problem.
4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4,
1/8). Solve problems involving addition and subtraction of fractions by using
information presented in line plots. For example, from a line plot find and interpret the
difference in length between the longest and shortest specimens in an insect collection.
Instructional Days: 6
Coherence -Links from: G3–M5 Fractions as Numbers on the Number Line
-Links to: G5–M3 Addition and Subtraction of Fractions

Topic F provides students with the opportunity to use their

understandings of fraction addition and subtraction as they explore
mixed number addition and subtraction by decomposition.
Lesson 29 focuses on the process of using benchmark numbers to
estimate sums and differences of mixed numbers. Students once again
call on their understanding of benchmark fractions as they determine,
prior to performing the actual operation, what a reasonable outcome
will be. One student might use benchmark whole numbers and reason,
for example, that the difference between and is close to 2
because is closer to 4 than 5, is closer to 2 than 1, and the
difference between 4 and 2 is 2. Another student might use familiar

Topic F: Addition and Subtraction of Fractions by Decomposition

Date: 1/14/14 5.F.1
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic F 4 5

benchmark fractions and reason that the answer will be closer to since is about more than 4 and is
about less than 2, making the difference about a half more than 2 or .

In Lesson 30, students begin adding a mixed number to a fraction using unit
form. They add like units, applying their Grade 1 and 2 understanding of
completing a unit to add when the sum of the fractional units exceeds 1.
Students ask, “How many more do we need to make one?” rather than “How
many more do we need to make ten?” as was the case in Grade 1. A number
bond decomposes the fraction to make one and can be modeled on the
number line or using the arrow way, as shown to the right. Alternatively, a
number bond can be used after adding like units, when the sum results in a
mixed number with a fraction greater than 1, to decompose the fraction
greater than 1 into ones and fractional units.
Directly applying what was learned in Lesson 30, Lesson 31 starts with adding
like units, ones with ones and fourths with fourths, to add two mixed
numbers. Students can, again, choose to make one before finding the sum or
to decompose the sum to result in a proper mixed number.
Lessons 32 and 33 follow the same sequence for subtraction. In Lesson 32,
students simply subtract a fraction from a mixed number, using three main
strategies both when there are and when there are not enough fractional
units. They count back or up, subtract from 1, or take one out to subtract
from 1. In Lesson 33, students apply these strategies after subtracting the
ones first. They model subtraction of mixed numbers using a number line or
the arrow way.

In Lesson 34, students learn another strategy for subtraction by decomposing the total into a mixed number
and an improper fraction to either subtract a fraction or a mixed number.

Topic F Addition and Subtraction of Fractions by Decomposition

Date: 1/14/14 5.F.2
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic F 4 5

A Teaching Sequence Towards Mastery of Addition and Subtraction of Fractions by Decomposition

Objective 1: Estimate sums and differences using benchmark numbers.
(Lesson 29)

Objective 2: Add a mixed number and a fraction.

(Lesson 30)

Objective 3: Add mixed numbers.

(Lesson 31)

Objective 4: Subtract a fraction from a mixed number.

(Lesson 32)

Objective 5: Subtract a mixed number from a mixed number.

(Lesson 33)

Objective 6: Subtract mixed numbers.

(Lesson 34)

Topic F Addition and Subtraction of Fractions by Decomposition

Date: 1/14/14 5.F.3
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 4•5

Lesson 29
Objective: Estimate sums and differences using benchmark numbers.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (3 minutes)

Concept Development (35 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Count by Equivalent Fractions 4.NF.1 (6 minutes)

 Change Fractions to Mixed Numbers 4.NF.4 (6 minutes)

Count by Equivalent Fractions (6 minutes)

1 2 3 4

S: , , , , , , , , .
T: 1 is the same as how many fourths?
S: 4 fourths.
T: (Beneath , write 1.)

Continue the process for 2, 3, and 4.

T: Count by 2 fourths again. This time, when you come to the whole numbers, say the ones. (Write as

Lesson 29: Estimate sums and differences using benchmark numbers.

Date: 1/15/14 5.F.4

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 4•5

students count.)
S: , , 1, , 2, , 3, , 4.

T: (Point to .) Say as a mixed number.

S: .

Continue the process for and .

T: Count by 2 fourths again. This time, convert to whole numbers and mixed numbers. (Write as
students count.)
S: , , 1, , 2, , 3, , 4.

Change Fractions to Mixed Numbers (6 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 24.

T: (Write ) Say the fraction.
S: 11 sixths.
T: (Draw a number bond with as the total.) How many sixths are in 1?
S: 6 sixths.
T: (Write as a part. Write as the other part.) Write the unknown part.

S: (Write as the unknown part.)

T: (Cross out and write 1 beneath it. Write =____.) Write as a mixed number.

S: (Write = .)

Continue the process for , , and .

Application Problem (3 minutes)

Both Allison and Jennifer jogged on Sunday. When asked about their distances, Allison said, “I ran miles
this morning and miles this afternoon. So, I ran a total of about 6 miles,” and Jennifer said, “I ran
miles this morning and miles this evening. I ran a total of miles.”
How do their answers differ? Discuss with your partner.

Lesson 29: Estimate sums and differences using benchmark numbers.

Date: 1/15/14 5.F.5

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 4•5

Note: This Application Problem prepares students for today’s Concept Development by prompting them to
think about and discuss exact answers and estimates. Student conversations should, therefore, include
reflections about exact and approximate.

Concept Development (35 minutes)

Materials: (S) Personal white boards

Problem 1: Estimate the sum or difference of two mixed numbers by rounding each fraction.
T: What does it mean to estimate?
S: We don’t find the exact answer.  We find numbers
about the same value that are easier to work with. 
NOTES ON
We find an answer that is close but not exact.  If we
MULTIPLE MEANS OF
estimate, it doesn’t have to be exact.
REPRESENTATION:
T: Write + . Let’s estimate the sum. If necessary, present the visual of a
number line to support students
T: Round . Think about benchmark numbers. working below grade level as they
round mixed numbers.
S: is close to 3.  It’s a little bit more than .  It’s
more than 3.  I round down to 3.
T: Round .
S: is close to 5.  It’s a little less than .  It’s less than 5.  I round up to 5.
T: Quickly show and on a number line with
endpoints at 3 and 5, only marking whole
numbers and the two addends.
S: (Construct and label number line.)
T: Notice how close the mixed numbers are to the
rounded numbers. What is the estimated sum?
S: 3 + 5 = 8. Eight is our estimate.
T: What if we were to estimate the difference?
S: We would still round to 3 and 5 and subtract 3 from 5. The difference of and is about 2.

Lesson 29: Estimate sums and differences using benchmark numbers.

Date: 1/15/14 5.F.6

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 4•5

T: Talk to your partner: Will the actual difference be a little more than 2 or a little less than 2?
S: A little less, because you can see from the number line that the difference is greater when we
rounded.  A little less, because the number line shows the distance between and is less
than 2.

Problem 2: Round two mixed numbers to the nearest half or whole, and then find the sum.
T: Write + . What’s rounded to the nearest one?
S: 9!
T: How about Do we need to round
S: No. is the same as . Can I keep it as
T: Yes. 9 + is?
S: It’s just and then another half, .
 Well, I can think of 9 on a number
line, and then I can picture adding two
and a half more. Two more makes 11.
 11 + = .
T: Why is your estimate greater than the actual sum? Talk to your partner.
S: It’s greater because we rounded up. We made it bigger.  Our estimate is greater than the
actual amount because we rounded 9 tenths up to 1.  We didn’t round at all, but we did round
up by , so our actual answer will be less than our estimate.

Problem 3: Estimate the difference of two fractions greater than 1.

T: Write and . What do you notice about these
fractions?
S: They have different units.  They are more than
1.
T: Go ahead and convert each to a mixed number.
S: ( ) = and ( ) .
MP.4
T: Round 3 to the nearest one. Round to the
nearest one.
S: 3! 4!
T: 4 – 3?
S: 1!
T: How else could you round to be more precise?

Lesson 29: Estimate sums and differences using benchmark numbers.

Date: 1/15/14 5.F.7

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 4•5

S: I could round to and to 3. The estimated difference would be .

T: Discuss with your partner. Which estimate is closer?

MP.4
S: One-half is closer. I know that because I took a little away from to get and a little away from
to get 3. Taking away a little from each means the difference is almost the same. I can see that
on a number line.

To verify that final statement (or to make it), take a string and stretch it from to on the number line.
Then, without adjusting its length at all, move it to the left to now match 3 and 3 and a half. The length of the
string is about the same.

Problem 4: Use benchmark numbers or mental math to

estimate the sum and difference of two mixed numbers.
NOTES ON
T: (Write and . Estimate the sum using MULTIPLE MEANS OF
benchmark numbers or mental math. Discuss your REPRESENTATION:
strategy with a partner. Scaffold finding the sum and difference
of and for students working
S: is close to and is close to . I can add
below grade level by chunking. First
the whole numbers first to get 35. 2 halves make one. isolate the fractions. Guide students to
35 and 1 is 36.  ( ) . The find the benchmark closest to . Then,
reintroduce the whole numbers.
sum is about 36.
T: Now, estimate the difference of the same two
numbers.
S: I can round to 19 and 17.  But that’s rounding
up and down, which makes the estimated
difference bigger. Remember that from the string
in the last problem?  I can just count up from
to one.  There are two halves
between them. Two halves make a whole.

Problem Set (10 minutes)

Lesson 29: Estimate sums and differences using benchmark numbers.

Date: 1/15/14 5.F.8

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 4•5

Student Debrief (10 minutes)

Lesson Objective: Estimate sums and differences using

benchmark numbers.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You might choose to use any combination of the questions
below to lead the discussion.
 In Problems 1(a) and 1(b), all fractions could be
rounded up or down by one unit fraction. Which
of the two estimates is closer to the actual
amount?
 If one of the two fractions in Problem 1(a) was rounded down to half, the estimate would be more
accurate than rounding both to the nearest one. How do you decide which fraction rounds up and
which one rounds down?
 Did your partner have the same estimates as you in Problem 2? Why or why not? Whose estimate is
closer to the actual answer?
 Think about Problem 3. When would estimates need to be very close to the actual answer? When
might estimates be acceptable if the numbers were rounded to the closest whole number?
 Some students estimated 45 or for Problem 4(a). Some students estimated 9 or for Problem
4(c). Which answer for each problem is most reasonable? How does someone determine how
accurate the answer is?
 What prior knowledge about fractions did you use as you completed the problems in the Problem
Set?
 What tools did you use to help you estimate?

Exit Ticket (3 minutes)

Lesson 29: Estimate sums and differences using benchmark numbers.

Date: 1/15/14 5.F.9

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Name Date

1. Estimate each sum or difference to the nearest whole or half by rounding. Explain your estimate using
words or a number line.
a. ________

b. ________

c. – ________

d. – ________

e. ________

Lesson 29: Estimate sums and differences using benchmark numbers.

Date: 1/15/14 5.F.10

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2. Estimate each sum or difference to the nearest whole or half by rounding. Explain your estimate using
words or a number line.
a. ________

b. – ________

c. ________

3. Montoya’s estimate for – was . Julio’s estimate was . Whose estimate do you think is closer to
the actual difference? Explain.

4. Use benchmark numbers or mental math to estimate the sum or difference.

a. b.

c. 1 – d. –

Lesson 29: Estimate sums and differences using benchmark numbers.

Date: 1/15/14 5.F.11

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Name Date

1. Estimate each sum or difference to the nearest whole or half by rounding. Explain your estimate using
words or a number line.
a. ________

b. – ________

Lesson 29: Estimate sums and differences using benchmark numbers.

Date: 1/15/14 5.F.12

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Name Date

1. Estimate each sum or difference to the nearest whole or half by rounding. Explain your estimate using
words or a number line.
a. ________

b. ________

c. – ________

d. – ________

e. ________

Lesson 29: Estimate sums and differences using benchmark numbers.

Date: 1/15/14 5.F.13

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2. Estimate each sum or difference to the nearest whole or half by rounding. Explain your estimate using
words or a number line.
a. ________

b. – ________

c. ________

3. Gina’s estimate for – was . Dominick’s estimate was . Whose estimate do you think is closer to
the actual difference? Explain.

4. Use benchmark numbers or mental math to estimate the sum or difference.

a. b.

c. 1 – d. –

Lesson 29: Estimate sums and differences using benchmark numbers.

Date: 1/15/14 5.F.14

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 4•5

Lesson 30
Objective: Add a mixed number and a fraction.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Change Fractions to Mixed Numbers 4.NF.4 (8 minutes)

 Compare Fractions 4.NF.2 (4 minutes)

Sprint: Change Fractions to Mixed Numbers (8 minutes)

Materials: Change Fractions to Mixed Numbers Sprint

Note: This fluency activity reviews G4–M5–Lesson 24.

Compare Fractions (4 minutes)

NOTES ON
Materials: (S) Personal white boards MULTIPLE MEANS OF
ENGAGEMENT:
Note: This fluency activity reviews G4–M5–Lesson 26.
Consider preceding the Compare
T: (Write .) How many ones are in 19 fifths? Fractions fluency activity with a
counting by fifths, thirds, and fourths
S: 3 ones. activity to increase student confidence
and participation.
T: Between what two whole numbers is 19 fifths?
S: 3 and 4.
T: (Write __ ) Write a greater than or less than sign to compare the fractions.

S: (Write < .)
T: How do you know?
S: equals 4. is between 3 and 4.

Lesson 30: Add a mixed number and a fraction.

Date: 1/15/14 5.F.15

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 4•5

Continue the process for the following possible sequence: , , , and .

Application Problem (5 minutes)

One board measures 2 meters 70 centimeters. Another measures 87 centimeters. What is the total length of
the two boards expressed in meters and centimeters?

Note: This Application Problem anticipates the addition of a fraction and a mixed number using a
measurement context. Solution A shows a solution whereby the students decomposed 87 centimeters to
complete the unit of one meter and added on the remaining centimeters. Solution B shows a solution
whereby the student added all the centimeters and decomposed the sum.

Concept Development (33 minutes) NOTES ON

MULTIPLE MEANS OF
Materials: (S) Personal white boards ENGAGEMENT:
English language learners and others
Problem 1: Use unit form and the number line to add a mixed
may benefit from explicit instruction
number and a fraction having sums of fractional units less than
and additional practice speaking mixed
or equal to 1. numbers in unit language. If time is a
T: Write + . consideration, prepare students
beforehand to increase confidence and
T: Say the expression using unit form. participation.
S: 2 ones 3 eighths + 3 eighths.
T: What are the units involved in this problem?
S: Ones and eighths.
T: When we add numbers, we add like units. (Point to the mixed numbers and demonstrate.) How
many ones are there in all?

