## Course Standards

## General Course Information and Notes

### General Notes

Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

**English Language Development ELD Standards Special Notes Section:**

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Mathematics. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/MA.pdf.

For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

### General Information

**Course Number:**7712060

**Course Path:**

**Abbreviated Title:**ACCESS MATH GRADE 5

**Course Length:**Year (Y)

**Course Attributes:**

- Class Size Core Required

**Course Status:**Course Approved

**Grade Level(s):**5

## Educator Certifications

## Student Resources

## Original Student Tutorials

Help solve the problem of shipping video games and accessories to customers by calculating the volume of the containers needed in this interactive tutorial.

Type: Original Student Tutorial

Build on your previous knowledge of area and learn how to calculate volume in cubic units with this interactive tutorial.

Type: Original Student Tutorial

Batter up! Lace up your cleats, grip your bat, and explore base 10 and exponents in this interactive tutorial.

Type: Original Student Tutorial

Help your town build a dog park by multiplying whole numbers by decimals to the tenths place in this interactive tutorial.

Type: Original Student Tutorial

Learn to subtract decimals to the hundredths place using place-value models and written expressions as you fix the topsy-turvy playground in this interactive tutorial.

Type: Original Student Tutorial

Help these aliens clean up the Sweet Treats Factory by learning to add decimals in this interactive mathematics tutorial.

Type: Original Student Tutorial

Learn how to show relationships represented in Venn & Euler Diagrams as you complete this interactive geometry tutorial.

This is part two of four. Click below to open the other tutorials in the series.

**Part 1: "Figuring Out" 2D Figures - Part 1**- Part 2 Exploring Relationships with Venn & Euler Diagrams
**Part 3: Classifying Triangles by Angles using Euler Diagrams****Part 4: Classifying Triangles by Sides and Angles using Venn and Euler Diagrams**

Type: Original Student Tutorial

Learn how triangles can be sorted and classified using side lengths and angle measures in this interactive tutorial.

This is the final tutorial in a four-part series. Click below to open the other tutorials in the series.

**Part 1: "Figuring Out" 2D Figures - Part 1****Part 2 Exploring Relationships with Venn & Euler Diagrams****Part 3: Classifying Triangles by Angles using Euler Diagrams**- Part 4: Classifying Triangles by Sides and Angles using Venn and Euler Diagrams

Type: Original Student Tutorial

Try to escape from this room using multiplication as scaling in this interactive tutorial.

Type: Original Student Tutorial

Learn to classify triangles and use Euler diagrams to show relationships, in this interactive tutorial.

This is part-three of four. Click below to open the other tutorials in the series.

**Part 1: "Figuring Out" 2D Figures - Part 1****Part 2 Exploring Relationships with Venn & Euler Diagrams**- Part 3: Classifying Triangles by Angles using Euler Diagrams
**Part 4: Classifying Triangles by Sides and Angles using Venn and Euler Diagrams**

Type: Original Student Tutorial

Explore 2D (two-dimensional) figures and see how every 2D figure possesses unique attributes in this interactive tutorial.

This is part one of four. Click below to open the other tutorials in the series.

- Part 1: "Figuring Out" 2D Figures - Part 1
**Part 2 Exploring Relationships with Venn & Euler Diagrams****Part 3: Classifying Triangles by Angles using Euler Diagrams****Part 4: Classifying Triangles by Sides and Angles using Venn and Euler Diagrams**

Type: Original Student Tutorial

Practice plotting coordinates, in Quadrant I, using ordered pairs in this interactive tutorial for students.

Type: Original Student Tutorial

Learn about the basics of the coordinate plane, focus on Quadrant I and see why the coordinate plane is useful in everyday life in this interactive tutorial.

Type: Original Student Tutorial

Learn how the standard algorithm for multiplying numbers works and practice your skills in this interactive tutorial.

Type: Original Student Tutorial

Learn how to use repeat loops in this interactive tutorial. Repeat loops iterate though a list of instructions based on a desired number of times. Combined with variables, condition statements, if statements, and repeat loops we practice using order of operations to code.

Click below to check out the other tutorials in the series.

Type: Original Student Tutorial

Learn how to perform instructions using an if statement and explore relational operators (less than, greater than, equal and not equal to) and how they are used to compare to values in this interactive tutorial.

Type: Original Student Tutorial

Construct efficient lines of code using condition- and if-statements to solve equations as you complete this interactive tutorial. You'll also review the order of operations in expressions. This is part 2 of a 4-part series on coding.

Type: Original Student Tutorial

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 series of 4 in learning how to code.

Type: Original Student Tutorial

Learn how to write mathematical expressions while making faces in this interactive tutorial!

Type: Original Student Tutorial

Learn to interpret data presented on a line plot and use operations on fractions to solve problems involving information presented in line plots as you complete this beach-themed, interactive tutorial.

Type: Original Student Tutorial

By the end of this tutorial you’ll know how to convert among different-sized customary units of weight, length, capacity, and units of time.

Type: Original Student Tutorial

Learn to evaluate expressions that have all four operations (multiplication, division, addition, and subtraction) and parentheses as you settle debates in this interactive tutorial.

Type: Original Student Tutorial

By the end of this tutorial, you will be able to read and write decimals to the thousandths using base-ten numerals, number names, and expanded form.

Type: Original Student Tutorial

Take flight as you learn to recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right with this interactive tutorial.

Type: Original Student Tutorial

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

Type: Original Student Tutorial

Learn how to accurately plot coordinates on a plane.

