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Gr 5_NF_Fractions_ProblemLesson_Critique_SharingCandyBarsPart2

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Sharing Candy Bars Part 2 is an extension to Sharing Candy Bars, which is a fractions task designed for fifth graders with strong regards to mathematical standards. Students are asked if it is fair to divide a certain amount of candy bars amongst different amounts of people. Through pair and large group discussions, students critique each scenario, determine what fraction of candy bars each member receives, and identify the fairness.

Microsoft Word version: 5_NF_Fractions_ProblemLesson_Critique_SharingCandyBarsPart2

PDF version: 5_NF_Fractions_ProblemLesson_Critique_SharingCandyBarsPart2

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Gr 5_NF_Fractions_ProblemLesson_Critique_SharingCandyBarsPart1

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Sharing Candy Bars Part 1 is a task designed for fifth grade students with strong skills in fractions and decimals. Students are given different scenarios in which candy bars are split amongst people. For example, 3 candy bars are split amongst 4 people, and 4 candy bars are split amongst 5 people. Students must use problem solving skills to decide how these candy bars would be divided equally. Students are asked to identify if the amount of candy bar that each person receives is fair. The task recommends use of manipulatives and provides a detailed outline and lesson plan for teachers to use, but offers a lot of freedom for students. Partner work is recommended, and the task can open the class to many discussions on problem solving methods.

Microsoft Word version: 5_NF_Fractions_ProblemLesson_Critique_SharingCandyBarsPart1

PDF version: 5_NF_Fractions_ProblemLesson_Critique_SharingCandyBarsPart1

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Gr 5_NF_Fractions_Problem_Critique_BreakingApartACandyBar

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In Breaking Apart a Candy Bar, fifth-grade students are given a problem on fractions. Students are asked if they agree that when four equal sections are split equally in half, then there are eight equal sections. Students must critique the given response and create a claim and provide evidence as to why they agree or disagree.

Microsoft Word version: 5_NF_Fractions_Problem_Critique_BreakingApartACandyBar

PDF version: 5_NF_Fractions_Problem_Critique_BreakingApartACandyBar

Gr 5_NF_Fractions_Problem_Construct_IllustrativeMathematics

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This is a task from Illustrative Mathematics. The students constructed an argument that described how they found equivalent fractions. The directions for this task were slightly modified for my fifth grade students. My fifth grade students we asked to come up with no more than six equivalent fractions for each of the diagrams on part b. Beyond what is already stated this task also met CSSSM:CCSS.MATH.CONTENT.4.NF.A.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.

Microsoft Word version: 5_NF_Fractions_Problem_Construct_IllustrativeMathematics

PDF version: 5_NF_Fractions_Problem_Construct_IllustrativeMathematics

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Gr 5_NF_Fractions_Problem_Construct_BirthdayBalloons

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Birthday Balloons is a problem created for fifth graders to explore fractions. At a party, each guest takes a different proportion of remaining balloons until only a few are left. Students are to determine a way to find the original amount of balloons and construct an argumentative response.

Microsoft Word version: 5_NF_Fractions_Problem_Construct_BirthdayBalloons

PDF version: 5_NF_Fractions_Problem_Construct_BirthdayBalloons

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Gr 5_NBT_DecimalsOrdering_Problem_Critique_BattingOrders

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Batting Orders is a task designed for fifth graders developing skills with decimals. Students must critique a student response that has to order three decimals from least to greatest. The decimals all go to thousandths place value. Students must be able to compare the decimals and order them. The task uses argumentation language by asking students to state a claim and consider warrants.

Microsoft Word version: 5_NBT_DecimalsOrdering_Problem_Critique_BattingOrders

PDF version: 5_NBT_DecimalsOrdering_Problem_Critique_BattingOrders

Gr 5_NBT_DecimalsRounding_Problem_Critique_DifferentIdeas

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Different Ideas is a problem designed for fifth-grade students to understand rounding decimals to the nearest hundredth. Two responses are given as to what a decimal rounded to the nearest hundredth is and students are to critique the response and choose a side. The task uses argumentation language when specifically asking for the claim and evidence.

Microsoft Word version: 5_NBT_DecimalsRounding_Problem_Critique_DifferentIdeas

PDF version: 5_NBT_DecimalsRounding_Problem_Critique_DifferentIdeas

Gr 5_NBT_DecimalsEquivalence_Problem_Critique

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This task is designed for fifth graders and uses a visual picture of a 100% block. It asks students to critique two student responses that state how much of the block is shaded. Each student takes a different approach, but essentially states equivalent answers. One student looks at all of the pieces individually, as 23 ones, and the other student looks at the pieces like place values, as 2 tens and 3 ones. Students must recognize that these are two different ways to arrive at the same answer. Students are asked to draw pictures and use words to explain how the two students came about the answer in different ways.This task is an excellent example of how students may use different interpretations and methods to solve the same problem.

Microsoft Word version: 5_NBT_DecimalsEquivalence_Problem_Critique

PDF version: 5_NBT_DecimalsEquivalence_Problem_Critique

Gr 5_MD_MeasurementAreaVolume_Problem_Critique

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This argumentation problem was designed for fifth graders understanding measurement and the relationship between area and volume. Students are given a visual representation of a floor plan, as well as the area and volume, and must critique the reasoning of the given response by investigating if the floor plan will always have the equal area and volume. This task provides a modification to simplify what is being asked of the students and contains argumentation language when asking students to create a claim, state evidence, and work through misconceptions.

Microsoft Word version: 5_MD_MeasurementAreaVolume_Problem_Critique

PDF version: 5_MD_MeasurementAreaVolume_Problem_Critique