Lesson 30: Add a mixed number and a fraction.

Date: 1/15/14 5.F.16

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 4•5

S: 2 ones.
T: How many eighths are there in all?
S: 6 eighths.
T: 2 ones + 6 eighths is?
S:
T: Show the addition using a number line. Start at , and
then add more. Notice how the ones stay the same and
how the fractional units are simply added together since
their sum is less than 1.
T: Write Add like units. How many ones? How many eighths?
S: 2 ones and 8 eighths.
T: Show the addition using a number line. Start at Add
more.
S: Hey! When I add more, it equals 3.
T: The fractional units have a sum of 1.

Problem 2: Complete a unit of one to add a mixed number and

a fraction.
NOTES ON
T: To add fractional units, sometimes we complete a unit MULTIPLE MEANS OF
of 1. We look for fractions that have a sum of 1. If a REPRESENTATION:
fraction is equal to 1, what do we know about the
To support English language learners
numerator and denominator? and students working below grade
S: They are the same number. level, couple the request of “How much
more to make one?” with a tape
T: (Write ) How much more to make one? diagram such as the following:
S: .
T: Explain.
S: To make a whole with fourths, there need to be four
parts. 1 fourth + 3 fourths = 4 fourths.
T: Write What fraction can be added to make one or a
unit of 1?
S:
T: Explain.
S: I think about 3 + ? = 8. The answer is 5. Since our units are eighths, the answer is 5 eighths.
T: Write . How many more eighths make one, or a whole?

Lesson 30: Add a mixed number and a fraction.

Date: 1/15/14 5.F.17

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 4•5

S:
T: How do you know?
S: 3+
T: Show this on a number line. Start at and then add
more.

Let students practice with the following: + ____ = 5 and

_____. Encourage them to solve mentally.

Problem 3: Decompose a sum of a mixed number and a

fraction with sums of fractional units greater than 1.
T: (Write .) Right away we see that the sum of the fourths is greater than 1.
T: The sum of the ones is?
S: 5.
T: The sum of the fourths is?
S: 5 fourths.
T: Decompose 5 fourths to make one. Use a number bond.
S: = +
T: (Write the following.)
.
T: Explain to your partner how we got a sum of
S: We added like units. We added ones to ones and fourths to fourths. We changed 5 fourths to make
1 and 1 fourth and added 5 The sum is

Let students practice adding like units to find the sum using the following: and

Problem 4: Decompose a fractional addend to make one before finding the sum.
T: (Write .) We can also decompose to make one in the
same way that we did earlier in the lesson.
T: What fractional part added to makes the next whole?
S:
T: Decompose into parts so that is one of the parts.
S:
T: Write a number bond to show this. We add to 6 to get

Lesson 30: Add a mixed number and a fraction.

Date: 1/15/14 5.F.18

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 4•5

T: We can use the arrow way to show this clearly. Instead of drawing a number line, we can draw
arrows to show the sum. and 6 + = Notice how we added each part of the number
bond to find the total.

Let students practice with the following: + and +

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Add a mixed number and a fraction.

The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Explain how decomposing mixed numbers helps
you to find their sum.
 Explain how you solved Problem 1(d).
 Explain the challenge in solving Problem 4(d).
What strategy did you use?
 If you were unsure of any answer on this Problem Set, what could you do to see if your answer is
reasonable? Would drawing a picture or estimating the sum or difference be helpful?
 How does Problem 4(g) relate to the Application Problem?

Lesson 30: Add a mixed number and a fraction.

Date: 1/15/14 5.F.19

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Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 30: Add a mixed number and a fraction.

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Lesson 30: Add a mixed number and a fraction.

Date: 1/15/14 5.F.21

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Lesson 30: Add a mixed number and a fraction.

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Name Date

1. Solve.
a. b.

c. d.

2. Complete the number sentences.

a. + ____ = 5 b. + ___ = 8

c. + ____ d. ____

3. Use a number bond and the arrow way to show how to make one. Solve.
a.

Lesson 30: Add a mixed number and a fraction.

Date: 1/15/14 5.F.23

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4. Solve.

a. b.

c. d.

e. f.

g. h.

5. To solve Maria thought, “ + = 8 and 8 + = 8 .”

Paul thought, “ =7 Explain why Maria and Paul are both right.

Lesson 30: Add a mixed number and a fraction.

Date: 1/15/14 5.F.24

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Name Date

1. Solve.
a.

Lesson 30: Add a mixed number and a fraction.

Date: 1/15/14 5.F.25

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Name Date

1. Solve.
a. b.

c. d.

2. Complete the number sentences.

a. + ____ = 4 b. + ___ = 6

c. + ____ d. ____

3. Draw a number bond and the arrow way to show how to make one. Solve.
a. b. c.

Lesson 30: Add a mixed number and a fraction.

Date: 1/15/14 5.F.26

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4. Solve.

a. b.

c. d.

e. f.

g. h.

5. To solve , Carmen thought, “ + = 5, and 5 + =5 ”

Benny thought, “ + = Explain why Carmen and Benny are both right.

Lesson 30: Add a mixed number and a fraction.

Date: 1/15/14 5.F.27

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Lesson 31
Objective: Add mixed numbers.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (5 minutes)
 Concept Development (33 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Change Fractions to Mixed Numbers 4.NF.4 (8 minutes)

 Compare Fractions 4.NF.2 (4 minutes)

Sprint: Change Fractions to Mixed Numbers (8 minutes)

Materials: (S) Change Fractions to Mixed Numbers Sprint

Note: This fluency activity reviews G4–M5–Lesson 24.

Compare Fractions (4 minutes)

Materials: (S) Personal white boards NOTES ON
MULTIPLE MEANS OF
Note: This fluency activity reviews G4–M5–Lesson 26. ENGAGEMENT:
19
T: (Write .) How many ones are in 19 fifths? Consider preceding the Compare
5
Fractions fluency activity with a
S: 3 ones. counting by fifths, thirds, and fourths
T: Between what two whole numbers is 19 fifths? activity to increase student confidence
and participation.
S: 3 and 4.
19 12
T: (Write __ .) Write a greater than or less than sign
5 3
to compare the fractions.
19 12
S: (Write < .)
5 3
T: How do you know?
12 19
S: equals 4. is between 3 and 4.
3 5

Lesson 31: Add mixed numbers.

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25 20 25 26 26 32 26 19
Continue the process for the following possible sequence: __ , __ , __ , and __ .
4 5 4 5 3 4 3 2

Application Problem (5 minutes)

Marta has 2 meters 80 centimeters of cotton cloth and 3 meters 87 centimeters of linen cloth. What is the
total length of both pieces of cloth?

The total length of both pieces of cloth is 6 m 67 cm.

Note: This Application Problem anticipates the adding of two mixed numbers using a measurement context.
Solution A shows a solution whereby the students decomposed 87 centimeters to complete the unit of one
meter and added on the remaining centimeters. Solution B shows a solution whereby the student added all
the centimeters and decomposed the sum.

Concept Development (33 minutes)

NOTES ON
Materials: (S) Personal white boards MULTIPLE MEANS OF
ENGAGEMENT:
Problem 1: Add mixed numbers combining like units. English language learners and others
1 5 may benefit from explicit instruction
T: Write 2 + 1 . Let’s find the sum. and additional practice speaking mixed
8 8
T: Say the expression using unit form. numbers in unit language. If time is a
consideration, prepare students
S: 2 ones 1 eighth plus 1 one 5 eighths.
beforehand to increase confidence and
T: What are the units involved in this problem? participation.
S: Ones and eighths.
T: When we add numbers, we add like units. (Point to
the mixed numbers and demonstrate.) How many
MP.2 ones are there in all?
S: 3 ones.
T: How many eighths are there in all?
S: 6 eighths.
T: 3 ones + 6 eighths is?
6
S: 3 .
8

Lesson 31: Add mixed numbers.

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Lesson 31: Add mixed numbers.

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Lesson 31: Add mixed numbers.

Date: 1/15/14 5.F.35

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Name Date

1. Solve.
1 2 3
a. 3 + 2 = 5 + =
3 3 3

1 2
3 2
3 3

1 2
b. 4 + 3
4 4

2 4
c. 2 + 6
6 6

2. Solve. Use a number line to show your work.

4 2 6
a. 2 + 1 = 3 + = ____________
5 5 5

5 1
5 5

3 3
b. 1 + 3
4 4

3 6
c. 3 + 2
8 8

Lesson 31: Add mixed numbers.

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3. Solve. Use the arrow way to show how to make one.

4 5 4 5
a. 2 + 1 = 3 + =
6 6 6 6

2 3
6 6

3 3
b. 1 + 3
4 4

3 6
c. 3 + 2
8 8

4. Solve. Use whichever method you prefer.

3 4
a. 1 + 3
5 5

6 7
b. 2 + 3
8 8

8 7
c. 3 +2
12 12

Lesson 31: Add mixed numbers.

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Name Date

1. Solve.

3 5
a. 2 + 1
8 8

4 3
b. 3 + 2
5 5

Lesson 31: Add mixed numbers.

Date: 1/15/14 5.F.38

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Name Date

1. Solve.

1 2 3
a. 2 + 1 = 3 + =
3 3 3

1 2
2 1
3 3

2 2
b. 2 + 2
5 5

3 5
c. 3 + 1
8 8

2. Solve. Use a number line to show your work.

2 3 5
a. 2 + 1 = 3 + = _______
4 4 4

4 1
4 4

4 5
b. 3 + 2
6 6

9 7
c. 1 +1
12 12

Lesson 31: Add mixed numbers.

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3. Solve. Use the arrow way to show how to make one.

3 3 3 3
a. 2 + 1 = 3 + =
4 4 4 4

1 2
4 4

7 4
b. 2 + 3
8 8

7 5
c. 1 + 4
9 9

4. Solve. Use whichever method you prefer.

4 3
a. 1 + 1
5 5

8 5
b. 3 +1
10 10

5 6
c. 2 +3
7 7

Lesson 31: Add mixed numbers.

Date: 1/15/14 5.F.40

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Lesson 32
Objective: Subtract a fraction from a mixed number.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (3 minutes)

Concept Development (35 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Count by Equivalent Fractions 4.NF.1 (5 minutes)

 Change Mixed Numbers to Fractions 4.NF.4 (4 minutes)
 Add Mixed Numbers 4.NF.3 (3 minutes)

Count by Equivalent Fractions (5 minutes)

Note: This activity reviews G4–M5–Lessons 24 and 25. The progression builds in complexity. Work the
students up to the highest level of complexity in which they can confidently participate.
T: Count by twos to 18, starting at 0.

1 2 3

S: 0, 2, 4, 6, 8, 10, 12, 14, 16, 18

T: Count by 2 sixths to 18 sixths, starting at 0 sixths. (Write as students count.)
S: , , , , , , , , ,
T: Zero is the same as how many sixths?
S: 0 sixths.

Lesson 32: Subtract a fraction from a mixed number.

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T: (Beneath , write 0.) 1 is the same as how many sixths?

S: 6 sixths.
T: (Beneath , write 1.)

Continue this process for 2 and 3.

T: Count by 2 sixths again. This time, when you come to the whole number, say the whole number.
(Write as students count.)
S: , , , 1, , , 2, , , 3.

T: (Point to .) Say as a mixed number.

S: .

Continue this process for , , and .

T: Count by 2 sixths again. This time, convert to whole numbers and mixed numbers. (Write as
students count.)
S: , , , 1, , , 2, , , 3.

Possibly extend, having the students rename sixths as thirds.

Change Mixed Numbers to Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews G4–M5–Lesson 25.

T: (Write ) Say the mixed number.

S: .

T: (Draw a number bond with as the total. Write as the known part. Write as the
other part.) Write the unknown part, filling in the numerator.
S: (Write as the unknown part.)

T: (Write as the unknown part. Write = ) Fill in the numerator.

S: (Write = .)

Continue this process for and .

Lesson 32: Subtract a fraction from a mixed number.

Date: 1/15/14 5.F.42

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Add Mixed Numbers (3 minutes)

Note: This fluency reviews G4–M5–Lesson 30.
T: (Write + .) On your boards, add like units to solve.

S: (Write + = )

Continue this process for sequence: + and + .

Application Problem (3 minutes)

Meredith had 2 m 65 cm of ribbon. She used 87 cm of the ribbon. How much ribbon did she have left?

Note: This Application Problem anticipates the subtraction of a fraction from a mixed number using a
measurement context. In Solution A, 87 centimeters is decomposed as 65 cm and 22 cm in order to count
back to 2 and then to subtract the remaining centimeters. In Solution B, the total is decomposed into smaller
units before subtracting. In Solution C, the one is taken out of 2 m 65 cm and 87 centimeters is subtracted
from 1. The remaining 13 centimeters is then added to 1 m 65 cm.

Concept Development (35 minutes)

Materials: (S) Personal white boards

Problem 1: Subtract a fraction from a mixed number by counting back.

T: 3 oranges 2 apples – 1 apple is…?
S: 3 oranges 1 apple.
T: 3 dogs 2 puppies – 1 puppy is…?
S: 3 dogs 1 puppy.
T: 3 ones 2 fifths – 1 fifth is…?
S: 3 ones 1 fifth.

Lesson 32: Subtract a fraction from a mixed number.

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T: (Write including the number bond as shown.)

T: Do we have enough fifths to subtract 3 fifths
S: Yes!
T: Solve the problem.
S: 3
T: Draw a number line to model the subtraction. What
will the endpoints of the number line be? How will you
partition the whole?
S: The endpoints will be 3 and 4. We will partition the
whole into fifths.
T: Start at Subtract Say the number sentence
again.
S:
T: Try – We can count back by a tenth 3 times
from to find the answer. Draw a number line and
use it to explain the difference to your partner.
S: There are 4 ones. 9 tenths – 3 tenths =
6 tenths.
T: Try . Model with a number line, and try using the
arrow way.
S: . Counting back 1 fifth, we get 4 ones.
Counting back 1 more fifth, and we get .

Let students quickly practice with the following: and .

Problem 2: Subtract a fraction less than 1 from a whole number by decomposing the subtrahend.
T: (Write .) Do we have enough fifths to subtract 3 fifths?
S: No!
T: (Show decomposed as and as pictured to the right.)
MP.4 T: Does + have the same value as (Point to the parts of the bond.)
S: Yes!
T: Now do we have enough fifths?
S: No. It’s still We can’t take that from
T: Look at the parts Let’s take away one part at a time.