Type: Original Student Tutorial

Demonstrate how a rectangular prism can be carefully filled without gaps or overlaps using the same size unit cubes and then use this model to determine its volume.

Type: Original Student Tutorial

Learn and demonstrate that mixtures of solids can be separated by observable properties in this interactive tutorial.

Type: Original Student Tutorial

## Educational Games

This fun and interactive game helps practice estimation skills, using various operations of choice, including addition, subtraction, multiplication, division, using decimals, fractions, and percents.

Various levels of difficulty make this game appropriate for multiple age and ability levels.

*Addition/**Subtraction:* The addition and subtraction of whole numbers, the addition and subtraction of decimals.

*Multiplication/Division: *The multiplication and addition of fractions and decimals.

*Percentages: *Identify the percentage of a whole number.

*Fractions: *Multiply and divde a whole number by a fraction, as well as apply properties of operations.

Type: Educational Game

This is a fun and interactive game that helps students practice ordering rational numbers, including decimals, fractions, and percents. You are planting and harvesting flowers for cash. Allow the bee to pollinate, and you can multiply your crops and cash rewards!

Type: Educational Game

This addition game uses mixed decimals to the tenths place. This game encourages some logical analysis as well as addition skills. There may be several ways to make the first couple of circles sum to 3, but there is only one way to combine all the given numbers so that every circle sums to 3.

Type: Educational Game

Test your fraction skills by answering questions on this site. This quiz asks you to simplify fractions, convert fractions to decimals and percentages, and answer algebra questions involving fractions. You can even choose difficulty level, question types, and time limit.

Type: Educational Game

In this activity, students play a game of connect four, but to place a piece on the board they have to correctly estimate an addition, multiplication, or percentage problem. Students can adjust the difficulty of the problems as well as how close the estimate has to be to the actual result. This activity allows students to practice estimating addition, multiplication, and percentages of large numbers (100s). This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Educational Game

In this activity, students are quizzed on their ability to estimate sums, products, and percentages. The student can adjust the difficulty of the problems and how close they have to be to the actual answer. This activity allows students to practice estimating addition, multiplication, or percentages of large numbers. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Educational Game

This interactive applet gives students practice in making change in U.S. dollars and in four other currencies. Students are presented with a purchase amount and the amount paid, and they must enter the quantity of each denomination that make up the correct change. Students are rewarded for correct answers and are shown the correct change if they err. There are four levels of difficulty, ranging from amounts less than a dollar to amounts over $100.

Type: Educational Game

In this activity, students enter coordinates to make a path to get to a target destination while avoiding mines. This activity allows students to explore Cartesian coordinates and the Cartesian coordinate plane. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Educational Game

## Educational Software / Tool

In this activity, students solve arithmetic problems involving whole numbers, integers, addition, subtraction, multiplication, and division. This activity allows students to track their progress in learning how to perform arithmetic on whole numbers and integers. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Educational Software / Tool

## Problem-Solving Tasks

Students are asked to determine the number of unit cubes needed to construct cubes with given dimensions.

Type: Problem-Solving Task

Students are asked to find the volume of water in a tank that is 3/4 of the way full.

Type: Problem-Solving Task

Students are asked to find the height of a rectangular prism when given the length, width and volume.

Type: Problem-Solving Task

Students are asked to apply knowledge of volume of rectangular prisms to find the volume of an irregularly shaped object using the principle of displacement.

Type: Problem-Solving Task

This task asks students to exercise both of these complementary skills, writing an expression in part (a) and interpreting a given expression in (b). The numbers given in the problem are deliberately large and "ugly" to discourage students from calculating Eric's and Leila's scores. The focus of this problem is not on numerical answers, but instead on building and interpreting expressions that could be entered in a calculator or communicated to another student unfamiliar with the context.

Type: Problem-Solving Task

This purpose of this task is to help students understand what happens when you scale the dimensions of a right rectangular solid. This task provides an opportunity to compare the relative volumes of boxes in order to calculate the mass of clay required to fill them. These relative volumes can be calculated geometrically, filling the larger box with smaller boxes, or arithmetically using the given dimensions.

Type: Problem-Solving Task

When a division problem involving whole numbers does not result in a whole number quotient, it is important for students to be able to decide whether the context requires the result to be reported as a whole number with remainder (as with Part (b)) or a mixed number/decimal (as with Part (c)). Part (a) presents two variations on a context that require these two different responses to highlight the distinction between them.

Type: Problem-Solving Task

The purpose of this task is to help students see the connection between a÷b and ab in a particular concrete example. The relationship between the division problem 3÷8 and the fraction 3/8 is actually very subtle. This task is probably best suited for instruction or formative assessment.

Type: Problem-Solving Task

This task provides a context for performing division of a whole number by a unit fraction. This problem is a "How many groups?'' example of division: the "groups'' in this case are the servings of oatmeal and the question is asking how many servings (or groups) there are in the package.

Type: Problem-Solving Task

The purpose of this task is to provide students with a situation in which it is natural for them to divide a unit fraction by a non-zero whole number. Determining the amount of paint that Kulani needs for each wall illustrates an understanding of the meaning of dividing a unit fraction by a non-zero whole number.

Type: Problem-Solving Task

The purpose of this task is for students to find the answer to a question in context that can be represented by fraction multiplication. This task is appropriate for either instruction or assessment depending on how it is used and where students are in their understanding of fraction multiplication.

Type: Problem-Solving Task

The purpose of this task is to present students with a situation in which they need to divide a whole number by a unit fraction in order to find a solution. Calculating the number of origami stars that Avery and Megan can make illustrates students' understanding of the process of dividing a whole number by a unit fraction.

