Transcript Engage NY Math Module 1 - Mrs. Neubecker's 5th Grade

Lesson 1: Making equivalent fractions with the number line,
area model and with numbers.
Unit 3 Vocabulary
 Fraction = a numerical quantity that is not a whole number (e.g., 3 fifths or
3
 Equivalent fraction = different fractions that name the same number (e.g., 3
6
10)
5)
5
=
 Denominator = the number below the line in a common fraction; the divisor; the
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
fractional unit (e.g., the 5 in 3 5)
Numerator = the number above the line in a common fraction; the dividend; the
count of fractional units (e.g., the 3 in 3 5)
Like denominators = when the denominators in two or more fractions are the
same (e.g., 3 5 and 1 5)
Unlike denominators = when the denominators in two or more fractions are
different (e.g., 3 8 and 1 7)
Benchmark fractions = common fractions that you can compare other fractions
against (e.g., 1 2, 1 3, 1 4, 2 3, and 3 4)
Whole unit = e.g., any unit that is partitioned into smaller, equally-sized units
Fractional unit = e.g., the fifth unit in 3 fifths denoted by the denominator 5 in 3 5
Suggested Tools & Representations
SPRINT
 State the missing factor.
10 = 5 x ___
10 = 2 x ___
28 = 7 x ___
24 = 8 x ___
8 = 4 x ___
9 = 3 x ___
28 = 2 x 2 x ___
24 = 4 x ___ x 2
6 = 2 x ___
12 = 2 x 2 x ___
6 x 4 = 8 x ___
6 x 4 = 4 x 2 x ___
12 = 3 x 2 x ___
20 = 5 x 2 x ___
9 x 4 = 3 x 2 x ___
9 x 4 = 3 x 3 x ___
16 = 8 x ___
16 = 4 x 2 x ___
8 x 8 = 8 x 4 x ___
9 x 9 = 3 x ___ x 3
8 x 3 = ___ x 6
16 x 2 = ___ x 4
2 x 18 = ___ x 9
28 x 2 = ___ x 8
24 x 3 = ___ x 9
6 x 8 = ___ x 12
27 x 3 = ___ x 9
12 x 6 = ___ x 8
54 x 2 = ___ x 12
9 x 13 = ___ x 39
8 x 8 = 2 x ___
7 x 7 = ___ x 7
Skip Counting by
𝟏
𝟒 Hour
 Let’s count by ¼ hours.
 ¼ hour, 2 4 hour, 3 4 hour, 1 hour
 1 ¼ hour, 1 2 4 hour, 1 3 4 hour, 2 hours
 2 ¼ hours, 2 2 4 hours, 2 3 4 hours, 3 hours
Application Problem:
15 kilograms of rice are separated equally into 4 containers. How many
kilograms of rice are in each container? Express your answer as a decimal
and as a fraction.

1 container
3. 7 5
4 1 5 .0 0
-1 2
3 0
- 28
20
-2 0
0
?
15 kilograms
4 units = 15 kg
1 unit = 15 ÷ 4
= 3.75
=3
75
100
Each container holds 3.75 kg rice.
Concept Development – Problem 1:
• Take your paper strip. Hold it horizontally. Fold it vertically
down the middle. How many equal parts do you have in the
whole?
• 2
• What fraction of the whole is 1 part?
• 1 half = ½
• Draw a line to show where you folded your paper and label
each have ½, one out of 2 units.
• As you did in fourth grade, take about 2 minutes to make
paper strips to also show thirds, fourths, and fifths.
Concept Development – Problem 1:
• Draw a number line in your journal that is a little longer than
your paper strip. Use your strip as a ruler to mark zero and
0 1 2
1 above the line, , , below the line.
2 2 2
• Make about an inch by inch square beneath your line. This is
representing the same 1 whole as the number line. For
today, show half by vertically dividing the square. Shade ½
on the left.
• Draw another square to the right of that one. Shade it in the
same way to represent ½ .
• Partition it horizontally across the middle.
• What fraction is shaded now?
• ½ or 2 4
Concept Development – Problem 1:
•
1
2
=
1 group of two
2 group of two
or
1x2
2x2
=
2
4
• Explain how we have represented the equivalent fractions to
your part.
2
• Show me on the number line. It is the exact same number as
4
1 half, the exact same point on the number line.
• Work with a partner to draw another congruent square with
1 half shaded. This time partition it horizontally into 3 equal
units (2 lines) and record the equivalent fraction as we did in
the first example.
• Continue the pattern.
Concept Development – Problem 1:
Concept Development – Problem 2:
1
.
3
• Make fractions equal to
• Draw a line in your journal that is a little longer than
your paper strip. Use your strip as a ruler and mark
0 1 2 3
zero and 1 above the line, and , , , below the line.
3 3 3 3
• Work with your partner to make fractions that are
1
2
equivalent to and .
3
3
Concept Development – Problems 2-3:
1
3
2
.
3
• Make fractions equal to and
• Draw two lines in your journal that are a little longer
than your paper strip. Use your strip as a ruler and
0 1 2 3
mark zero and 1 above the lines, and , , , below
3 3 3 3
the lines.
• Work with your partner to make fractions that are
1
2
equivalent to and .
3
3
Concept Development – Problems 2-3:
Concept Development – Problem 4:
5
.
4
• Make fractions equal to
• Using the same procedure, write two fractions that are
5
equivalent to .
4
Activity Sheet
 Distribute the activity worksheet.
 Students work independently for 10 minutes.
 Debrief with the students by reviewing equivalent fractions.
Exit Ticket
HOMEWORK TASK
Assign Homework Task. Due Date: ______________