Lesson 32: Subtract a fraction from a mixed number.

Date: 1/15/14 5.F.44

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Draw a number line to model the subtraction.

T: Solve . Count back 1 fifth on the number line.
S: That’s
T: Now, subtract from 4. Talk to your partner.
S: We already know how to do that, 1–
is , so 4 – is
MP.4
T: We can also use the arrow way. Start with count back to get to 4, and then count back more
to get (Shown above to the right.)
T: Write . First decompose into two parts, count
back to 3, and then subtract the other part.
S: I see. We take away one part of at a time.

T: Model on a number line and then model using arrows.

Let students practice with the following:
.

Problem 3: Decompose the total to take out 1 when subtracting a fraction from a mixed number when there
are not enough fractional units.
T: (Write including the number bond as shown.)
T: Do you have enough fifths to subtract ?
S: No.  This is the same problem as before.
T: Let’s try a different strategy to solve. Talk to your partner.
Where can we get more fifths?
S: From
T: Decompose by taking out one. We have and 1.
(Record using a number bond.)
T: Take from 1. How many are left?
S:
T: We have left plus = Let’s show this using the arrow way.

Let students practice with the following: and .

Lesson 32: Subtract a fraction from a mixed number.

Date: 1/15/14 5.F.45

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
Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Change Mixed Numbers to Fractions 4.NF.4 (9 minutes)

 Subtract Fractions from Whole Numbers 4.NF.3 (3 minutes)

Sprint: Change Mixed Numbers to Fractions (9 minutes)

Materials: (S) Change Mixed Numbers to Fractions Sprint

Note: This fluency activity reviews G4–M5–Lesson 25.

Subtract Fractions from Whole Numbers (3 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 17.

T: (Write 3 – .) Break apart the whole number and solve.

S: (Write 3 – = .)

Continue the process for 5 – and 9 – .

Lesson 33: Subtract a mixed number from a mixed number.

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Application Problem (5 minutes)

Jeannie’s pumpkin had a weight of 3 kg 250 g in August and 4 kg 125 g in October. What was the difference in
weight?

Note: This Application Problem anticipates the subtraction of a NOTES ON

mixed number from a mixed number using a measurement MULTIPLE MEANS OF
context. Solution A shows counting up using the arrow way. REPRESENTATION
Solution B shows subtracting 3 kilograms from 4 kilograms first,
In Grade 1, students relate subtraction
and then subtracting 250 kg from the total remaining 1,125 to addition by counting up (1.OA.6),
grams. e.g., 12 – 8 is easily solved by counting
up from 8 to 12: 8, 9 , 10, 11, 12.
As students become more adept at
Concept Development (33 minutes) using a unit of 10, they see they can get
to the next ten, rather than counting by
ones, e.g., 12 – 8 can be solved by
Materials: (S) Personal white boards thinking, “8 and is . more is .
The unknown part is !”
Problem 1: Subtract a mixed number from a mixed number by In Grade 2, students apply this strategy
counting up. to subtract larger numbers (2.NBT.7),
e.g., 120 – 80 can be solved by thinking,
T: (Write 8 8
.) Let’s count up to solve. “Eighty plus is 100, and 20 more is
. The unknown part is !”
T: Draw a number line with endpoints 2 and 5. Label 8 Their use of the ten in Grade 1 has
What fractional part can we add to get to the next evolved into a place value strategy in
one? 8 plus what is 3? Grade 2. Here in Grade 4, it evolves yet
again as students use fractional units
S: . rather than place value units.
8

T: Show a slide from 8 to 3. Next,

count up from 3 to the whole number
in
8

Lesson 33: Subtract a mixed number from a mixed number.

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S: (Draw an arrow from 3 to 4.) We added 1.

T: Count up to 8

S: (Draw an arrow from 4 to 8

) We added 8 more.
T: What is 8 + 1 + 8 ?
S: 8
+1+8= 8
T: Use the arrow way to track our recording.
S: 8
+ 8 = 3, 3 + 1 = 4, and 4 + 8 = 8
. We counted up 8 , 1, and
. That’s
8 8
8
Let students practice with the following: – and – .

Problem 2: Subtract a mixed number from a mixed number when there are not enough fractional units by
first subtracting the whole numbers and then decomposing the subtrahend.
T: (Write + .) When we add mixed numbers, we add the like units. We could add the ones first
and then the fifths.
T: (Write – .) When we subtract mixed numbers, we can subtract the ones first. What
subtraction expression remains?
S: – .
T: Just like yesterday, decompose 3 fifths as and
(as pictured to the right).
T: – is…? (Record using the arrow way, as
seen to the right.)
S: 9.
T: Count back from 9. 9 – is…? (Record with
the second arrow.)
S: 8
T: (Write – = 9 – = 8 .)
T: Explain to your partner why this is true.
S: It’s like counting back!  We subtract a fifth from and then we subtract from 9.  First, we
renamed as and . Then, we subtracted in two steps.  It looks like we subtracted from both
numbers and got 9 – , which is just easier.
T: Use a number line to model the steps of counting backwards from to subtract .

Lesson 33: Subtract a mixed number from a mixed number.

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S: (Draw as shown or draw to match the

arrow way recording.)

Let students practice with the following: 8

– 8
and – . Those who struggle with subtracting from a whole number with automaticity can break apart
the whole number using G4–M5–Lesson 32’s strategy until gaining mastery, e.g., – = – = – =
8 8 8 8 8 8

8
. Have them share their work with a partner, explaining their solution.

Problem 3: Subtract a mixed number from a mixed number when there are not enough fractional units by
decomposing a whole into fractional parts.
T: (Write – ) Let’s solve using a different
strategy.
T: Subtract the whole numbers.
S: – = –
T: Decompose by taking out one.
S: (Draw number bond to show 8 and 1.)
T: 1 – is…?
S:
T: 8 + is…?
S: 8 + = 8 . That’s the same answer as before.
We just found it in a different way.

Let students practice with the following: 8

– 8
and
– . Encourage students to practice this strategy of
subtracting from 1, but don’t belabor its use with
students. Allow them to use any strategy that makes
sense to them and enables them to correctly solve the
problem, explaining the steps to their partner. Ask those
who finish early to solve using an alternative strategy to
strengthen their number sense.

Problem Set (10 minutes)

Lesson 33: Subtract a mixed number from a mixed number.

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solve these problems using the RDW approach used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Subtract a mixed number from a mixed

number.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Can you accurately subtract mixed numbers by
subtracting the fraction first, or must you always
subtract the whole numbers first? Give an
example to explain.
 When subtracting mixed numbers, what is the
advantage of subtracting the whole numbers first?
 Which strategy do you prefer to use, decomposing the number we are subtracting as we did in
Problem 2 of the Concept Development or taking from 1, as we did in Problem 3? Discuss the
advantages of the strategy as you explain your preference.
 Which strategies did you choose to solve Problems 4(a–d) of the Problem Set? Explain how you
decided which strategy to use.
 What learning from G4–M5–Lesson 32 was used in this lesson? How can subtracting a mixed
number from a mixed number be similar to subtracting a fraction from a mixed number?
 How did our Application Problem relate to today’s lesson?

Exit Ticket (3 minutes)

Lesson 33: Subtract a mixed number from a mixed number.

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Lesson 33: Subtract a mixed number from a mixed number.

Date: 1/15/14 5.F.58

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Lesson 33: Subtract a mixed number from a mixed number.

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Name Date

1. Write a related addition sentence. Subtract by counting on. Use a number line or the arrow way to help.
The first one has been partially done for you.

a. = _____

b. = _____

2. Subtract, as shown in Problem 2(a), by decomposing the fractional part of the number you are
subtracting. Use a number line or the arrow way to help you.
a.

Lesson 33: Subtract a mixed number from a mixed number.

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3. Subtract, as shown in Problem 3(a), by decomposing to take one out.

4. Solve using any method.

a. b.

c. d.

Lesson 33: Subtract a mixed number from a mixed number.

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Name Date

1. Solve using any strategy.

Lesson 33: Subtract a mixed number from a mixed number.

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Name Date

1. Write a related addition sentence. Subtract by counting on. Use a number line or the arrow way to help.
The first one has been partially done for you.
a.

2. Subtract, as shown in Problem 2(a) below, by decomposing the fractional part of the number you are
subtracting. Use a number line or the arrow way to help you.

Lesson 33: Subtract a mixed number from a mixed number.

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3. Subtract, as shown in 3(a) below, by decomposing to take one out.

4. Solve using any strategy.

a. b.

c. d.

Lesson 33: Subtract a mixed number from a mixed number.

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Lesson 34
Objective: Subtract mixed numbers.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (5 minutes)
 Concept Development (33 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Change Mixed Numbers to Fractions 4.NF.4 (9 minutes)

 Subtract Fractions from Whole Numbers 4.NF.3 (3 minutes)

Sprint: Change Mixed Numbers to Fractions (9 minutes)

Materials: (S) Change Mixed Numbers to Fractions Sprint

Note: This fluency activity reviews G4–M5–Lesson 25.

Date: 1/15/14 5.F.71

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Name Date

1. Subtract.
1 2
a. 4 −
3 3

4
3
3

2 3
b. 5 −
4 4

3 4
c. 8 −
5 5

2. Subtract the ones first.

1 3 1 3 2
a. 3 −1 =2 − =1
4 4 4 4 4

5
1 4

2 3
b. 4 −1
5 5

Lesson 34: Subtract mixed numbers.

Date: 1/15/14 5.F.72

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2 5
c. 5 −3
6 6

3 4
d. 9 −2
5 5

3. Solve using any strategy.

3 5 4 8
a. 7 −2 b. 6 −3
8 8 10 10

3 8 2 43
c. 8 −3 d. 14 −6
12 12 50 50

Lesson 34: Subtract mixed numbers.

Date: 1/15/14 5.F.73

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Name Date

1. Solve.
1 4
a. 7 −2
6 6

5 7
b. 12 −3
8 8

Lesson 34: Subtract mixed numbers.

Date: 1/15/14 5.F.74

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Name Date

1. Subtract.
1 3
a. 5 −
4 4

5
4 4

3 6
b. 6 −
8 8

4 5
c. 7 −
6 6

2. Subtract the ones first.

1 3 1 3 3
a. 4 −1 =3 − =2
5 5 5 5 5

6
2
5

3 5
b. 4 −2
6 6

Lesson 34: Subtract mixed numbers.

Date: 1/15/14 5.F.75

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3 5
c. 8 −2
8 8

3 7
d. 13 − 8
10 10

3. Solve using any strategy.

3 9 6 8
a. 7 −4 b. 9 −5
12 12 10 10

2 7 5 94
c. 17 −9 d. 12 −8
16 16 100 100

Lesson 34: Subtract mixed numbers.

Date: 1/15/14 5.F.76

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4
GRADE
Mathematics Curriculum
GRADE 4 • MODULE 5

Topic G
Repeated Addition of Fractions as
Multiplication
4.NF.4, 4.MD.4, 4.OA.2, 4.MD.2

Focus Standard: 4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a
whole number.

a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction
model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the
equation 5/4 = 5 × (1/4).
b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to
multiply a fraction by a whole number. For example, use a visual fraction model to
express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b)
= (n × a)/b.)
c. Solve word problems involving multiplication of a fraction by a whole number,
e.g., by using visual fraction models and equations to represent the problem. For
example, if each person at a party will eat 3/8 of a pound of roast beef, and there
will be 5 people at the party, how many pounds of roast beef will be needed?
Between what two whole numbers does your answer lie?

4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4,
1/8). Solve problems involving addition and subtraction of fractions by using
information presented in line plots. For example, from a line plot find and interpret the
difference in length between the longest and shortest specimens in an insect collection.
Instructional Days: 6
Coherence -Links from: G3–M5 Fractions as Numbers on the Number Line
-Links to: G5–M3 Addition and Subtraction of Fractions
G5–M4 Multiplication and Division of Fractions and Decimal Fractions

Topic G: Repeated Addition of Fractions as Multiplication

Date: 1/15/14 5.G.1
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic G 4 5

Topic G extends the concept of representing repeated addition as multiplication, applying this familiar
concept to work with fractions.
Multiplying a whole number times a fraction was introduced in Topic A as students learned to decompose
fractions, e.g., = = 3 × . In Lessons 35 and 36, students use the associative property, as exemplified
below, to multiply a whole number times a mixed number.
3 bananas + 3 bananas + 3 bananas + 3 bananas
= 4 3 bananas
= 4 (3 1 banana) = (4 3) 1 banana = 12 bananas
3 fifths + 3 fifths + 3 fifths + 3 fifths
= 4 3 fifths
= 4 (3 fifths) = (4 3) fifths= 12 fifths

( ) ( )

Students may never have considered before that 3 bananas = 3 1 banana, but it is an understanding that
connects place value, whole number work, measurement conversions, and fractions, e.g., 3 hundreds = 3 1
hundred, or 3 feet = 3 (1 foot); 1 foot = 12 inches, therefore, 3 feet = 3 (12 inches) = (3 12) inches = 36
inches.
Students explore the use of the distributive property in Lessons 37 and 38 to multiply a whole number by a
mixed number. They see the multiplication of each part of a mixed number by the whole number and use the
appropriate strategies to do so. As students progress through each lesson, they are encouraged to record
only as much as they need to keep track of the math. As shown below, there are multiple steps when using
the distributive property, and students can get lost in those steps. Efficiency in solving is encouraged.

Topic G: Repeated Addition of Fractions as Multiplication

Date: 1/15/14 5.G.2
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic G 4 5

In Lesson 39, students build their problem-solving skills by solving multiplicative comparison word problems
involving mixed numbers, e.g., “Jennifer bought 3 times as much meat on Saturday as she did on Monday. If
she bought pounds on Monday, how much did she buy on both days?” They create and use tape diagrams
to represent these problems before using various strategies to solve them numerically.

In Lesson 40, students solve word problems involving multiplication of a fraction by a whole number and also
work with data presented in line plots.

A Teaching Sequence Towards Mastery of Repeated Addition of Fractions as Multiplication

Objective 1: Represent the multiplication of n times a/b as (n × a)/b using the associative property and
visual models.
(Lessons 35–36)

Objective 2: Find the product of a whole number and a mixed number using the distributive property.
(Lessons 37–38)

Objective 3: Solve multiplicative comparison word problems involving fractions.