Type: Problem-Solving Task

The purpose of this task is to help students realize there are different ways to add mixed numbers and is most appropriate for use in an instructional setting. The two primary ways one can expect students to add are converting the mixed numbers to fractions greater than 1 or adding the whole numbers and fractional parts separately. It is good for students to develop a sense of which approach would be better in a particular context.

Type: Problem-Solving Task

The purpose of this instructional task is to motivate a discussion about adding fractions and the meaning of the common denominator. The different parts of the task have students moving back and forth between the abstract representation of the fractions and the meaning of the fractions in the context.

Type: Problem-Solving Task

This tasks lends itself very well to multiple solution methods. Students may learn a lot by comparing different methods. Students who are already comfortable with fraction multiplication can go straight to the numeric solutions given below. Students who are still unsure of the meanings of these operations can draw pictures or diagrams.

Type: Problem-Solving Task

The purpose of this task is to present students with a situation where it is natural to add fractions with unlike denominators; it can be used for either assessment or instructional purposes. Teachers should anticipate two types of solutions: one where students calculate the distance Alex ran to determine an answer, and one where students compare the two parts of his run to benchmark fractions.

Type: Problem-Solving Task

The purpose of this task is to familiarize students with multiplying fractions with real-world questions.

Type: Problem-Solving Task

The purpose of this task is to help students see that 4×(9+2) is four times as big as (9+2). Though this task may seem very simple, it provides students and teachers with a very useful visual for interpreting an expression without evaluating it because they can see for themselves that 4×(9+2) is four times as big as (9+2).

Type: Problem-Solving Task

The purpose of this task is to have students add fractions with unlike denominators and divide a unit fraction by a whole number. This accessible real-life context provides students with an opportunity to apply their understanding of addition as joining two separate quantities.

Type: Problem-Solving Task

Since tasks such as this will be among the first that students see, solutions which involve (sub)dividing a quantity into equal parts in order to find a fraction of the quantity should be emphasized. In particular, such solutions should be introduced if students do not generate them on their own. Students benefit from reasoning through the solution to such word problems before they are told that they can be solved by multiplying the fractions; this helps them develop meaning for fraction multiplication.

Type: Problem-Solving Task

The two solutions reflect different competencies described in 5.NF.5. The first solution uses the idea that multiplying by a fraction less than 1 results in a smaller value. The second actually uses the meaning of multiplying by 89 to explain why multiplying by that fraction will result in a smaller value.

Type: Problem-Solving Task

This is a good task to work with kids to try to explain their thinking clearly and precisely, although teachers should be willing to work with many different ways of explaining the relationship between the magnitude of the factors and the magnitude of the product.

Type: Problem-Solving Task

The purpose of this task is to generate a classroom discussion that helps students synthesize what they have learned about multiplication in previous grades. It builds on 3.OA.5 Apply properties of operations as strategies to multiply and divide and 4.OA.1 Interpret a multiplication equation as a comparison.

Type: Problem-Solving Task

This problem allows student to see words that can describe the expression from part (c) of "5.OA Watch out for Parentheses." Additionally , the words (add, sum) and (product, multiply) are all strategically used so that the student can see that these words have related meanings.

Type: Problem-Solving Task

This problem asks the student to evaluate six numerical expressions that contain the same integers and operations yet have differing results due to placement of parentheses. This type of problem helps students to see structure in numerical expressions. In later grades they will be working with similar ideas in the context of seeing and using structure in algebraic expressions.

Type: Problem-Solving Task

This task requires division of multi-digit numbers in the context of changing units and so illustrates 5.NBT.6 and 5.MD.1. In addition, the conversion problem requires two steps since 2011 minutes needs to be converted first to hours and minutes and then to days, hours, and minutes.

Type: Problem-Solving Task

This is the third problem in a series of three tasks involving fraction multiplication that can be solved with pictures or number lines. The first, 5.NF Running to school, does not require that the unit fractions that comprise 3/4 be subdivided in order to find 1/3 of 3/4. The second task, 5.NF Drinking Juice, does require students to subdivide the unit fractions that comprise 1/2 in order to find 3/4 of 1/2. This task also requires subdivision and involves multiplying a fraction and a mixed number.

Type: Problem-Solving Task

The purpose of this task is to gain a better understanding of multiplying and dividing with fractions. Students should use the diagram provided to support their findings.

Type: Problem-Solving Task

This problem helps students gain a better understanding of dividing with fractions.

Type: Problem-Solving Task

The purpose of this task is to provide students with a concrete experience they can relate to fraction multiplication. Perhaps more importantly, the task also purposefully relates length and locations of points on a number line, a common trouble spot for students. This task is meant for instruction and would be a useful as part of an introductory unit on fraction multiplication.

Type: Problem-Solving Task

Part (a) of this task asks students to use two different denominators to subtract fractions. The purpose of this is to help students realize that any common denominator will work, not just the least common denominator. Part (b) does not ask students to do it in more than one way; the purpose is to give them an opportunity to choose a denominator and possibly compare with another student who chose a different denominator. The purpose of part (c) is to help students move away from a reliance on drawing pictures. Students can draw a picture if they want, but this subtraction problem is easier to do symbolically, which helps students appreciate the power of symbolic notation.

