5th Grade FRACTIONS and ADDING FRACTIONS Standards

TEKS

5.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

  • B. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.
  • C. Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.
  • D. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.
  • E. Create and use representations to organize, record, and communicate mathematical ideas.
  • F. Analyze mathematical relationships to connect and communicate mathematical ideas.
  • G. Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

5.3 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to:

  • H. Represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations; Supporting Standard.
  • I. Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models; Supporting Standard.
  • K. Add and subtract positive rational numbers fluently; Readiness Standard.

Common Core

Operations & Algebraic Thinking:
Write and interpret numerical expressions.

  • 5.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

Number & Operations ­ - Fractions:
Use equivalent fractions as a strategy to add and subtract fractions.

  • 5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

Apply and extend previous understandings of multiplication and division.

  • 5.NF.B.5 Interpret multiplication as scaling (resizing), by:
    • 5.NF.B.5.B Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.