(Lesson 39)

Objective 4: Solve word problems involving the multiplication of a whole number and a fraction
including those involving line plots.
(Lesson 40)

Topic G: Repeated Addition of Fractions as Multiplication

Date: 1/15/14 5.G.3
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 35 4•5

Lesson 35
Objective: Represent the multiplication of n times a/b as (n × a)/b using
the associative property and visual models.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Add and Subtract 4.NBT.4 (4 minutes)

 Count by Equivalent Fractions 4.NF.1 (4 minutes)
 Add and Subtract Mixed Numbers 4.NF.3 (4 minutes)

Add and Subtract (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews adding and subtracting using the standard algorithm.
T: (Write 676 thousands 696 ones.) On your boards, write
this number in standard form.
S: (Write 676,696.) NOTES ON
T: (Write 153 thousands 884 ones.) Add this number to MULTIPLE MEANS OF
676,696 using the standard algorithm. ACTION AND
S: (Write 676,696 + 153,884 = 830,580 using the standard EXPRESSION:
algorithm.) Some learners may benefit from grid
paper or a place value chart to
Continue the process for 678,717 + 274,867. organize numbers up to 1 million as
T: (Write 300 thousands.) On your boards, write this they add and subtract.
number in standard form.
S: (Write 300,000.)
T: (Write 134 thousands 759 ones.) Subtract this number from 800,000 using the standard algorithm.
S: (Write 300,000 – 134,759 = 165,241 using the standard algorithm.)
Continue the process for 734,902 – 477,479.

Lesson 35: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.4
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 35 4•5

Count by Equivalent Fractions (4 minutes)

Note: This activity reviews G4–M5–Lesson 24. The progression builds in complexity. Work the students up
to the highest level of complexity in which they can confidently participate.
T: Count by threes to 15, starting at 0.
S: 0, 3, 6, 9, 12, 15.
T: Count by 3 fifths to 15 fifths, starting at 0 fifths. (Write as students count.)
S: , , , , , .
T: 1 one is the same as how many fifths?
S: 5 fifths. 3
T: 2 ones?
S: 10 fifths. 3
T: 3 ones?
S: 15 fifths.
T: (Beneath , write 3.) Count by 3 fifths again. This time, when you come to the whole number, say
the whole number. (Write as students count.)
S: , , , , , 3.
T: (Point to .) Say as a mixed number.
S: .

Continue the process for and .

T: Count by 3 fifths again. This time, convert to whole numbers and mixed numbers. (Write as
students count.)
S: , , , , , 3.

Add and Subtract Mixed Numbers (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 31 and G4–M5–Lesson 33. Allow students to solve using
any strategy.
T: (Write + = .) Decompose the mixed numbers and solve.
S: (Write + = )

Continue the process for + , + , and + .

T: (Write – = .) Decompose the mixed numbers and solve.

Lesson 35: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.5
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 35 4•5

S: (Write – = )

Continue the process for the following possible sequence: – , – , – , and – .

Application Problem (5 minutes)

NOTES ON
Mary Beth is knitting scarves that are 1 meter long. If she MULTIPLE MEANS OF
knits 54 centimeters of a scarf each night for 3 nights, how REPRESENTATION:
many scarves will she complete? How much more does she Modeling the change in the association
need to knit to complete another scarf? of the 54 centimeters with the factor of
3 prepares students to interpret
fraction multiplication using the
associative property, e.g., 3 × 4 fifths =
3 × = (3 × 4) fifths =

Students might also benefit from

understanding that 3 × 54 cm = 3 × (54
× 1 cm) just as 3 × = 3 × (4 × ).

Since notation can become a barrier for

students, be prepared to adjust it when
necessary. The Concept Development
aims to keep it very simple.

Note: This Application Problem prepares students to think about how a fractional unit behaves like any other
unit in a multiplication sentence, e.g., 3 × 4 wheels = 12 wheels, 3 × 54 centimeters = 162 centimeters, and 3
× 4 fifths = 12 fifths or .

Concept Development (33 minutes)

Materials: (S) Personal white boards

Problem 1: Use the associative property to solve × in unit form.

T: Write a multiplication number sentence to show four
copies of 3 centimeters.
S: (Write 4 × 3 centimeters = 12 centimeters.)
T: (Write 4 × (3 centimeters).) I put parentheses around 3
centimeters to show that 3 is telling the number of
centimeters in one group, but to solve, we moved the
parentheses. Show me where you moved them to.
S: (Write (4 × 3) centimeters = 12 centimeters.)

Lesson 35: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.6
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 35 4•5

T: Yes, you used the associative property by associating the 3 with the number of groups rather than
the unit of centimeters.
T: Write a multiplication number sentence to show four copies of 3 fifths in unit form.
S: (Write 4 × 3 fifths = 12 fifths.)
T: (Write 4 × (3 fifths) = (4 × 3) fifths.) Is this true?
S: Yes, that’s the associative property.
T: Draw a tape diagram to show four copies of 3 fifths.
S: (Draw a tape diagram.)
Repeat with three copies of 5 sixths and four copies of 3 eighths, associating the factors and drawing a
matching tape diagram.

Problem 2: Use the associative property to solve × numerically.

T: (Display 4 × .) Say this expression.
S: Four times 3 fifths.
T: Write it in unit form.
S: (Write 4 × 3 fifths.) We just did this problem!
T: Compare these number sentences. (See figure at right). Are
these true? Discuss with your partner.
S: Yes, the top was solved in unit form and the bottom
used numbers. NOTES ON
T: (Write 4 × (3 × ) = 4 × 3 fifths.) We can say MULTIPLE MEANS OF
REPRESENTATION:
4 × (3 × ) = 4 × 3 fifths. On your personal board, move When using the associative property to
the parentheses to associate the factors of 4 and 3. solve 4 × , some students may
S: (Write (4 × 3) × .) proficiently solve mentally, while
others may need visual support to
T: And the value is…? solve, including step-by-step guidance.
For example, before asking for the
S: value of (4 × 3) × , it might be helpful

T: (Write 4 × (3 × ) = (4 × 3) × = .) Is 4 groups of 3 to ask, “What is .”

fifths the same as 12 fifths?

S: Yes
T: (Display 5 × .) Say this expression.
S: Five times 3 fourths.
T: Keep the unit form in mind as you solve
numerically. Record only as much as
you need.
S: 5× =

Lesson 35: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.7
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 35 4•5

T: Yes, and as I thought of this as 5 times 3 fourths, I

wrote down 5 × = = . Why is my
expression true?
S: When you associated the factors, fourths became
the unit, and we write the unit fourths as the
denominator.
T: Yes. I think of 5 × (3 fourths) as 5 × and (5 × 3)
fourths as Both have the same value, 12
fourths.
Repeat with 8 × and 12 × .

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Represent the multiplication of n times

Lesson 35: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.8
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 35 4•5

express fractions?
 How did you record your solutions to Problems 3(a–f)?
 Look at your answers for Problem 3(c) and 3(d). Convert each answer to a mixed number. What do
you notice? How are the expressions in Problem 3(c) and 3(d) similar?
 How does moving the parentheses change the meaning of the expression? Use the tape diagrams in
Problem 1 to help you explain.
 Explain to a partner how you solved Problem 4.
 What significant math vocabulary did we use today to communicate precisely?
 How does the Application Problem relate to today’s Concept Development?

Exit Ticket (3 minutes)

Lesson 35: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.9
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 35 Problem Set 4•5

Name Date
1. Draw and label a tape diagram to show the following are true.
a. 8 fifths = 4 (2 fifths) = (4 2) fifths

b. 10 sixths = 5 sixths) = (5 2) sixths

2. Write the expression in unit form to solve.

a. b.

c. d.

Lesson 35: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.10
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 35 Problem Set 4•5

3. Solve.
a. b.

c. d.

e. f.

4. Maria needs yard of fabric for each costume. How many yards of fabric does she need for 6 costumes?

Lesson 35: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.11
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 35 Exit Ticket 4•5

Name Date

1. Solve using unit form.

2. Solve.

Lesson 35: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.12
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 35 Homework 4•5

Name Date

1. Draw and label a tape diagram to show the following are true.
a. 8 thirds = 4 thirds) = (4 2) thirds

b. 15 eighths = 3 eighths) = (3 5) eighths

2. Write the expression in unit form to solve.

a. 10 b. 3

c. 9 d. 7

Lesson 35: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.13
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 35 Homework 4•5

3. Solve.
a. b.

c. 13 d. 18

e. f.

4. Mrs. Smith bought some orange juice. Each member of her family drank cup for breakfast. There are
five people in her family. How many cups of orange juice did they drink?

Lesson 35: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.14
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 36 4•5

Lesson 36
Objective: Represent the multiplication of n times a/b as (n × a)/b using
the associative property and visual models.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Application Problem (5 minutes)

Concept Development (35 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Count by Equivalent Fractions 4.NF.1 (5 minutes)

 Multiply Fractions 4.NF.4 (5 minutes)

Count by Equivalent Fractions (5 minutes)

Note: This activity reviews G4–M5–Lesson 24 and 25. The progression builds in complexity. Work the
students up to the highest level of complexity in which they can confidently participate.
T: Count by threes to 30, starting at 0.
S: 0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30.
T: Count by 3
tenths to 30
tenths, starting
at 0 tenths. 3
(Write as
students count.) 3
S: , , , ,
, , , , , , .
T: Name the fraction that’s equal to a whole number.
S: 30 tenths.
T: (Point to .) 30 tenths is how many ones?
S: 3 ones.
T: (Beneath , write 3 ones.) Count by 3 tenths again. This time, when you come to the whole

Lesson 36: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.15
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 36 4•5

number, say the whole number. (Write as students count.)

S: , , , , , , , , , , 3.
T: (Point to .) Say as a mixed number.
S: .

Continue the process for , , , and .

T: Count by 3 tenths again. This time, convert to whole numbers and mixed numbers. (Write as
students count.)
S: , , , , , , , , , , 3.

Multiply Fractions (5 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 35.

T: Draw a number line.
S: (Draw a number line.)
T: (Write 4 × .) Starting with zero, mark four
intervals of on the number line.
S: (Mark , , , and on the number line.)
T: What’s ×
S: .
T: (Write 3 × .) Complete the number sentence. Write the product on the number line.
S: (Write 3 × = .)
T: (Write 2 × .) Complete the number sentence. Write the product on the number line.
S: (Write 2 × = .)

Continue the process for 4 × and 5 × .

Lesson 36: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.16
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 36 4•5

Application Problem (5 minutes)

NOTES ON
Rhonda exercised for hour every day for 5 days. How many MULTIPLE MEANS OF
total hours did Rhonda exercise? ENGAGEMENT:
Adjust the Application Problem to
? challenge students working above
grade level. For example, ask, “How
many total hours and minutes did
Rhonda exercise?”

Note: This Application builds on the learning from the previous lesson where students multiplied a whole
number by a fraction.

Concept Development (35 minutes)

Materials: (S) Personal white boards

Problem 1: Rewrite a repeated addition problem as n times a/b.

T: Look back to the tape diagram we drew for the Application Problem. Say an addition sentence that
represents this model.
S: + + + + = .
T: Write it as a multiplication expression.
S: 5× =

MP.2 T: Which is more efficient? + + + + or 5 × ?

Discuss with your partner.
S: 5 × It doesn’t take as long to write.  Multiplication is usually more efficient because making
groups is easier than counting by fives, especially if there are a lot of copies.
T: How do we solve 5 ×
S: We know 5 × can be solved like this: .  It’s 5 × 5 sixths, so that is 25 sixths.

Repeat with + + + , drawing a tape diagram and solving using multiplication.

Lesson 36: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.17
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 36 4•5

Problem 2: Solve n times a/b as (n × a)/b.

T: (Project 6 × .) Say this expression in unit form.
S: 6 × 3 eighths.
T: (6 × 3) eighths = , yes?
MP.2 S: Yes!
T: Use this way of recording this time.
S: 6× = =
T: Rename as a mixed number.
S: = + = .
Repeat with × 5 and 9 × .

Problem 3: Solve a word problem involving the multiplication

of fractions.
T: The serving size for cereal is cup. Each of 27 students NOTES ON
in health class measured out one serving to eat for MULTIPLE MEANS OF
breakfast. If a box of cereal contained 16 cups, how ENGAGEMENT:
many boxes of cereal were needed? Empower students working below
grade level to solve on-level word
T: Draw what you know and write an expression to solve. problems by using strategies such as
S: 27 × = = cups. the distributive property or
decomposition. For example, students
T: As a mixed number? who are challenged by 27 × 2 can
S: Hmm. Those numbers are bigger than I am used to multiply (20 + 7) × 2 = (20 × 2) + (7 × 2)
converting. = 40 + 14, or 9 × (3 × 2).

T: We want to know how many groups of there are in .

Three times what number is close to or equal to 54?
To find that out, I can divide. 54 ÷ 3 = 18. The answer
is 18 cups of cereal, so how many boxes are needed?
S: Two boxes because 1 box serves 16 cups, but the class
needs 18 cups.

Problem Set (10 minutes)

Lesson 36: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.18
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 36 4•5

Student Debrief (10 minutes)

Lesson Objective: Represent the multiplication of n times

a/b as (n × a)/b using the associative property and visual
models.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Problem 4(d) is a good example of how
multiplication is more efficient than repeated
addition. Explain.
 Explain to your partner the method that you used
to solve Problem 4(a–d).
 What was challenging about Problem 4(d)?
 Problem 4(b) results in a fraction greater than 1
with a large numerator. Watch as the fraction is
renamed before multiplying. Discuss what you
see with your partner. How does this method
simplify the work done after the product is found?

 Try solving Problem 4(c) using a method similar to

the one used above. (Note: Simplification is not a
requirement in Grade 4 standards.)

Lesson 36: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.19
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 36 4•5

Exit Ticket (3 minutes)

Lesson 36: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.20
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 36 Problem Set 4•5

Name Date

1. Draw a tape diagram to represent 2. Draw a tape diagram to represent

Write a multiplication expression equal to Write a multiplication expression equal to

. .

3. Rewrite each repeated addition problem as a multiplication problem, and solve. Express the result as a
mixed number. The first one has been started for you.

a. 4 =

Lesson 36: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.21
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 36 Problem Set 4•5

4. Solve using any method. Express your answers as whole or mixed numbers.

a. b.

c. d.