Type: Problem-Solving Task

Part (a) of this task asks students to find and use two different common denominators to add the given fractions. The purpose of this question is to help students realize that they can use any common denominator to find a solution, not just the least common denominator. Part (b) does not ask students to solve the given addition problem in more than one way. Instead, the purpose of this question is to give students an opportunity to choose a denominator and possibly to compare their solution method with another student who chose a different denominator. The purpose of part (c) is to give students who are ready to work symbolically a chance to work more efficiently.

Type: Problem-Solving Task

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

Type: Problem-Solving Task

This task is intended to complement "5.NF How many servings of oatmeal?" and "7.RP Molly's run.'' All three tasks address the division problem 4÷1/3 but from different points of view. This task provides a how many in each group version of 4÷1/3. This task should be done together with the "How many servings of oatmeal" task with specific attention paid to the very different pictures representing the two situations.

Type: Problem-Solving Task

One goal of this task is to help students develop comfort and ease with adding fractions with unlike denominators. Another goal is to help them develop fraction number sense by having students decompose fractions.

Type: Problem-Solving Task

This is the second problem in a series of three tasks involving fraction multiplication that can be solved with pictures or number lines. This task does require students to subdivide the unit fractions that comprise 1/2 in order to find 3/4 of 1/2.

Type: Problem-Solving Task

This task addresses common errors that students make when adding fractions. It is very important for students to recognize that they only add fractions when the fractions refer to the same whole, and also when the fractions of the whole being added do not overlap. This set of questions is designed to enhance a student's understanding of when it is and is not appropriate to add fractions.

Type: Problem-Solving Task

This task requires students to recognize both "number of groups unknown" (part (a)) and "group size unknown" (part (d)) division problems in the context of a whole number divided by a unit fraction. It also addresses a common misconception that students have where they confuse dividing by 2 or multiplying by 1/2 with dividing by 1/2.

Type: Problem-Solving Task

The purpose of this task is to have students think about the meaning of multiplying a number by a fraction, and use this burgeoning understanding of fraction multiplication to make sense of the commutative property of multiplication in the case of fractions.

Type: Problem-Solving Task

The purpose of this task is for students to compare a number and its product with other numbers that are greater than and less than one. As written, this task could be used in a summative assessment context, but it might be more useful in an instructional setting where students are asked to explain their answers either to a partner or in a whole class discussion.

Type: Problem-Solving Task

This particular problem deals with multiplication. Even though students can solve this problem by multiplying, it is unlikely they will. Here it is much easier to answer the question if you can think of multiplying a number by a factor as scaling the number.

Type: Problem-Solving Task

The purpose of this task is to provide students with a concrete situation they can model by dividing a whole number by a unit fraction. For students who are just beginning to think about the meaning of division by a unit fraction (or students who have never cooked), the teacher can bring in a 1/4 cup measuring cup so that students can act it out. If students can reason through parts (a) and (b) successfully, they will be well-situated to think about part (c) which could yield different solution methods.

Type: Problem-Solving Task

This site uses visual models to better understand what is actually happening when students multiply and divide fractions. Using area models -- one that superimposes squares that are partitioned into the appropriate number of regions, and shaded as needed -- students multiply, divide, and translate the processes to decimals. The lesson uses an interactive simulation that allows students to create their own area models and is embedded with problems throughout for students to solve.

Type: Problem-Solving Task

This resource introduces students to the aspects a builder must think about before constructing a building. Students will study the cabin blueprint of Henry David Thoreau and then will find the surface area of the walls and how much paint would be needed. Then, students will find the volume of the cabin to determine the home heating needs. Third, students will study the blueprint and will create a 1/10 scale of it on graph paper and then will use art supplies to create a model of the cabin. Last, students will design and create models of furniture to scale for the cabin.

Type: Problem-Solving Task

## Tutorials

This Khan Academy tutorial video explains patterns in the placement of the decimal point, when a decimal is multiplied by a power of 10.

Type: Tutorial

This Khan Academy tutorial video presents the methodology of understanding and using patterns in the number of zeros of products that have a factor that is a power of 10.

Type: Tutorial

This Khan Academy tutorial video presents the pattern, when multiplying tens, that develops when we compare the number of factors of tens with the number of zeros in the product. The vocabulary, *exponent *and* base*, are introduced.

Type: Tutorial

This Khan Academy tutorial video interprets written statements and writes them as mathematical expressions.

Type: Tutorial

This Khan Academy tutorial video presents the application of parentheses notation in an expression.

Type: Tutorial

This Khan Academy tutorial video demonstrates how to write a simple expression from a word problem.

Type: Tutorial

This Khan Academy tutorial video illustrates the conversion equivalence of liters, milliliters, and kiloliters.

Type: Tutorial

This Khan Academy tutorial video presentation represents a word problem's solution on a coordinate plane to determine the number of blocks walked from a home to a school.

Type: Tutorial

This Khan Academy tutorial video presents how to graph an ordered pair of positive numbers on the x- and y-axis of a coordinate plane.

Type: Tutorial

This Khan Academy tutorial video presents a strategy for solving the following problem: given a dot plot with different measurements of trail mix in bags, find the amount of trail mix each bag would contain, if the total amount in all the bags was equally redistributed.

Type: Tutorial

This Khan Academy tutorial video develops a visual diagram to use to solve a distance problem that requires converting feet to yards and other computations.

Type: Tutorial

This Khan Academy tutorial video demonstrates a strategy for ordering four different-sized metric units.

Type: Tutorial

This Khan Academy tutorial video illustrates how to find the volume of an irregular solid figure by dividing the figure into two rectangular prisms and finding the volume of each.

