Problem

Gr 5_NF_FractionsMultiplication_Problem_Critique_5-32

Posted on June 19, 2015August 22, 2015 by Tutita Casa

This is a task designed for fifth graders learning how to multiply mixed numbers. Students are asked to critique a student’s strategy to multiply mixed numbers, which ends up addressing a common misconception in multiplication of mixed numbers. Students must determine if adding the product of the whole numbers to the product of the fractions is equal to multiplying the two mixed numbers. Students are asked to decide if this is a rule that works, and explain their answer.

Microsoft Word version: 5_NF_FractionsMultiplication_Problem_Critique_5-32

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Gr 5_NF_FractionsMultiplication_Problem_Construct

Posted on June 19, 2015August 3, 2015 by Tutita Casa

This task was used with 4th and 5th graders because it focused on multiplying fractions by whole numbers and converting common measurements. The main objective was to use a real world situation so that students would develop a deeper understanding of multiplying fractions by whole numbers as well as converting ounces and cups.

Microsoft Word version: 5_NF_FractionsMultiplication_Problem_Construct

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Gr 5_NF_FractionsAdditionComparing_Problem_Critique_FillingUpOnApples

Posted on June 19, 2015August 22, 2015 by Tutita Casa

Filling up on Apples is a problem created for fifth graders on fraction addition and comparing fractions. In the task, two people eat multiple fraction amounts of apples and students are to use equivalent fractions and knowledge of fraction addition to determine how many apples were eaten. Scaffolding is used to break down the fractions and allow students to work on the problem one step at a time. Students are asked, through argumentation language, to critique the response on who ate more apples and show justification.

Microsoft Word version: 5_NF_FractionsAdditionComparing_Problem_Critique_FillingUpOnApples

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Gr 5_NF_FractionsAdditionComparing_Problem_Critique_EatingPies

Posted on June 19, 2015August 3, 2015 by Tutita Casa

I used this task in my 5th grade classroom. It involves adding three fractions with unlike denominators. When the fractions are added, the sum is greater than one. The students also need to compare two mixed numbers to decide which mixed number is greater. The task requires them to decide who ate the most pie based on their comparison of two mixed numbers.

Microsoft Word version: 5_NF_FractionsAdditionComparing_Problem_Critique_EatingPies

PDF version: 5_NF_FractionsAdditionComparing_Problem_Critique_EatingPies

Gr 5_NF_FractionsAddition_Problem_Critique_StuffedWithPizza

Posted on June 19, 2015August 22, 2015 by Tutita Casa

Stuffed with Pizza is a problem created for fifth graders on fraction addition. In the task, two people eat multiple fraction amounts of pizza and students are to use equivalent fractions and knowledge of fraction addition to determine how much pizza was eaten. Scaffolding is used to break down the fractions and lead up to the final question, which contains argumentative language as it asks students to critique the given response on who ate more pizza.

Microsoft Word version: 5_NF_FractionsAddition_Problem_Critique_StuffedWithPizza

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Gr 5_NF_FractionsAddition_Problem_Critique_LotsOfPizza

Posted on June 19, 2015August 22, 2015 by Tutita Casa

Lots of Pizza is a task in which fifth grade students must critique student responses to how much pizza was eaten by adding fractions of the whole. Students must be able to add three fractions with different denominators and determine if the value is equivalent to the addition of two fractions with different denominators. The task asks students to agree or disagree with student claims and explain reasoning.

Microsoft Word version: 5_NF_FractionsAddition_Problem_Critique_LotsOfPizza

PDF version: 5_NF_FractionsAddition_Problem_Critique_LotsOfPizza

Gr 5_NF_FractionsAddition_Problem_Critique_FriendsWhoRun

Posted on June 19, 2015August 22, 2015 by Tutita Casa

Friends Who Run is a fraction addition problem designed for fifth grade. Students are given two people whose runs in a day are represented as fractions and are asked to mark distances on a number line, find the total number of miles run per person, and determine the difference between the two distances. Argumentation language is used, as well as scaffolding, to invoke the use of a claim and evidence in the critiquing the problem.

Microsoft Word version: 5_NF_FractionsAddition_Problem_Critique_FriendsWhoRun

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Gr 5_NF_FractionsAddition_Problem_Construct

Posted on June 19, 2015August 22, 2015 by Tutita Casa

This task is designed for fifth graders working on fraction fluency. Students must know the vocabulary term “sum” and be able to add fractions, as they are asked to find the sum of two fractions with different denominators. Students must be able to determine if the fraction is closer to a half or whole by rounding, as well. Finding common denominators, creating equivalent fractions, and adding fractions are all skills necessary to complete this task. The problem allows space to solve as well as lines to justify a critique of student work.

Microsoft Word version: 5_NF_FractionsAddition_Problem_Construct

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Gr 5_NF_Fractions_ProblemLesson_Critique_SharingCandyBarsPart2

Posted on June 19, 2015August 22, 2015 by Tutita Casa

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

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Gr 5_NF_Fractions_ProblemLesson_Critique_SharingCandyBarsPart1

Posted on June 19, 2015August 22, 2015 by Tutita Casa

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

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