5. Morgan poured liter of punch into each of 6 bottles. How many liters of punch did she pour in all?

6. A recipe calls for cup rice. How many cups of rice are needed to make the recipe 14 times?

7. A butcher prepared 120 sausages using pound of meat for each. How many pounds did he use in all?

Lesson 36: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.22
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 36 Exit Ticket 4•5

Name Date

1. Solve using any method.

Lesson 36: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.23
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 36 Homework 4•5

Name Date

1. Draw a tape diagram to represent 2. Draw a tape diagram to represent .

Write a multiplication expression equal to Write a multiplication expression equal to

. .

3. Rewrite each repeated addition problem as a multiplication problem and solve. Express the result as a
mixed number. The first one has been completed for you.

a. 4 = =

4. Solve using any method. Express your answers as whole or mixed numbers.

a. b.

Lesson 36: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.24
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 36 Homework 4•5

c. d.

e. f.

5. Coleton is playing with interlocking blocks that are each inch tall. He makes a tower 17 blocks tall. How
tall is his tower in inches?

6. There were players on Mr. Maiorani’s softball team. They each ate of a pizza. How many pizzas did
they eat?

7. A bricklayer places 12 bricks along an outside wall of a shed. Each brick is foot long. How many feet
long is that wall of the shed?

Lesson 36: Represent the multiplication of n times a/b as (n × a)/b using the
associative property and visual models. 5.G.25
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 37 4•5

Lesson 37
Objective: Find the product of a whole number and a mixed number using
the distributive property.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Application Problem (5 minutes)

Concept Development (35 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Add and Subtract 4.NBT.4 (4 minutes)

 Multiply Fractions 4.NF.4 (6 minutes)

Add and Subtract (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews adding and subtracting using the standard algorithm.
T: (Write 547 thousands 869 ones.) On your boards, write this number in standard form.
S: (Write 547,869.)
T: (Write 362 thousands 712 ones.) Add this number to 547,869 using the standard algorithm.
S: (Write 547,869 + 362,712 = 910,581 using the standard algorithm.)
Continue the process for 459,623 + 353,683.
T: (Write 800 thousands.) On your boards, write this number in standard form.
S: (Write 800,000.)
T: (Write 352 thousands 951 ones.) Subtract this number from 800,000 using the standard algorithm.
S: (Write 800,000 – 352,951 = 447,049 using the standard algorithm.)
Continue the process for 805,813 – 368,265.

Lesson 37: Find the product of a whole number and a mixed number using the
distributive property. 5.G.26
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 37 4•5

Multiply Fractions (6 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 36.

T: (Write 2 × = = .) Write the multiplication sentence, filling in the unknown numbers. You can
draw a tape diagram or a number line to help you.
S: (Write 2 × = = .)
Continue the process for 3 × .

T: (Write 3 × = = .) Write the multiplication sentence, filling in the unknown number. You can
use a tape diagram or a number line to help you.
S: (Write 3 × = = .)
T: Write as a mixed number.
S: (Write = .)
Continue the process with the following possible sequence: 4 × , 5 × , and 5 × .

Application Problem (5 minutes)

The baker needs cup of raisins to make 1 batch of cookies. How many cups of raisins does he need to make
7 batches of cookies?

Note: This Application Problem reviews Lessons 35 and 36 of G4–M5–Topic G where students learned to
represent the product of a whole number and a fraction using the associative property. Notice that, although
they can be used, parentheses are not modeled in the solutions. Students have already established that
parentheses indicate the changed associations. Since the process has been established, parentheses are not
necessary and can make notation cumbersome.

Lesson 37: Find the product of a whole number and a mixed number using the
distributive property. 5.G.27
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 37 4•5

Concept Development (35 minutes)

NOTES ON
Materials: (S) Personal white boards MULTIPLE MEANS OF
ACTION AND
Problem 1: Draw a tape diagram to show the product of a EXPRESSION:
whole number and a mixed number. A gentle reminder and grid paper may
help learners draw appropriately
T: With me, make a tape diagram showing in two proportioned, though not meticulously
parts, the ones and the fractional part. precise, tape diagrams. In general, the
bar for 3, should be longer than the bar
T: Point to and say the two parts of your tape diagram.
for
Draw one more copy of as two parts on the same
tape diagram. (Write 2 × on the board.)
T: What are the 4 parts of your tape diagram?
S: 3, , 3, and .  2 threes and 2 fifths.
T: Make a new tape diagram of two groups of the same length
as your other tape diagram. This time, draw the threes on the
left and the fifths on the right.
T: How many threes do we have?
S: 2 threes.
T: How many fifths do we have?
S: 2 fifths.
T: 2× is equal to 2 threes and 2 fifths. (Write 2 × = (2 × 3) + (2 × ).)
T: 2 times 3 is…? (Point to the expression.)
S: 6. (Write their response as shown to the right.)
T: 2 times is…? (Point to the expression.)
S: . (Write their response as shown to the right.)
T: The parts are 6 and What is the total?
S: 6+ = .
T: Let’s try another one. Make a tape diagram to show four units of . Make another tape diagram
to show how the whole numbers and fractional parts can be redistributed. Write a multiplication
sentence to represent your groups of using the format we used to do two groups of 3 and a fifth.

Lesson 37: Find the product of a whole number and a mixed number using the
distributive property. 5.G.28
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 37 4•5

Problem 2: Identify the distributive property to multiply a whole number and a mixed number.
T: Express as an addition sentence.
S: 5+ NOTES ON
MULTIPLE MEANS OF
T: (Write 4 × = 4 × (5 + ).) How many groups of 5 REPRESENTATION:
did you draw? (Note that this is a continuation of If you find that students are reversing
Problem 1.) numerators and denominators, for
S: Four. example writing instead of try using
a color, for example, red for the
T: How many groups of 2 tenths?
denominator. Have students
S: Four. consistently whisper-read fractions, as
they solve. Continue to use models for
T: There are four groups of 5 and four groups of . meaning-making. Frequently check for
understanding, and guide students to
(Write (4 × 5) + (4 × ).) We distribute our
offer personalized solutions.
multiplication to both parts of our mixed number.
T: 4 × 5 is…?
S: 20.
T: 4× is…?
S: .
T: (Write = 20 + .) Our total product is…?
S: 20 . NOTES ON
T: (Write 3 × .) With your partner, write a number MULTIPLE MEANS OF
REPRESENTATION
sentence to multiply the whole number by each part.
(Pause.) What number sentence did you write? An additional step to solving 3 × that
may scaffold understanding for
S: 3× = (3 × 7) + (3 × ). students working below grade level
may be to model the decomposition of
T: Show the products for each part. What are the two
as a number bond, as shown below:
products?
S: 21 and .
T: Rename as a mixed number. is…?
S: .
T: What is the product of 3 × ?
S: .
T: You used the distributive property when you broke apart and multiplied each part by 3.
T: Try another. Solve 5 × . This time, imagine the distributive property in your head. Think out loud
if you need to as you solve. Write only as much as you need to.

Lesson 37: Find the product of a whole number and a mixed number using the
distributive property. 5.G.29
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 37 4•5

S: 5× = 15 + = .

Problem 3: Solve a word problem involving the multiplication of a whole number by a mixed number.
T: In April, Jenny ran in a marathon as part of a relay team. She ran miles. In September, Jenny
ran 4 times as far to complete a marathon on her own. How far did Jenny run in September?
T: Use any strategy we practiced today to solve this problem. Remember to record all of your steps.
Be ready to explain your work to your partner.

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Find the product of a whole number

Lesson 37: Find the product of a whole number and a mixed number using the
distributive property. 5.G.30
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 37 4•5

partner before going over answers as a class. Look for misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions below to lead the discussion.
 How could your tape diagram from Problem 1
help you solve Problem 2(b)? Explain your
thinking.
 We can use the distributive property to show 3 ×
24 as (3 × 2 tens) + (3 × 4 ones). Explain how this
relates to solving 3 ×
 Which strategy did you use to solve Problem 3?
Why do you prefer this strategy?
 Problem 2(h) shows the expression × 4 instead
of 4 × Why are we able to write it either way
and still get the same product?
 Look at differences in the solution for Problem 3
of the Concept Development. In Solution 2,
which step was not explicitly written? How did
the student move from 4 × to 24 + in one
step? Discuss with a partner.
 Were you able to omit the step expressed in line
2 of Problem 2(a)? Explain.

Exit Ticket (3 minutes)

Lesson 37: Find the product of a whole number and a mixed number using the
distributive property. 5.G.31
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 37 Problem Set 4•5

Name Date

1. Draw tape diagrams to show two ways to represent 2 units of .

Write a multiplication expression to match each tape diagram.

2. Solve the following using the distributive property. The first one has been done for you. (As soon as you
are ready, you may omit the step that is in line 2.)

a. ( ) b.

( ) ( )

c. d.

Lesson 37: Find the product of a whole number and a mixed number using the
distributive property. 5.G.32
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 37 Problem Set 4•5

e. f.

g. h.

3. For one dance costume, Saisha needs feet of ribbon. How much ribbon does she need for 5 identical
costumes?

Lesson 37: Find the product of a whole number and a mixed number using the
distributive property. 5.G.33
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 37 Exit Ticket 4•5

Name Date

1. Multiply. Write each product as a mixed number.

Lesson 37: Find the product of a whole number and a mixed number using the
distributive property. 5.G.34
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 37 Homework 4•5

Name Date

1. Draw tape diagrams to show two ways to represent 3 units of .

Write a multiplication expression to match each tape diagram.

2. Solve the following using the distributive property. The first one has been done for you. (As soon as you
are ready, you may omit the step that is in line 2.)

a. ( ) b.

( ) ( )

c. d.

Lesson 37: Find the product of a whole number and a mixed number using the
distributive property. 5.G.35
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 37 Homework 4•5

e. f.

3. Sara’s street is mile long. She ran the length of the street 6 times. How far did she run?

4. Kelly’s new puppy weighed pounds when she brought him home. Now he weighs six times as much.
How much does he weigh now?

Lesson 37: Find the product of a whole number and a mixed number using the
distributive property. 5.G.36
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 38 4•5

Lesson 38
Objective: Find the product of a whole number and a mixed number using
the distributive property.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Application Problem (4 minutes)

Concept Development (36 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Multiply Fractions 4.NF.4 (5 minutes)

 Multiply Mixed Numbers 4.NF.4 (5 minutes)

Multiply Fractions (5 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 36.

T: (Write 3 × = = .) Write the multiplication sentence and the product. You can draw a tape
diagram or a number line to help you.
S: (Write = .)

Continue the process for 7 × and 2 × .

T: (Write 4 × = = .) Write the multiplication sentence and the product. You can use a tape
diagram or a number line to help you.
S: (Write = .)
T: (Write 4 × = = . Beneath it, write =__.) Write as a mixed number.
S: (Beneath , write = .)

Continue the process with the following possible sequence: 4 × , 5 × , and 7 × .

Lesson 38: Find the product of a whole number and a mixed number using the
distributive property. 5.G.37
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 38 4•5

Multiply Mixed Numbers (5 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 37.

T: Break apart as an addition sentence.
S: (Write 4 + .)

T: (Write 2 × (4 + ) Beneath it, write (2 × __) + (2 × ).) Fill in the unknown numbers.
S: (Write (2 × 4) + (2 × ).)

T: (Write (2 × 4) + (2 × ). Beneath it, write __ + ). Fill in the unknown numbers.

S: (Write 8 + .)
T: (Write 8 + . Beneath it, write 8 + __.) Rename as a mixed number.
S: (Write 8 + .)
T: (Write 8 + . Beneath it, write = __.) Write the product.
S: (Write = .)
T: (Point to 2 × .) Say the multiplication sentence.
S: 2× = .

Continue the process for 3 × and 4 × .

Application Problem (4 minutes)

Eight students are on a relay team. Each runs kilometers. How many total kilometers does their team
run?

Note: This Application Problem reviews G4–M5–Lesson 37 where students used the distributive property to
multiply a whole number and a mixed number.

Lesson 38: Find the product of a whole number and a mixed number using the
distributive property. 5.G.38
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 38 4•5

Concept Development (36 minutes)

NOTES ON
Materials: (S) Personal white boards MULTIPLE MEANS OF
REPRESENTATION:
Note: This lesson reviews the learning from G4–M5–Lesson 37. Scaffold understanding with visual
models. Students working below grade
Problem 1: Identify the unknown factors. level may benefit from connecting is
the same as 2 × to a tape diagram or
T: Write 5 × = (__ × 8) + (__ × ). Use the distributive
number line, for example.
property to fill in the unknown numbers. Turn and
discuss your answer with your partner. Draw or write
as you explain your thinking.
S: Both parts need to be multiplied by 5.  I used a tape
diagram to show my partner that there are 5 eights
and 5 one-fifths.
NOTES ON
Problem 2: Use and share strategies for using the distributive MULTIPLE MEANS OF
property to find the product of a whole number and a mixed ENGAGEMENT:
number.
Give everyone a fair chance to share
T: (Write 4 × = ___.) Solve the problem on your their work and solutions by providing
appropriate scaffolds. Demonstrating
board.
students may use translators,
Allow students about one to two minutes to solve. interpreters, or sentence frames to
present. If the pace of the lesson is a
T: What is 4 × consideration, prep presenters
beforehand.
S: 39.
T: Share your work with your partner.
MP.3
S: I made a tape diagram showing four units of .  I
used the distributive property by writing four groups of
9 and four groups of . Then I added those products
and got 39.  I took a short cut and just wrote 36 +
Have students work with a partner to solve the following
problems: × 4, × 3, and 9 × .

Problem 3: Solve multiplication of a mixed number and a whole number when embedded in word problems.
T: (Write or project, “Robin rides for miles round-trip to get to and from school. How many miles
would Robin ride in days?”) Use the RDW process to solve this story problem.
Circulate and note student work that might be beneficial to share with the class.
S: (Solve on personal boards.)

Lesson 38: Find the product of a whole number and a mixed number using the
distributive property. 5.G.39
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 38 4•5

T: How many miles would Robin ride to get to school in 5 days?

S: miles.
Invite each selected student to come to the board and
share strategies and solutions. Ask the students to share
their tape diagram with the labels and identify all the
referents.
S: I made a tape diagram showing 5 units of .
Every time I saw 2 halves, I counted them as 1
whole. I added (3 × 5) + 1 + 1 + . (See image at
right.)  I multiplied the whole miles by 5 and
then multiplied the miles by 5. I added the
products together. That’s the distributive
property.

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Find the product of a whole number

and a mixed number using the distributive property.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions below to lead the discussion.
 Explain how you knew what number was unknown from Problem 1.