Type: Tutorial

This Khan Academy tutorial video illustrates finding the volume of an irregular figure made up of unit cubes by separating the figure into two rectangular prisms and finding the volume of each part.

Type: Tutorial

This Khan Academy tutorial video illustrates measuring volume by counting unit cubes.

Type: Tutorial

This Khan Academy tutorial video describes measurement in one, two, and three dimensions.

Type: Tutorial

This Khan Academy tutorial video introduces quadrilaterals. their categories, and subcategories.

Type: Tutorial

This Khan Academy tutorial video presents using place-value to compare two decimals expressed to thousandths.

Type: Tutorial

In this video, you will work through an example to correctly use the order of operations.

Type: Tutorial

In this video, you will see why it is important to have one agreed upon order of operations.

Type: Tutorial

In this tutorial, the four operations are applied to fractions with the visualization of the number line. This tutorial starts by adding fractions with the same denominators and explains the logic behind multiplication of fractions. This tutorial also highlights the application and extension of previous understandings of mulitplication to multiply a fraction or whole number by a fraction.

a. Interpret the product (* a*/

*) x*

**b***as*

**q***parts of a partition of*

**a***into*

**q***equal parts; equivalently, as the result of a sequence of operations*

**b***x*

**a***. In general, (*

**qb***/*

**a***) x (*

**b***/*

**c***) =*

**d***/*

**ac***.*

**bd**Type: Tutorial

This tutorial explores the addition and subtraction of fractions with unlike denominators. Performing these operations on fractions with unlike denominators requires the creation of a 'common' denominator. Using the number line, this mathematical process can be easily visualized and connected to the final strategy of multiplying the denominators (a/b + c/d = ad +bc/bd).

Type: Tutorial

In this tutorial, students will be exposed to the strategy of finding the least common denominator for certain cases. Sometimes when finding a common denominator, an unnecessarily large common denominator is created (** a/b x c/d** =

*+*

**ad***). This chapter explains how to find the smallest possible common denominator.*

**bc****/bd***For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12.*

Type: Tutorial

The Cartesian Coordinate system, formed from the Cartesian product of the real number line with itself, allows algebraic equations to be visualized as geometric shapes in two or three dimensions.

Type: Tutorial

This tutorial for student audiences will assist learners with a further understanding of the rules for adding and subtracting with decimals. Students will be able to navigate the teaching portion of the tutorial at their own pace and test their understanding after each step of the lesson with a "Try This" section. The "Try This" section will monitor students answers and self-check by a right answer turning orange and a wrong answer dissolving.

Type: Tutorial

This tutorial for student audiences will assist learners with a further understanding of the rules for adding and subtracting fractions. Students will be able to navigate the teaching portion of the tutorial at their own pace and test their understanding after each step of the lesson with a "Try This" section. The "Try This" section will monitor students answers and self-check by a right answer turning orange and a wrong answer dissolving.

Type: Tutorial

This interactive applet demonstrates volume as the number of unit cubes needed to fill a rectangular solid. The learner sees an animation and answers questions about the capacity of a box. The student can then ask for other problems where just the 3D dimensions are given and the volume is requested.

Type: Tutorial

In this lesson, students will be viewing a Khan Academy video that will show how to convert ratios using speed units.

Type: Tutorial

The video describes how to multiply fractions and state the answer in lowest terms.

Type: Tutorial

## Virtual Manipulatives

This extremely versatile manipulative can be used by learners of different grades. At early grades, this manipulative will help the students recognize, name, build, draw, and compare two-dimensional shapes. As they progress students can classify and understand relationships among types of two-dimensional objects using their defining properties. The application computes perimeter and area allowing students to explore patterns as dimensions change.

Type: Virtual Manipulative

With this interactive applet students can develop their understanding of place value and the relative position and magnitude of numbers in the base-10 number system. Users drag given numbers to their position on a number line, zooming in and out to increase precision. They can select from six levels of difficulty (Tens, Hundreds, Thousands, Millions, Billions, Decimals) and from 1 to 3 dots. There are three modes: Explore, Practice, Test.

Type: Virtual Manipulative

With this virtual manipulative, students can explore the meaning of place value and grouping as they add and subtract decimals. Base blocks consist of individual units, longs, flats, and blocks (ten of each set for base 10). These blocks can represent negative as well as positive numbers with one to four decimal places and in five different bases. Students exchange and group the blocks as needed to solve the problem. Problems can be presented to or created by the students. All material is available in Spanish and French as well as English, including instructions for using the manipulative, information about bases and place value, and suggested questions for classroom use.

Type: Virtual Manipulative

This interactive applet provides a visual model of fraction multiplication using rectangular arrays. The applet offers both a demonstration/exploration mode ("show me") and a practice mode ("test me") in which students arrange the rectangle to display a given multiplication problem. Teaching ideas and applet instructions are available through the links at the top of the page.

This virtual manipulative offers students the opportunity to explore the process of fraction by fraction multiplication. Students will gain a conceptual understanding of the process, as well as be able to visualize the rationale behind why a fraction multiplied by a fraction results in a product that is smaller than the factors, a concept that is counter-intuitive to many students understanding of multiplication.

Type: Virtual Manipulative

This resource from the National Library of Virtual Manipulatives shows students how to rename fractions to have a common denominator and then add them. It is appealing because it visually engages the students by showing them what happens to a unit (a rectangle is used here) as the denominator increases or decreases. As the denominator increases or decreases, the partitions are shown accordingly, and the effect on the numerator is shown as well. This is a convenient, visual way to show students how to manipulate fractions for adding.

