Standard 1 : Interpret a fraction as an answer to a division problem.



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General Information

Number: MA.5.FR.1
Title: Interpret a fraction as an answer to a division problem.
Type: Standard
Subject: Mathematics (B.E.S.T.)
Grade: 5
Strand: Fractions

Related Benchmarks

This cluster includes the following benchmarks
Code Description
MA.5.FR.1.1: Given a mathematical or real-world problem, represent the division of two whole numbers as a fraction.
Clarifications:
Clarification 1: Instruction includes making a connection between fractions and division by understanding that fractions can also represent division of a numerator by a denominator.

Clarification 2: Within this benchmark, the expectation is not to simplify or use lowest terms. 

Clarification 3: Fractions can include fractions greater than one.



Related Access Points

This cluster includes the following access points.

Access Points

Access Point Number Access Point Title
MA.5.FR.1.AP.1: Explore the connection between fractions and division in a real-world problem.


Related Resources

Vetted resources educators can use to teach the concepts and skills in this topic.

Original Student Tutorials

Name Description
Bee A Coder Part 1: Declare Variables:

Learn how to define, declare and initialize variables as you start the journey to "bee" a coder in this interactive tutorial. Variables are structures used by computer programs to store information.  You'll use your math skills to represent a fraction as a decimal to be stored in a variable.

This is part 1 of a 4-part series on coding. Click below to open the other tutorials in the series.

 

#InterpretAFractionAsDivision:

Learn to identify a fraction as division of the numerator by the denominator using fraction models in this interactive tutorial.  

Formative Assessments

Name Description
Two Thirds:

Students are asked to interpret a fraction and write a word problem to match the context of the fraction.

Five Thirds:

Students are asked to interpret an improper fraction and then write a word problem to match the context of the fraction.

Sharing Brownies:

Students are asked to draw a visual fraction model to solve a division word problem.

Sharing Pizzas:

Students are asked to draw a visual fraction model to solve a division word problem.

Lesson Plans

Name Description
Fraction Frenzy! (Division/Fractional Word Problems):

Students will draw models to solve real-life word problems and show the relationship between division and fractions. This is not an introductory lesson to this standard.  By the end of this lesson, they should be able to create their own word problems and explain if the answer will be a mixed number or a fraction less than one.

Sharing Fairly:

The students will connect fractions with division. They will solve word problems involving the division of whole numbers by using the strategy of drawing a model and/or equations with a fraction or mixed number for the answer. Next they will write word problems with a story context that represent problems involving division of whole numbers that lead to a fraction or mixed number answer.

Work that Body- Human Organs MEA:

This Model Eliciting Activity (MEA) is written at a 5th grade level. In this open-ended problem, students are presented with a variety of exercise machines, the best health feature of each machine, prices, and popularity (based on a local competitor's gym). Students must rank the exercise machines and describe their procedures for ranking. The durability of each machine feature is later added as a twist so that students can revise or test their original procedures.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Picture This! Fractions as Division:

In this lesson the student will apply and extend previous understandings of division to represent division as a fraction. This includes representations and word problems where the answer is a fraction.

Problem-Solving Tasks

Name Description
How Much Pie?:

The purpose of this task is to help students see the connection between a÷b and a/b in a particular concrete example.  This task is probably best suited for instruction or formative assessment.

Converting Fractions of a Unit into a Smaller Unit:

The purpose of this task is to help students gain a better understanding of fractions and the conversion of fractions into smaller units.



Student Resources

Vetted resources students can use to learn the concepts and skills in this topic.

Original Student Tutorials

Title Description
Bee A Coder Part 1: Declare Variables:

Learn how to define, declare and initialize variables as you start the journey to "bee" a coder in this interactive tutorial. Variables are structures used by computer programs to store information.  You'll use your math skills to represent a fraction as a decimal to be stored in a variable.

This is part 1 of a 4-part series on coding. Click below to open the other tutorials in the series.

 

#InterpretAFractionAsDivision:

Learn to identify a fraction as division of the numerator by the denominator using fraction models in this interactive tutorial.  

Problem-Solving Tasks

Title Description
How Much Pie?:

The purpose of this task is to help students see the connection between a÷b and a/b in a particular concrete example.  This task is probably best suited for instruction or formative assessment.

Converting Fractions of a Unit into a Smaller Unit:

The purpose of this task is to help students gain a better understanding of fractions and the conversion of fractions into smaller units.



Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this topic.

Problem-Solving Tasks

Title Description
How Much Pie?:

The purpose of this task is to help students see the connection between a÷b and a/b in a particular concrete example.  This task is probably best suited for instruction or formative assessment.

Converting Fractions of a Unit into a Smaller Unit:

The purpose of this task is to help students gain a better understanding of fractions and the conversion of fractions into smaller units.