Lesson 38: Find the product of a whole number and a mixed number using the
distributive property. 5.G.40
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 38 4•5

 What method for solving did you use in Problem

2? Use a specific example from your Problem Set
to explain.
 What did you do to solve the problems when the
first factor was a mixed number?
 How did you solve Problem 2(e)? Turn and share
with your partner.
 Why is it sometimes useful to see both a tape
diagram and the numbers?
 How might you improve your work from today’s
Application Problem?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 38: Find the product of a whole number and a mixed number using the
distributive property. 5.G.41
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 38 Problem Set 4•5

Name Date

1. Fill in the unknown factors.

a. b.

2. Multiply. Use the distributive property.

Lesson 38: Find the product of a whole number and a mixed number using the
distributive property. 5.G.42
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 38 Problem Set 4•5

3. The distance around the park is miles. Cecilia ran around the park 3 times. How far did she run?

4. Windsor the dog ate snack bones each day for a week. How many bones did Windsor eat that week?

Lesson 38: Find the product of a whole number and a mixed number using the
distributive property. 5.G.43
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 38 Exit Ticket 4•5

Name Date

1. Fill in the unknown factors.

2. Multiply. Use the distributive property.

Lesson 38: Find the product of a whole number and a mixed number using the
distributive property. 5.G.44
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 38 Homework 4•5

Name Date

1. Fill in the unknown factors.

a. b.

2. Multiply. Use the distributive property.

Lesson 38: Find the product of a whole number and a mixed number using the
distributive property. 5.G.45
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 38 Homework 4•5

3. Brandon is cutting 9 boards for a woodworking project. Each board is feet long. What is the total
length of boards?

4. Rocky the collie ate cups of dog food each day for two weeks. How much dog food did Rocky eat in
that time?

5. At the class party, each student will be given a container that holds ounces of juice. There are 25
students in the class. If each student’s container is filled, how many ounces of juice does the teacher
need to buy?

Lesson 38: Find the product of a whole number and a mixed number using the
distributive property. 5.G.46
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 39 4•5

Lesson 39
Objective: Solve multiplicative comparison word problems involving
fractions.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Concept Development (38 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Multiply Whole Numbers Times Fractions 4.NF.4 (8 minutes)

 Multiply Mixed Numbers 4.NF.4 (4 minutes)

Sprint: Multiply Whole Numbers Times Fractions (8 minutes)

Materials: (S) Multiply Whole Numbers Times Fractions Sprint

Note: This fluency activity reviews G4–M5–Lesson 35.

Multiply Mixed Numbers (4 minutes)

Materials: Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 37.

T: Break apart , using addition.

S: (Write into 3 + .)

T: (Write 3 × = . Beneath it, write __ + ) Fill in the unknown numbers.

S: (Write 9 + .)

T: (Write 9 + . Beneath it, write 9 + __.) Record a mixed number for .

S: (Write 9 + .)

T: (Write 9 + . Beneath it, write =__.) Write the answer.

Lesson 39: Solve multiplicative comparison word problems involving fractions.

Date: 1/15/14 5.G.47

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S: (Write = .)

T: (Point at 3 × = .) Say the multiplication sentence.

S: 3× = .

Continue the process for 6 × and 4 × .

Concept Development (38 minutes)

Materials: (S) Student Problem Set

Suggested Delivery of Instruction for Solving Lesson 39 Word Problems

1. Model the problem.
Have two pairs of students who can successfully model the problem work at the board while the others work
independently or in pairs at their seats. Review the following questions before beginning the first problem.
 Can you draw something?
 What can you draw?
 What conclusions can you make from your drawing?
As students work, circulate. Reiterate the questions above. After two minutes, have the two pairs of
students share only their labeled diagrams. For about one minute, have the demonstrating students receive
and respond to feedback and questions from their peers.

2. Calculate to solve and write a statement.

Give everyone two minutes to finish work on that question, sharing their work and thinking with a peer.
All should then write their equations and statements of the answer.

3. Assess the solution for reasonableness.

Give students one to two minutes to assess and explain the reasonableness of their solution.
Note: Problems 1–4 of the Problem Set will be used during the Concept Development portion of the lesson.

Lesson 39: Solve multiplicative comparison word problems involving fractions.

Date: 1/15/14 5.G.48

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Problem 1: Tameka ran miles. Her sister ran twice as far. How far did Tameka’s sister run?

Students may choose to multiply or to add in order to solve this problem. You may choose to use the
variations in solution strategies to help students see the distributive property at work.

Problem 2: Natasha’s sculpture was inches tall. Maya’s was 4 times as tall. How much shorter was
Natasha’s sculpture than Maya’s?

NOTES ON
MULTIPLE MEANS OF
REPRESENTATION:
Modeling multiplicative comparisons
can be tricky. If learners have difficulty
representing y times as much, take it
one step at a time. Ask, “Draw times
as much. (That would be the same.)
Now, draw times as much.”
Gradually increase the value until the
students have modeled, for instance
here, 4 times as much.

While some students will solve this problem as a two-step process as shown in Solution 1, others may
recognize that it can be solved as a one-step problem. Because the difference between Natasha’s tape and
Maya’s tape is units, students can solve by multiplying and as shown in Solution 2. Encourage
students to reflect on the advantages of Solution 2.

Lesson 39: Solve multiplicative comparison word problems involving fractions.

Date: 1/15/14 5.G.49

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Problem 3: A seamstress needs yards of fabric to make a child’s dress. She needs times as much fabric
to make a woman’s dress. How many yards of fabric does she need for both dresses?

While some students will solve this problem in two steps as shown in Solution 1, others may recognize that it
can be solved as a one-step problem. In Solution 2, the student counts the 4 total units in the double tape
diagram and multiplies 4 by .

Problem 4: A piece of blue yarn is yards long. A piece of pink yarn is 5 times as long as the blue yarn.
Bailey tied them together with a knot that used yard from each piece of yarn. What is the total length of the
yarn tied together?

Solution shows a student’s work in modeling the two pieces of yarn using a double tape diagram. The
student multiplies to find the total length of the yarn and then subtracts the of a yard that is used in the

Lesson 39: Solve multiplicative comparison word problems involving fractions.

Date: 1/15/14 5.G.50

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knot. Solution shows a student’s work who recognizes

that she will need to subtract of a yard at the onset. This
student multiplies to identify the length of the pink yarn
and then adds on 5, rather than from the blue yarn. A
common error is only subtracting yard, instead of yard
from each piece of yarn.

Student Debrief (10 minutes)

Lesson Objective: Solve multiplicative comparison word

problems involving fractions.

The Student Debrief is intended to invite reflection and

active processing of the total lesson experience.
You may choose to use any combination of the questions
below to lead the discussion.
 What are some advantages to drawing a double
tape diagram as the first step to solve
comparison word problems?
 As the number of groups or the whole number in
the mixed number gets bigger, which strategies
seem to be more efficient? Explain your thinking.
 When your peers share their drawings, does it
help you to better understand the problem? How
does seeing your peers’ work help you?
 What do you do when you get stuck on a word
problem? How do you motivate yourself to
persevere?
 When you check for reasonableness, do you look
at your number sentences and your model? How
do you figure out if your answer is reasonable?
 What would be some of the words you would use
to create a word problem that would use
multiplication and comparison?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 39: Solve multiplicative comparison word problems involving fractions.

Date: 1/15/14 5.G.51

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Lesson 39: Solve multiplicative comparison word problems involving fractions.

Date: 1/15/14 5.G.52

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Use the RDW process to solve.

1. A grocery store had a sale on ground turkey. Eight families each bought pounds of ground turkey.
How many pounds did the store sell to these families?

2. Trevor’s stack of books is inches tall. Rick’s stack is 3 times as tall. What is the difference in the
heights of their stacks of books?

3. Gail has two yards of fabric. It takes 4

yards of fabric to make one quilt. She wants to make three quilts.
How many more yards of fabric does she need to buy in order to make three quilts?

Lesson 39: Solve multiplicative comparison word problems involving fractions.

Date: 1/15/14 5.G.57

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4. Carol made punch. She used cups of juice and then added three times as much ginger ale. Then she
added 1 cup of lemonade. How many cups of punch did her recipe make?

5. Brandon drove miles on Monday. He drove 3 times as far on Tuesday. How far did he drive in the
two days?

6. Mr. Reiser fills the gas tank of his truck with gallons of gas each week. He fills it five times per month.
If Mr. Reiser pays $3 per gallon for gas, how much will it cost him to fill his truck for the entire month?

Lesson 39: Solve multiplicative comparison word problems involving fractions.

Date: 1/15/14 5.G.58

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Lesson 40
Objective: Solve word problems involving the multiplication of a whole
number and a fraction including those involving line plots.

Suggested Lesson Structure


Fluency Practice (13 minutes)

Concept Development (37 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (13 minutes)

 Make a Whole 4.NF.3 (4 minutes)

 Count by Equivalent Fractions 4.NF.1 (5 minutes)
 Multiply Mixed Numbers 4.NF.4 (4 minutes)

Make a Whole (4 minutes)

Materials: (S) Personal white boards

Note: This activity prepares students for G4–M5–Lesson 41.

T: (Write .) Say the fraction.
S: 2 thirds.
T: Say the fraction needed to complete the next whole.
S: 1 third.
T: .

S: .

T: .

S: .

T: (Write + = 1.) Complete the number sentence.

S: (Write .)

Lesson 40: Solve word problems involving the multiplication of a whole number
and a fraction including those involving line plots. 5.G.59
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 40 4•5

Continue process for , , , and .

Count by Equivalent Fractions (5 minutes)

S: 0, 7, 14, 21, 28, 35, 42, 49, 56, 63, 70.

T: Count by 7 tenths to 70 tenths, starting at 0 tenths. (Write as students count.)
S: , , , , , , , , , , .
T: Name the fraction that’s equal to a whole number.
S: 70 tenths. NOTES ON
T: (Point to .) 70 tenths is how many ones? MULTIPLE MEANS OF
REPRESENTATION:
S: 7 ones.
One way to scaffold the Count by
T: (Beneath , write 7.) Count by 7 tenths again. This Equivalent Fractions fluency activity is
to repeat the counting until students
time, when you come to the whole number, say the reach their comfort level. Keep it fun!
whole number. (Write as students count.) Try to couple counting with music,
rhythm, or motion, such as jumping
S: , , , , , , , , , , 7. jacks or hops.

T: (Point to .) Say as a mixed number.

S: .

Continue the process for , , , , , , .

T: Count by 7 tenths again. This time, convert to whole numbers and mixed numbers. (Write as
students count.)
S: , , , , , , , , , , 7 wholes.

Multiply Mixed Numbers (4 minutes)

Materials: (S) Personal white boards

Lesson 40: Solve word problems involving the multiplication of a whole number
and a fraction including those involving line plots. 5.G.60
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 40 4•5

Note: This fluency activity reviews G4–M5– Lesson 36.

T: Break apart , using an addition expression.

S: (Write as 2 + .)

T: (Write 3 × . Beneath it, write __ + .) Fill in the unknown numbers.

S: (Write 6 + .)

T: (Write 6 + . Beneath it, write 6 + __.) Fill in a mixed number for .

S: (Write 6 + .)

T: (Write 6 + . Beneath it, write =__.) Write the answer.

S: (Write = .)

T: (Point to 3 × = __.) Say the multiplication sentence.

S: 3× = .

Continue process for 5 × . Height

Player
(in feet)

Concept Development (37 minutes) A

Materials: (S) Personal white board, Problem Set B

Note: Today’s Problem Set, in which students construct and interpret a line C
plot, will be used during the Concept Development. As students complete
each problem, debrief student solutions. The solutions offered below show D
variety but are not all-inclusive. Encourage students to discuss their math
thinking and accept different strategies and solutions that result in the
E
correct answer.

Suggested Delivery of Instruction for Solving Lesson 40’s Word F

Problems
G
1. Model the problem.
H
Have two pairs of students who can successfully model the problem work at
the board while the others work independently or in pairs at their seats.
Review the following questions before beginning the first problem. I

 Can you draw something?

J
 What can you draw?

Lesson 40: Solve word problems involving the multiplication of a whole number
and a fraction including those involving line plots. 5.G.61
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 40 4•5

 What conclusions can you make from your drawing?

As students work, circulate. Reiterate the questions above. After two minutes, have the two pairs of students
share only their labeled diagrams. For about 1 minute, have the demonstrating students receive and respond
to feedback and questions from their peers.

2. Calculate to solve and write a statement.

Give everyone two minutes to finish work on that question,
sharing their work and thinking with a peer.
NOTES ON
All should then write their equations and statements of the
MULTIPLE MEANS OF
answer.
REPRESENTATION:
3. Assess the solution for reasonableness. Consider breaking word problems into
steps for students working below grade
Give students one to two minutes to assess and explain the level. For example, for Problem 1(a),
reasonableness of their solution. ask “What is the height of the tallest
player? What is the height of the
shortest player? What is the difference
Problem 1
in the height of the tallest and shortest
The chart above and to the right shows the heights, in feet, of players?”
some football players. Use the data to create a line plot at the
bottom of this page and to answer the questions below.
a. What is the difference in the height of the tallest and shortest players?

MP.4

Lesson 40: Solve word problems involving the multiplication of a whole number
and a fraction including those involving line plots. 5.G.62
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 40 4•5

In Solution A, the student subtracts the whole numbers first and then converts to fractions greater than 1 in
order to solve. In Solution B, the student decomposes a whole before solving. In Solution C, the student
counts up to find the solution.

b. Player I and Player B have a combined height that is feet taller than a school bus. What is the
height of a school bus?

MP.4

In Solutions A and B, students find the sum and then convert the fraction greater than 1 in order to find the
height of . In the final step, students subtract to solve for the height of the bus. Solution C subtracts the
difference from Player B’s height and adds Player I’s height as a final step.

Problem 2
One of the players on the team is now 4 times as tall as he was at birth, when he measured feet. Who is
the player?

In this solution, students use the distributive property to compute the current height of the player. Students

Lesson 40: Solve word problems involving the multiplication of a whole number
and a fraction including those involving line plots. 5.G.63
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 40 4•5

then look back at the line plot to determine which player’s height is equivalent to . When using the
distributive property, students may complete some of the computations mentally as shown in Solution B.

Problem 3
Six of the players on the team weigh over 300 pounds. Doctors recommend that players of this size drink at
least quarts of water each day. At least how much water should be consumed per day by all 6 players?