Type: Virtual Manipulative

This applet allows students to freely build shapes by stacking cubes and "explore the relation between a building (house) consisting of cubes and the height numbers representing the height of the different parts of the building." This exercise helps students visualize and understand the concepts of volume and three-dimensional, measurable space

Type: Virtual Manipulative

Students investigate shapes that grow and change using an iterative process. Fractals are characterized by self-similarity, smaller sections that resemble the larger figure. From NCTM's Illuminations.

Type: Virtual Manipulative

This virtual manipulative allows individual students to work with fraction relationships. (There is also a link to a two-player version.)

Type: Virtual Manipulative

Diffy is a virtual manipulative that allows students to practice their subtraction facts with whole numbers, integers, fractions, decimals, or money. It is a puzzle of sorts with four black numbers placed at the corners of a black square. The first goal is to fill in the four blanks in the blue circles in the middle of each side of the black square.

Type: Virtual Manipulative

In this activity, students practice solving algebraic expressions using order of operations. The applet records their score so the student can track their progress. This activity allows students to practice applying the order of operations when solving problems. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Virtual Manipulative

## Parent Resources

## Educational Games

This addition game uses mixed decimals to the tenths place. This game encourages some logical analysis as well as addition skills. There may be several ways to make the first couple of circles sum to 3, but there is only one way to combine all the given numbers so that every circle sums to 3.

Type: Educational Game

A game that is an off-shoot of the classic game Battleship, for practice with coordinate graphing, complete with reproducible templates and animated powerpoint introduction.

Type: Educational Game

## Image/Photograph

In this lesson, you will find clip art and various illustrations of polygons, circles, ellipses, star polygons, and inscribed shapes.

Type: Image/Photograph

## Problem-Solving Tasks

Students are asked to determine the number of unit cubes needed to construct cubes with given dimensions.

Type: Problem-Solving Task

Students are asked to find the volume of water in a tank that is 3/4 of the way full.

Type: Problem-Solving Task

Students are asked to find the height of a rectangular prism when given the length, width and volume.

Type: Problem-Solving Task

Students are asked to apply knowledge of volume of rectangular prisms to find the volume of an irregularly shaped object using the principle of displacement.

Type: Problem-Solving Task

This task asks students to exercise both of these complementary skills, writing an expression in part (a) and interpreting a given expression in (b). The numbers given in the problem are deliberately large and "ugly" to discourage students from calculating Eric's and Leila's scores. The focus of this problem is not on numerical answers, but instead on building and interpreting expressions that could be entered in a calculator or communicated to another student unfamiliar with the context.

Type: Problem-Solving Task

This purpose of this task is to help students understand what happens when you scale the dimensions of a right rectangular solid. This task provides an opportunity to compare the relative volumes of boxes in order to calculate the mass of clay required to fill them. These relative volumes can be calculated geometrically, filling the larger box with smaller boxes, or arithmetically using the given dimensions.

Type: Problem-Solving Task

The purpose of this task is to give students practice plotting points in the first quadrant of the coordinate plane and naming coordinates of points. It could be easily adapted to plotting points with negative coordinates. It also provides teachers with a good opportunity to assess how well their students understand how to plot ordered pairs and identify the coordinates of points.

Type: Problem-Solving Task

When a division problem involving whole numbers does not result in a whole number quotient, it is important for students to be able to decide whether the context requires the result to be reported as a whole number with remainder (as with Part (b)) or a mixed number/decimal (as with Part (c)). Part (a) presents two variations on a context that require these two different responses to highlight the distinction between them.

Type: Problem-Solving Task

The purpose of this task is to help students see the connection between a÷b and ab in a particular concrete example. The relationship between the division problem 3÷8 and the fraction 3/8 is actually very subtle. This task is probably best suited for instruction or formative assessment.

Type: Problem-Solving Task

This task provides a context for performing division of a whole number by a unit fraction. This problem is a "How many groups?'' example of division: the "groups'' in this case are the servings of oatmeal and the question is asking how many servings (or groups) there are in the package.

Type: Problem-Solving Task

The purpose of this task is to provide students with a situation in which it is natural for them to divide a unit fraction by a non-zero whole number. Determining the amount of paint that Kulani needs for each wall illustrates an understanding of the meaning of dividing a unit fraction by a non-zero whole number.

Type: Problem-Solving Task

The purpose of this task is for students to find the answer to a question in context that can be represented by fraction multiplication. This task is appropriate for either instruction or assessment depending on how it is used and where students are in their understanding of fraction multiplication.

Type: Problem-Solving Task

The purpose of this task is to present students with a situation in which they need to divide a whole number by a unit fraction in order to find a solution. Calculating the number of origami stars that Avery and Megan can make illustrates students' understanding of the process of dividing a whole number by a unit fraction.

Type: Problem-Solving Task

The purpose of this task is to help students realize there are different ways to add mixed numbers and is most appropriate for use in an instructional setting. The two primary ways one can expect students to add are converting the mixed numbers to fractions greater than 1 or adding the whole numbers and fractional parts separately. It is good for students to develop a sense of which approach would be better in a particular context.

Type: Problem-Solving Task

The purpose of this instructional task is to motivate a discussion about adding fractions and the meaning of the common denominator. The different parts of the task have students moving back and forth between the abstract representation of the fractions and the meaning of the fractions in the context.

Type: Problem-Solving Task

This tasks lends itself very well to multiple solution methods. Students may learn a lot by comparing different methods. Students who are already comfortable with fraction multiplication can go straight to the numeric solutions given below. Students who are still unsure of the meanings of these operations can draw pictures or diagrams.

Type: Problem-Solving Task

The purpose of this task is to present students with a situation where it is natural to add fractions with unlike denominators; it can be used for either assessment or instructional purposes. Teachers should anticipate two types of solutions: one where students calculate the distance Alex ran to determine an answer, and one where students compare the two parts of his run to benchmark fractions.

Type: Problem-Solving Task

The purpose of this task is to familiarize students with multiplying fractions with real-world questions.

Type: Problem-Solving Task

The purpose of this task is to help students see that 4×(9+2) is four times as big as (9+2). Though this task may seem very simple, it provides students and teachers with a very useful visual for interpreting an expression without evaluating it because they can see for themselves that 4×(9+2) is four times as big as (9+2).

Type: Problem-Solving Task

The purpose of this task is to have students add fractions with unlike denominators and divide a unit fraction by a whole number. This accessible real-life context provides students with an opportunity to apply their understanding of addition as joining two separate quantities.

Type: Problem-Solving Task

Since tasks such as this will be among the first that students see, solutions which involve (sub)dividing a quantity into equal parts in order to find a fraction of the quantity should be emphasized. In particular, such solutions should be introduced if students do not generate them on their own. Students benefit from reasoning through the solution to such word problems before they are told that they can be solved by multiplying the fractions; this helps them develop meaning for fraction multiplication.

Type: Problem-Solving Task

The two solutions reflect different competencies described in 5.NF.5. The first solution uses the idea that multiplying by a fraction less than 1 results in a smaller value. The second actually uses the meaning of multiplying by 89 to explain why multiplying by that fraction will result in a smaller value.

Type: Problem-Solving Task

This is a good task to work with kids to try to explain their thinking clearly and precisely, although teachers should be willing to work with many different ways of explaining the relationship between the magnitude of the factors and the magnitude of the product.

Type: Problem-Solving Task

The purpose of this task is to generate a classroom discussion that helps students synthesize what they have learned about multiplication in previous grades. It builds on 3.OA.5 Apply properties of operations as strategies to multiply and divide and 4.OA.1 Interpret a multiplication equation as a comparison.

Type: Problem-Solving Task

The purpose of this game is to help students think flexibly about numbers and operations and to record multiple operations using proper notation. Students eager to knock down all of the pins quickly develop patterns in their expressions. They may re-use parts of an expression, perhaps changing just the final operation.

Type: Problem-Solving Task

This problem allows student to see words that can describe the expression from part (c) of "5.OA Watch out for Parentheses." Additionally , the words (add, sum) and (product, multiply) are all strategically used so that the student can see that these words have related meanings.

Type: Problem-Solving Task

This problem asks the student to evaluate six numerical expressions that contain the same integers and operations yet have differing results due to placement of parentheses. This type of problem helps students to see structure in numerical expressions. In later grades they will be working with similar ideas in the context of seeing and using structure in algebraic expressions.

Type: Problem-Solving Task

This task requires division of multi-digit numbers in the context of changing units and so illustrates 5.NBT.6 and 5.MD.1. In addition, the conversion problem requires two steps since 2011 minutes needs to be converted first to hours and minutes and then to days, hours, and minutes.

Type: Problem-Solving Task

This is the third problem in a series of three tasks involving fraction multiplication that can be solved with pictures or number lines. The first, 5.NF Running to school, does not require that the unit fractions that comprise 3/4 be subdivided in order to find 1/3 of 3/4. The second task, 5.NF Drinking Juice, does require students to subdivide the unit fractions that comprise 1/2 in order to find 3/4 of 1/2. This task also requires subdivision and involves multiplying a fraction and a mixed number.

Type: Problem-Solving Task

The purpose of this task is to gain a better understanding of multiplying and dividing with fractions. Students should use the diagram provided to support their findings.

Type: Problem-Solving Task

This problem helps students gain a better understanding of dividing with fractions.

Type: Problem-Solving Task

The purpose of this task is to provide students with a concrete experience they can relate to fraction multiplication. Perhaps more importantly, the task also purposefully relates length and locations of points on a number line, a common trouble spot for students. This task is meant for instruction and would be a useful as part of an introductory unit on fraction multiplication.

Type: Problem-Solving Task

Part (a) of this task asks students to use two different denominators to subtract fractions. The purpose of this is to help students realize that any common denominator will work, not just the least common denominator. Part (b) does not ask students to do it in more than one way; the purpose is to give them an opportunity to choose a denominator and possibly compare with another student who chose a different denominator. The purpose of part (c) is to help students move away from a reliance on drawing pictures. Students can draw a picture if they want, but this subtraction problem is easier to do symbolically, which helps students appreciate the power of symbolic notation.

Type: Problem-Solving Task

Part (a) of this task asks students to find and use two different common denominators to add the given fractions. The purpose of this question is to help students realize that they can use any common denominator to find a solution, not just the least common denominator. Part (b) does not ask students to solve the given addition problem in more than one way. Instead, the purpose of this question is to give students an opportunity to choose a denominator and possibly to compare their solution method with another student who chose a different denominator. The purpose of part (c) is to give students who are ready to work symbolically a chance to work more efficiently.

Type: Problem-Solving Task

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

Type: Problem-Solving Task

This task is intended to complement "5.NF How many servings of oatmeal?" and "7.RP Molly's run.'' All three tasks address the division problem 4÷1/3 but from different points of view. This task provides a how many in each group version of 4÷1/3. This task should be done together with the "How many servings of oatmeal" task with specific attention paid to the very different pictures representing the two situations.