Students use the distributive property in Solution A and Solution B. In Solution B, students no longer write
out each step. Some of the computations are done mentally. In Solution C, students convert to a fraction
greater than 1. Those who do not convert back to a mixed number should be encouraged to use the context
of the problem to consider if their answer is in a reasonable form.

Problem 4
Nine of the players on the team weigh about 200 pounds. Doctors recommend that people of this weight
each eat about grams of protein per pound each day. About how many combined grams of protein
should these 9 players eat per day?

Lesson 40: Solve word problems involving the multiplication of a whole number
and a fraction including those involving line plots. 5.G.64
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 40 4•5

In Solutions A and B, students use the distributive property

to solve. Students may choose to solve using Solution C,
which is not the most efficient method and does not give a
realistic form of an answer, considering the context. Provide
students who are not quick to select the distributive
property scaffolds to support their understanding.

Student Debrief (10 minutes)

Lesson Objective: Solve word problems involving the

multiplication of a whole number and a fraction including
those involving line plots.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 For Problem 1(a), how was the line plot helpful in
finding the height of the tallest and shortest
player?
 For Problem 1(b), did you refer back to the line
plot or the chart to find the information needed
to solve? Explain.
 Did you determine the answers to Problems 2, 3,
and 4 using the same math strategy? Explain to a
partner how you determined your answers.
 How was the draw step of the RDW approach
helpful in solving Problem 2?
 What information can we gather simply by
looking at the line plot? Write one statement
about the football players based on the
information in the line plot.
 What information about the football players is
easier to see when the data is represented using a
line plot rather than the chart? A chart rather than the line plot?

Lesson 40: Solve word problems involving the multiplication of a whole number
and a fraction including those involving line plots. 5.G.65
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 40 4•5

Exit Ticket (3 minutes)

Lesson 40: Solve word problems involving the multiplication of a whole number
and a fraction including those involving line plots. 5.G.66
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 40 Problem Set 4•5

Name Date

1. The chart to the right shows the height of some football players. Use the data to create a line plot at the
bottom of this page and to answer the questions below.

Height
Player
(in feet)
a. What is the difference in height of the tallest and shortest player?
A

b. Player I and Player B have a combined height that is feet taller

E
than a school bus. What is the height of a school bus?

Lesson 40: Solve word problems involving the multiplication of a whole number
and a fraction including those involving line plots. 5.G.67
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 40 Problem Set 4•5

2. One of the players on the team is now 4 times as tall as he was at birth, when he measured feet. Who
is the player?

3. Six of the players on the team weigh over 300 pounds. Doctors recommend that players of this size drink
at least quarts of water each day. At least how much water should be consumed per day by all 6
players?

4. Nine of the players on the team weigh about 200 pounds. Doctors recommend that people of this weight
each eat about grams of protein per pound each day. About how many combined grams of protein
should these 9 players eat per day?

Lesson 40: Solve word problems involving the multiplication of a whole number
and a fraction including those involving line plots. 5.G.68
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 40 Exit Ticket 4•5

Name Date

1. Coach Taylor asked his team to record the distance they ran during practice. The distances are listed in
the table.

Team Distance
a. Use the table to locate the incorrect data on the line plot. Members (in miles)
Circle any incorrect points.
Mark any missing points. Alec

Henry

Charles

Steve

Pitch

b. Of the team members who ran miles, how many miles did those
team members run combined? Raj

Pam

Tony

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and a fraction including those involving line plots. 5.G.69
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 40 Homework 4•5

Name Date

1. The chart to the right shows the total monthly rainfall for a city. Use the data to create a line plot at the
bottom of this page and to answer the following questions. Rainfall
Month
(in inches)

January

February

March

April

May

June

July

August

September

October

November

December

Lesson 40: Solve word problems involving the multiplication of a whole number
and a fraction including those involving line plots. 5.G.70
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 40 Homework 4•5

a. What is the difference in rainfall from the wettest and driest months?

b. How much more rain fell in May than in April?

c. What is the combined rainfall amount for the summer months of June, July, and August?

d. How much more rain fell in the summer months than the combined rainfall for the last 4 months of
the year?

e. In which months did it rain twice as much as it rained in December?

f. Each inch of rain can produce ten times that many inches of snow. If all of the rainfall in January was
in the form of snow, how many inches of snow fell in January?

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and a fraction including those involving line plots. 5.G.71
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New York State Common Core

4
GRADE
Mathematics Curriculum
GRADE 4 • MODULE 5

Topic H
Explore a Fraction Pattern
4.OA.5

Focus Standard: 4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent
features of the pattern that were not explicit in the rule itself. For example, given the
rule “Add 3” and the starting number 1, generate terms in the resulting sequence and
observe that the terms appear to alternate between odd and even numbers. Explain
informally why the numbers will continue to alternate in this way.
Instructional Days: 1
Coherence -Links from: G3–M5 Fractions as Numbers on the Number Line
-Links to: G5–M3 Addition and Subtraction of Fractions

n
The final topic is an exploration lesson in which students find the sum of all like denominators from . For
n n
example, they might find the sum of all fifths from to Students discover they can make pairs with a sum of
1 to add more efficiently, e.g., As they make this discovery, they share and compare their
strategies with partners. Through discussion of their strategies, they determine which are most efficient.

Next, students extend the use of their strategies to find sums of eighths, tenths, and twelfths, observing
patterns when finding the sum of odd and even denominators (4.OA.5). Advanced students can be
challenged to find the sum of all hundredths from 0 hundredths to 100 hundredths.

A Teaching Sequence Towards Mastery of Exploring a Fraction Pattern

Objective 1: Find and use a pattern to calculate the sum of all fractional parts between 0 and 1. Share
and critique peer strategies.
(Lesson 41)

Topic H: Explore a Fraction Pattern

Date: 1/15/14 5.H.1
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 41 4•5

Lesson 41
Objective: Find and use a pattern to calculate the sum of all fractional parts
between 0 and 1. Share and critique peer strategies.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (4 minutes)

Concept Development (34 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Add and Subtract 4.NBT.4 (4 minutes)

 Multiply Mixed Numbers 4.NF.4 (4 minutes)
 Make a Whole 4.NF.3 (4 minutes)

Add and Subtract (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews adding and subtracting using the standard algorithm.
T: (Write 643 thousands 857 ones.) On your boards, write this number in standard form.
S: (Write 643,857.)
T: (Write 247 thousands 728 ones.) Add this number to 643,857 using the standard algorithm.
S: (Write 643,857 + 247,728 = 891,585 using the standard algorithm.)
Continue the process for 658,437 + 144,487.
T: (Write 400 thousands.) On your boards, write this number in standard form.
S: (Write 400,000.)
T: (Write 346 thousands 286 ones.) Subtract this number from 400,000 using the standard algorithm.
S: (Write 400,000 – 346,286 = 53,714 using the standard algorithm.)
Continue the process for 609,428 – 297,639.

Lesson 41: Find and use a pattern to calculate the sum of all fractional parts
between 0 and 1. Share and critique peer strategies. 5.H.2
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 41 4•5

Multiply Mixed Numbers (4 minutes)

Materials: Personal white boards

Note: This fluency activity reviews G4–M5–Lesson 36.

T: Write .

S: (Write .)

T: Break apart using a number bond.

S: (Break apart into 5 and .)

T: (Write 3 × . Beneath it, write __ + .) Fill in the unknown numbers.

S: (Beneath 3 × . Write 15 + .)

T: (Write 15 + . Beneath it, write 15 + __.) Fill in a mixed number for .

S: (Beneath 15 + , write 15 + .)
T: (Write 15 + . Beneath it, write =__.) Write the answer.
S: (Beneath 15 + , write = .)
T: (Point at 3 × =__.) Say the multiplication sentence.

S: 3× = .

Continue the process for 5 × .

Make a Whole (4 minutes)

Materials: (S) Personal white boards

Note: This activity prepares students for G4–M5–Lesson 41.

T: (Write .) Say the fraction.
S: 3 fourths.
T: Say the fraction that needs to be added to 3 fourths to make 1 whole.
S: 1 fourth.
T: .

S: .

T: .

Lesson 41: Find and use a pattern to calculate the sum of all fractional parts
between 0 and 1. Share and critique peer strategies. 5.H.3
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 41 4•5

S: .

T: (Write + = 1.) Complete the number sentence.

S: (Write + = 1.)

Continue process for , , and .

Application Problem (4 minutes)

Jackie’s paper chain was times as long as Sammy’s, which measured meters. What was the total length
of both their chains?

Note: This Application Problem anticipates G4–Module ’s work with decimal numbers.

Concept Development (34 minutes)

Materials: (S) Index cards cut in halves or fourths (20 cards per student)

Problem 1: Explore patterns for sums of fractions.

In groups of four, have students record a set of fractions from 0 to 1 for a

given unit on cards.
Part 1: Assign each member of the group to make a different set of
fraction cards for the following even denominators: fourths, sixths,
eighths, and tenths.

1. Lay the cards in order from least to

MP.3
greatest.

2. Solve for the sum of the fractional

units to . Express the sum as a mixed
number.

Lesson 41: Find and use a pattern to calculate the sum of all fractional parts
between 0 and 1. Share and critique peer strategies. 5.H.4
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 41 4•5

3. Invite students to share their ways of

finding the sum within their teams.

4. Solve for the sum again. This time

group pairs of fractions that equal 1.
MP.3
5. Each team looks for patterns within
their sums.
Part 2: Assign each member of the group to make a different set of fraction cards for the following odd
denominators: thirds, fifths, sevenths, and ninths. Repeat Steps 1–5 from Part 1.
Part 3: Reconvene as a class, having groups compare and contrast the results when adding pairs of numbers
with even denominators to adding numbers with odd denominators. Challenge them to clearly state their
thinking using words, pictures, or numbers.

Problem 2: Apply the pattern to find the sum of consecutive fractions with large denominators.

 Each team member chooses at least one large even denominator (above 20) and finds the sum of to .

 Each team member chooses at least one large odd denominator (above 20) and finds the sum of to .

 Team members share results and look for patterns in their sums. Can they describe a way to find the
sum of any set of fractions from to ?

Lesson 41: Find and use a pattern to calculate the sum of all fractional parts
between 0 and 1. Share and critique peer strategies. 5.H.5
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 41 4•5

Problem Set (10 minutes)

Student Debrief (10 minutes)

A NOTE ON
Lesson Objective: Find and use a pattern to calculate the sum MATH HISTORY:
of all fractional parts between zero and one. Share and critique
The story goes that in 1885, when 8
peer strategies. years old, Carl Friedrich Gauss aborted
The Student Debrief is intended to invite reflection and active his teacher’s attempt to keep him busy
for an hour. The teacher had assigned
processing of the total lesson experience. the class the tedious task of finding the
Invite students to review their solutions for the Problem Set. sum of all the whole numbers up to
100. Quick as a wink, Gauss said 5050
They should check work by comparing answers with a partner
and also explained his solution
before going over answers as a class. Look for misconceptions strategy. He paired one set of numbers
or misunderstandings that can be addressed in the Debrief. from 1 to 100 with another set of the
Guide students in a conversation to debrief the Problem Set and same numbers:
process the lesson. 1 2 3 4 5 6 7 8...

You may choose to use any combination of the questions below …

to lead the discussion. Each of 100 pairs had a sum of 101.
However, that was double the answer
 Discuss the difference in the sums between even and so the product needed to be divided by
odd denominators. Why is this? 2.
,
 How did the pattern found in Problem 2 work for (100 x 101) ÷ 2 = = 5,050
solving in Problem 4? In what ways did your pattern
need revision?
 Is it necessary to test your answer for Problem 6? Why
or why not?
 How might you find the sum of all the whole numbers
up to 10 using an array?
1 10 XOOOOOOOOOO
1 2 3 4 5 6 7 8 9 10 2 9 XXOOOOOOOOO
10 9 8 7 6 5 4 3 2 1
3 8 XXXOOOOOOOO
× 4 7 XXXXOOOOOOO
5 6 XXXXXOOOOOO
 Can you find a shortcut to calculate the sum of all the 5 × 11
whole numbers from 0 to 50? To 100? Explain how. 1 2 3 4 5 6 7 8 9 10
(An explanation of one method is found in the Notes 50 49 48 47 46 45 44 43 42 41 ….
on this Lesson box above.)

Lesson 41: Find and use a pattern to calculate the sum of all fractional parts
between 0 and 1. Share and critique peer strategies. 5.H.6
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 41 4•5

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 41: Find and use a pattern to calculate the sum of all fractional parts
between 0 and 1. Share and critique peer strategies. 5.H.7
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 41 Problem Set 4•5

Name Date

1. Find the sums.

a. b.

c. d.

e. f.

2. Describe a pattern you notice when adding the sums of fractions with even denominators as opposed to
those with odd denominators.

3. How would the sums change if the addition started with the unit fraction rather than with 0?

Lesson 41: Find and use a pattern to calculate the sum of all fractional parts
between 0 and 1. Share and critique peer strategies. 5.H.8
Date: 1/15/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 41 Problem Set 4•5

4. Find the sums.

a. . . . b. . . .

c. . . . d. . . .

e. . . . f. . . .

5. Compare your strategy for finding the sums in Problems 4(d), 4(e), and 4(f) with a partner.

6. Could you apply this strategy to find the sum of all the whole numbers from 0 to 100?

a. Using the same unit, draw and shade the following fractions.
Represent each as a sum of unit fractions.

Example: i. 1 ii. iii.

b. Record the decompositions of parts (i) and (iii) using only 2 addends.

iii.

c. Rewrite the equations from Part (a) as the multiplication of a whole number by a unit fraction.

ii.

iii.

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/7/14 5.S.1
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
4•5
2•3

2. a. Using the fractional units shown, identify the b. Use multiplication to explain why the first
fraction of the rectangle that is shaded. two fractions are equivalent.
Continue this pattern by drawing the next
area model in the sequence and identifying
the fraction shaded.

3. Cross out the fraction that is not equivalent to the other three. Show how you know.

a. b. c.

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/7/14 5.S.2
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
4•5
2•3

4. Fill in the circle with <, =, or > to make a true number sentence. Justify each response by drawing a model
(such as an area model or number line), creating common denominators or numerators, or explaining a
comparison to a benchmark fraction.

a. b.

c. d.