Type: Problem-Solving Task

One goal of this task is to help students develop comfort and ease with adding fractions with unlike denominators. Another goal is to help them develop fraction number sense by having students decompose fractions.

Type: Problem-Solving Task

This is the second problem in a series of three tasks involving fraction multiplication that can be solved with pictures or number lines. This task does require students to subdivide the unit fractions that comprise 1/2 in order to find 3/4 of 1/2.

Type: Problem-Solving Task

This task addresses common errors that students make when adding fractions. It is very important for students to recognize that they only add fractions when the fractions refer to the same whole, and also when the fractions of the whole being added do not overlap. This set of questions is designed to enhance a student's understanding of when it is and is not appropriate to add fractions.

Type: Problem-Solving Task

This task requires students to recognize both "number of groups unknown" (part (a)) and "group size unknown" (part (d)) division problems in the context of a whole number divided by a unit fraction. It also addresses a common misconception that students have where they confuse dividing by 2 or multiplying by 1/2 with dividing by 1/2.

Type: Problem-Solving Task

The purpose of this task is to have students think about the meaning of multiplying a number by a fraction, and use this burgeoning understanding of fraction multiplication to make sense of the commutative property of multiplication in the case of fractions.

Type: Problem-Solving Task

The purpose of this task is for students to compare a number and its product with other numbers that are greater than and less than one. As written, this task could be used in a summative assessment context, but it might be more useful in an instructional setting where students are asked to explain their answers either to a partner or in a whole class discussion.

Type: Problem-Solving Task

This particular problem deals with multiplication. Even though students can solve this problem by multiplying, it is unlikely they will. Here it is much easier to answer the question if you can think of multiplying a number by a factor as scaling the number.

Type: Problem-Solving Task

The purpose of this task is to provide students with a concrete situation they can model by dividing a whole number by a unit fraction. For students who are just beginning to think about the meaning of division by a unit fraction (or students who have never cooked), the teacher can bring in a 1/4 cup measuring cup so that students can act it out. If students can reason through parts (a) and (b) successfully, they will be well-situated to think about part (c) which could yield different solution methods.

Type: Problem-Solving Task

## Tutorials

This tutorial for student audiences will assist learners with a further understanding of the rules for adding and subtracting with decimals. Students will be able to navigate the teaching portion of the tutorial at their own pace and test their understanding after each step of the lesson with a "Try This" section. The "Try This" section will monitor students answers and self-check by a right answer turning orange and a wrong answer dissolving.

Type: Tutorial

This tutorial for student audiences will assist learners with a further understanding of the rules for adding and subtracting fractions. Students will be able to navigate the teaching portion of the tutorial at their own pace and test their understanding after each step of the lesson with a "Try This" section. The "Try This" section will monitor students answers and self-check by a right answer turning orange and a wrong answer dissolving.

Type: Tutorial

This five-minute video answers the question "Must one always invert and multiply?" when dividing fractions. An alternative algorithm is presented which works well in certain cases. The video focuses on sense-making in using either method, and on judging the reasonableness of answers.

Type: Tutorial

The video describes how to multiply fractions and state the answer in lowest terms.

Type: Tutorial

In this web-based tutorial, students learn procedures for subtracting fractions. The tutorial includes visual representations of the problems using pizzas, animations of the algorithm, and links to related lessons, worksheets, and practice problems.

Type: Tutorial

## Virtual Manipulatives

This extremely versatile manipulative can be used by learners of different grades. At early grades, this manipulative will help the students recognize, name, build, draw, and compare two-dimensional shapes. As they progress students can classify and understand relationships among types of two-dimensional objects using their defining properties. The application computes perimeter and area allowing students to explore patterns as dimensions change.

Type: Virtual Manipulative

With this interactive applet students can develop their understanding of place value and the relative position and magnitude of numbers in the base-10 number system. Users drag given numbers to their position on a number line, zooming in and out to increase precision. They can select from six levels of difficulty (Tens, Hundreds, Thousands, Millions, Billions, Decimals) and from 1 to 3 dots. There are three modes: Explore, Practice, Test.

Type: Virtual Manipulative

With this virtual manipulative, students can explore the meaning of place value and grouping as they add and subtract decimals. Base blocks consist of individual units, longs, flats, and blocks (ten of each set for base 10). These blocks can represent negative as well as positive numbers with one to four decimal places and in five different bases. Students exchange and group the blocks as needed to solve the problem. Problems can be presented to or created by the students. All material is available in Spanish and French as well as English, including instructions for using the manipulative, information about bases and place value, and suggested questions for classroom use.

Type: Virtual Manipulative

This resource from the National Library of Virtual Manipulatives shows students how to rename fractions to have a common denominator and then add them. It is appealing because it visually engages the students by showing them what happens to a unit (a rectangle is used here) as the denominator increases or decreases. As the denominator increases or decreases, the partitions are shown accordingly, and the effect on the numerator is shown as well. This is a convenient, visual way to show students how to manipulate fractions for adding.

Type: Virtual Manipulative

Diffy is a virtual manipulative that allows students to practice their subtraction facts with whole numbers, integers, fractions, decimals, or money. It is a puzzle of sorts with four black numbers placed at the corners of a black square. The first goal is to fill in the four blanks in the blue circles in the middle of each side of the black square.

Type: Virtual Manipulative

Section:Exceptional Student Education >Grade Group:Elementary >Subject:Academics - Subject Areas >