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/7/14 5.S.3
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
4•5
2•3

5. Fill in the blanks to make each number sentence true. Draw a number line, tape diagram, or area model
to represent each problem.

a. ________ = b. – ________

c. _______ = 1 d. _______

e. ________ f. ________

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/7/14 5.S.4
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
4•5
2•3

6. Ray, Robin, and Freddy went fishing.

a. They spent of their money on water, of their money on lunch, and the rest on worms. What
fraction of their money was spent on worms? Draw a model and write an equation to solve.

b. Robin noticed her water bottle was full and Freddy’s was full. Robin said, “My full bottle has
more water than your full bottle.” Explain how bottle could be more than bottle.

c. Ray, Robin, and Freddy each had identical containers of worms. Ray used container. Robin used
container, and Freddy used container. How many containers of worms did they use?

d. Express the number of remaining containers as a product of a whole number and a unit fraction.

e. Six out of the eight fish they caught were trout. What is another fraction equal to 6 eighths? Write a
number sentence and draw a model to show the two fractions are equal.

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/7/14 5.S.5
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
4•5
2•3

Mid-Module Assessment Task Topics A–D

Standards Addressed
Extend understanding of fraction equivalence and ordering.
4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction
models, with attention to how the number and size of the parts differ even though the
two fractions themselves are the same size. Use this principle to recognize and generate
equivalent fractions.
4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by
creating common denominators or numerators, or by comparing to a benchmark fraction
such as 1/2. Recognize that comparisons are valid only when the two fractions refer to
the same whole. Record the results of comparisons with symbols >, =, or <, and justify the
conclusions, e.g., by using a visual fraction model.
Build fractions from unit fractions by applying and extending previous understandings of operations of
whole numbers.
4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more
than one way, recording each decomposition by an equation. Justify decompositions,
e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 +
2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
d. Solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators, e.g., by using visual fraction models and
equations to represent the problem.
4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a
whole number.
a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction
model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the
equation 5/4 = 5 × (1/4).

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These
steps are meant to help teachers and students identify and celebrate what the student CAN do now and what
they need to work on next.

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/7/14 5.S.6
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
4•5
2•3

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
and reasoning without reasoning without reasoning with a reasoning with a
Standards a correct answer. a correct answer. correct answer or correct answer.
Assessed evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)

1 The student correctly The student correctly The student correctly The student correctly:
answers fewer than answers four or five of answers six or seven of a. Draws and shades
four of the eight parts. the eight parts. the eight parts. to represent the
4.NF.3a three given
4.NF.3b fractions;
represents each as
4.NF.4a a sum of unit
fractions:
i.

ii.

iii.

b. Records the
decomposition
using two
addends.
(Answers may
vary.)
i.

iii.

c. Rewrites
equations as
multiplication of a
whole number:
i.

ii.

iii.

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/7/14 5.S.7
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
4•5
2•3

A Progression Toward Mastery

2 The student is unable The student is able to The student is able to The student correctly:
to correctly complete a correctly identify the correctly identify the a. Identifies the
majority of the fractions naming the fractions naming the shaded fractions
4.NF.1 problem. three given models but three given models and
is unable to complete as , , , and
is able to create the
the next model in the next model as well as creates a correct
sequence and does not identify the model to
correctly explain appropriate fraction represent .
equivalence using but offers an
multiplication. b. Uses
incomplete explanation
multiplication to
as to why the first two
fractions are explain why and
equivalent. are equivalent:

3 The student is not able The student correctly The student correctly The student correctly
to correctly identify identifies one of the identifies two of the identifies all three of
any of the non- three non-equivalent three non-equivalent the non-equivalent
4.NF.1 equivalent fractions. fractions. fractions. fractions and gives
complete explanations:
Explanation/modeling Explanation/modeling Explanation/modeling
is inaccurate. is incomplete, or is mostly complete. a.
student does not
b.
attempt to show work.
c.

4 The student correctly The student correctly The student correctly The student correctly
compares three or compares four or five compares six or seven compares all eight of
fewer of the fraction of the fraction sets of the fraction sets the fraction sets and
4.NF.2 sets with little to no with some reasoning. with solid reasoning. justifies all answers
using models, common
reasoning. Or, student correctly
denominators or
compares all fractions
numerators, or
sets with incomplete benchmark fractions:
reasoning on one or
a. >
two parts.
b. >
c. =
d. <
e. >
f. =
g. <
h. <

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/7/14 5.S.8
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
4•5
2•3

A Progression Toward Mastery

5 The student correctly The student correctly The student correctly The student correctly
completes two or completes three completes four or five completes all six
fewer number number sentences with number sentences with number sentences and
4.NF.3a sentences and does not some accurate accurate modeling to accurately models each
problem using a
accurately use models modeling to represent represent problems.
number line, tape
to represent a majority the problems. Or, student correctly
diagram, or area
of the problems. completes all number model:
sentences with
insufficient models on a.
one or two problems. b.

e.
f.

6 The student correctly The student correctly The student correctly The student correctly
completes fewer than completes three of the completes four of the completes all four of
three of the five parts five parts, providing five parts. Or, student the parts:
4.NF.1 with little to no some reasoning in Part correctly completes all a. Answers and
4.NF.2 reasoning. (a) or (b) or (c). five parts but without writes an
solid reasoning in Part equation and
4.NF.3a
(a) or (b) or (c). draws a model.
4.NF.3b b. Accurately
4.NF.3d explains through
words and/or
4.NF.4a pictures that the
two fractions in
question refer to
two different size
wholes. The
water bottle that
is half full could
be a larger bottle.
c. Answers or 2
buckets.
d. Answers
e. Answers
and
uses a tape
diagram, number
line, or area
model to model
the division.

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/7/14 5.S.9
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
4•5
2•3

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/7/14 5.S.10
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
4•5
2•3

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/7/14 5.S.11
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
4•5
2•3

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/7/14 5.S.12
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
4•5
2•3

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/7/14 5.S.13
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
4•5
2•3

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/7/14 5.S.14
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NYS COMMON CORE MATHEMATICS CURRICULUM TaskLesson
End-of-Module Assessment Task 4•5
2•3

Name Date

1. a. Partition the tape diagram to show . Partition the number line to show .

0 1 2 3 4

b. Use the models above to explain why .

2. Fill in the circles below with <, =, or > to make true number sentences. Use decomposition or
multiplication to justify your answer.

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 5.S.15
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NYS COMMON CORE MATHEMATICS CURRICULUM TaskLesson
End-of-Module Assessment Task 4•5
2•3

3. Generate a pattern of at least 13 fractions by adding to and then continuing to add to each fraction.
Circle each fraction equal to a whole number. Write what you notice about the pattern of whole
numbers. The first two fractions are written for you.

4. Find each sum or difference.

a. b.

c. – d. –

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 5.S.16
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NYS COMMON CORE MATHEMATICS CURRICULUM TaskLesson
End-of-Module Assessment Task 4•5
2•3

5. a. Rewrite as the product of a unit fraction and a whole number. Solve.

b. Rewrite as the product of a unit fraction and a whole number. Solve.

6. Determine if the following are true or false. Explain how you know using models or words. Make false
problems true by rewriting the right side of the number sentence.

a. b.

–
c. – d.

e. f.

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 5.S.17
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NYS COMMON CORE MATHEMATICS CURRICULUM TaskLesson
End-of-Module Assessment Task 4•5
2•3

7. The chart to the right shows data Amashi collected about butterfly wingspans.

a. At the bottom of this page, create a line plot to Wingspan

Butterfly
display the data in the table. (inches)

Monarch

Milbert’s Tortoiseshell
b. What is the difference in wingspan between the
widest and narrowest butterflies on the chart?
Zebra Swallowtail

Viceroy

Postman

Purple Spotted Swallowtail

c. Three butterflies have the same wingspan. Explain
how you know the measurements are equal.
Julia

Southern Dogface

Tiger Swallowtail

Regal Fritillary

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 5.S.18
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NYS COMMON CORE MATHEMATICS CURRICULUM TaskLesson
End-of-Module Assessment Task 4•5
2•3

Solve each problem. Draw a model, write an equation, and write a statement for each.

d. Amashi wants to display a Postman and Viceroy side-by-side in a photo box with width of 6 inches.
Will these two butterflies fit? Explain how you know.

e. Compare the wingspan of the Milbert’s Tortoiseshell and the Zebra Swallowtail using >, <, or =.

f. The Queen Alexandra Birdwing can have a wingspan that is 5 times as wide as the Southern
Dogface’s. How many inches can the Birdwing’s wingspan be?

g. Amashi discovered a pattern. She started with inches and added inch to each measurement. List
the next four measurements in her pattern. Name the five butterflies whose wingspans match the
measurements in her pattern.

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 5.S.19
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NYS COMMON CORE MATHEMATICS CURRICULUM TaskLesson
End-of-Module Assessment Task 4•5
2•3

End-of-Module Assessment Task Topics A–H

Standards Addressed
Generate and analyze patterns.
4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features
of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3”
and the starting number 1, generate terms in the resulting sequence and observe that the
terms appear to alternate between odd and even numbers. Explain informally why the
numbers will continue to alternate in this way.
Extend understanding of fraction equivalence and ordering.
4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction
models, with attention to how the number and size of the parts differ even though the
two fractions themselves are the same size. Use this principle to recognize and generate
equivalent fractions.
4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by
creating common denominators or numerators, or by comparing to a benchmark fraction
such as 1/2. Recognize that comparisons are valid only when the two fractions refer to
the same whole. Record the results of comparisons with symbols >, =, or <, and justify the
conclusions, e.g., by using a visual fraction model.
Build fractions from unit fractions by applying and extending previous understanding of operations of
whole numbers.
4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more
than one way, recording each decomposition by an equation. Justify decompositions,
e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 +
2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each
mixed number with an equivalent fraction, and/or by using properties of operations
and the relationship between addition and subtraction.
d. Solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators, e.g., by using visual fraction models and
equations to represent the problem.
4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a
whole number.
a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction
model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the
equation 5/4 = 5 × (1/4).

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 5.S.20
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NYS COMMON CORE MATHEMATICS CURRICULUM TaskLesson
End-of-Module Assessment Task 4•5
2•3

b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to

multiply a fraction by a whole number. For example, use a visual fraction model to
express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) =
(n × a)/b.)
c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by
using visual fraction models and equations to represent the problem. For example, if
each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people
at the party, how many pounds of roast beef will be needed? Between what two
whole numbers does your answer lie?
Represent and interpret data.
4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4,
1/8). Solve problems involving addition and subtraction of fractions by using information
presented in line plots. For example, from a line plot find and interpret the difference in
length between the longest and shortest specimens in an insect collection.

Evaluating Student Learning Outcomes

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 5.S.21
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NYS COMMON CORE MATHEMATICS CURRICULUM TaskLesson
End-of-Module Assessment Task 4•5
2•3

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

1 The student incorrectly The student incorrectly The student correctly The student correctly:
partitions the models partitions the models, partitions the models, a. Partitions the tape
and provides little to but provides some providing some diagram and the
4.NF.4a no reasoning. reasoning for reasoning. number line.
4.NF.4b equivalence.
b. Explains the
equivalence using the
models and number
sentences.

2 The student correctly The student is able to The student is able to The student correctly
answers fewer than correctly compare one correctly compare two compares all three
two of the three parts or two of the three of the three number number pairs and offers
4.NF.1 and with little to no number pairs with pairs and offers solid appropriate modeling or
4.NF.2 reasoning. some reasoning. reasoning to support reasoning to justify
correct answers, or answers:
correctly compares all a. <
three numbers and
b. =
offers some reasoning.
c. <

3 The student is unable The student is able to The student is able to The student correctly:
to complete a majority generate most of the generate the pattern  Generates the
of the problem. pattern, find some and find at least three following pattern:
4.OA.5 whole numbers, and whole numbers, but
provides little cannot reason about
reasoning about the the whole numbers.
whole numbers.

 Circles , , .
 Observes whole
numbers repeat every
three fractions, or all
whole numbers are

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 5.S.22
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM TaskLesson
End-of-Module Assessment Task 4•5
2•3

A Progression Toward Mastery

odd numbers (3, 7, 11,

15), or acceptable
response.

4 The student correctly The student correctly The student correctly The student correctly
evaluates two or fewer evaluates two or three evaluates three evaluates all four
expressions. expressions. expressions. expressions:
4.NF.3c a.

5 The student is unable The student is able to The student correctly The student correctly
to correctly complete correctly complete one rewrites the rewrites and solves the
either of the two parts. of the two parts. expressions in Parts (a) expressions in both parts
4.NF.4a and (b), but does not of the problem:

4.NF.4b solve the expressions. a. or

Or, the student
b. =
correctly solves for an
incorrect expression. 80 × = or

6 The student correctly The student correctly The student correctly The student correctly
solves less than 4 solves 3 or 4 of the 6 solves 5 of the 6 analyzes all six
expressions with little expressions with some expressions with solid expressions, revises the
4.NF.3a to no reasoning. reasoning. reasoning. incorrect number
sentence (answers may
4.NF.4b vary), and provides solid
reasoning using models
or words:
a. True.
b. True.
c. True.
d. False,
e. True.
f. False, 5 × =

7 Student correctly Student correctly Student correctly Student correctly

completes three or completes at least completes five or six completes all seven parts
fewer parts with little three parts of the parts of the parts of the question:
4.NF.1 to no reasoning. question with some providing solid a. Creates an accurate
4.NF.2 reasoning. reasoning. Or, the line plot with 10 data
student correctly points from table.

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 5.S.23
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM TaskLesson
End-of-Module Assessment Task 4•5
2•3

A Progression Toward Mastery

4.NF.3 answers all parts with b. inches

only some reasoning.
4.NF.4 c. Shows
4.OA.5 using a model or
showing eqivalences
4.MD.4 through expressions.
d. No. The combined
wingspan is which
is longer than the
box.
e.

f. inches.

g. ( )
. Purple Spotted
Swallowtail, Southern
Dogface, Zebra
Swallowtail Milbert’s
Tourtoiseshell, and
Viceroy.

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 5.S.24
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM TaskLesson
End-of-Module Assessment Task 4•5
2•3

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 5.S.25
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM TaskLesson
End-of-Module Assessment Task 4•5
2•3

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 5.S.26
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM TaskLesson
End-of-Module Assessment Task 4•5
2•3

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 5.S.27
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM TaskLesson
End-of-Module Assessment Task 4•5
2•3

Module 5: Fraction Equivalence, Ordering, and Operations

Date: 1/15/14 5.S.28
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM TaskLesson
End-of-Module Assessment Task 4•5
2•3

Module 5: Fraction Equivalence, Ordering, and Operations

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