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Christopher solved 2/3 + 1/2 and got 3/5. Sam said, “I think your answer is wrong, and I can prove it without calculating.” Show how Sam can prove that Christopher is wrong without calculating a solution. You may use your fraction circles to help you.

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In your notebook answer the following question:
After his basketball game Niko split a veggie pizza evenly with 2 of his friends. How much pizza did each person get? Draw a picture to show your answer.

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http://studyjams.scholastic.com/studyjams/jams/math/fractions/fractions.htm

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Fractions: StudyJams! Math | Scholastic.com

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Fractions are important. They represent parts of a whole. This activity will teach students how to identify and use fractions in their daily lives.

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Watch this video as a review of what fractions are.

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Math Antics | Basic Math Videos and Worksheets

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Darci and Ashley made an apple pie for their family.  They cut the pie into 8 equal slices.  If 4 people split the pie equally, how much pie will each person get?

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Amisha's family made pancakes for breakfast. There were two pancakes left, and Amisha and her two sisters all wanted more. If the three girls split the two pancakes equally, what portion of a pancake will each girl get?

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Work with a partner to complete page 71 in your Math Journal.

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Review multiplication and division by completing page 72 in your Math Journal. Work independently and then check your work with a partner.

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Page 73 - 3.1

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Julia came home from school to find that her mom had made 3 sandwiches. She had 3 friends with her. The 4 of them decided to share the 3 sandwiches equally. How much did each friend ger? Use your fraction circle pieces to help you. Solve the problem and write a number sentence that models the problem.

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Fractions are Division video: Math Antics

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Fractions are Division video: Math Antics

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Math Antics | Basic Math Videos and Worksheets

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Angela's family is having lasagna for dinner. There are 2 small pans of lasagna and 5 people in her family. If each person gets an equal portion, how much lasagna will each person get?

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Coach Dean brought 3 cartons of orange juice to split among the 8 students on the basketball team. If Coach Dean pours the same amount for each student, what portion of a carton of orange juice will each student receive?

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Ms. Martinez has to distribute yarn equally to 6 table groups for an art project.  She has 5 yards of yarn.  How many yards of yarn will each table group get?

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Work on Page 74 with a partner in your Math Journal. Then try page 75 on your own.

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Mr. Burgener has 30 yards of masking tape for a tower-building contest. There are 7 teams and each team needs as much tape as possible to build the tallest tower. Anna says that each team should get 4 yards of tape because 30 divided by 7 = 4 r2 . Do you agree? Why or why not?

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Work with a partner to solve the problems on page 77 and 78.
Think about what you are splitting and between what... ex: if 5 people split 2 pancakes, then it's 2 pancakes divided by 5 people = each person gets 2/5 pancake

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https://www.flocabulary.com/unit/fractions/

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https://www.mathantics.com/lesson/comparing-fractions

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Your browser doesn’t support HTML5 video. Here is a link to the video instead.

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Page 76 - 3.2

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Ida, Nathan, and Genise were running at track practice. After 12 minutes Ida had run 1 1/2 miles. Nathan had run 3/2 miles, and Genise had run 3/4 mile. Mark the number line in Problem 1 on journal page 80 to show where each runner was after 12 minutes. Be as precise as you can. Label each mark with the runner's name.

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Khan Academy Video - Fractions on a Number Line

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Khan Academy Video - Fractions on a Number Line

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Video transcript

we've already seen that if we take a whole and in this example the whole is this entire green circle and if we were to split it into five equal sections one two three four five so we've split it into five equal sections and if we were to select one of those five equal sections so let's say we select this section right over here that we have selected one-fifth of the whole one out of the 5 equal sections we could do the exact same thing on a number line everything we've been doing so far has to deal with shapes but we could do the exact same idea on a number line so let me draw a number line here so let me draw it pretty big so we get a sense of things so go all the way to there and let's say let's say that this is 0 this is 1 and this is 2 and of course we could keep going if we had more space 2 3 4 and and on and on and on and what I want to do instead of taking a circle and dividing it into five equal sections I want to take the section of our number line between 0 and 1 and divide it into five equal sections so let me see if I can do this so so 1 2 3 4 5 that looks pretty good I'm drawing it as as exact as I can with my hand but let's just assume these are five equal sections so what would happen what would you think would be a good label for this number right over here well it's the exact same idea between 0 & 1 I've traveled 1 out of the 5 equal sections towards 1 and actually let me make it a little bit neater than that make it make the equal sections look a little bit better 1 2 3 4 5 and what we're thinking about is this what what should be called this number here this number is clearly between 0 & 1 it's clearly closer to 0 and we've gone 1 out of the 5 equal sections towards 1 well it makes complete sense that look we had five equal sections here five equal sections here and we've traveled one of them towards one so we should call this number right over here 1 so when we're talking about the fraction 1/5 it's not just talking about hey what part of a pizza pie have I eaten or something like that it's actually this is actually a number this is a number and we can actually plot it on the number line now you might say okay well that's fair about one-fifth but what about all these other slashes what numbers would we call that well we have we can make the same it's the exact same idea if up here instead of shading in 1 out of the 5 equal sections if I shaded in two of the five equal sections then I wouldn't say this is 1/5 anymore I would say that this is 2/5 and so if I go to of the equal sections towards 1 then I should call this number right over here I should call this 2/5 and I can keep going this right over here should be 3 3 over 5 this right over here I've gone one two three four out of the five sections towards one so I could call this 4/5 4/5 and that could keep going I could call this right over here I've traveled five out of the equal out of the 5 equal sections towards five so I could call this right over here five let me do that in a red color I could call this right over here five over five anyone's any weight but five over five we've gotten to one and that's exactly right if I were to shade in five things over here let me do that a little bit cleaner if I were to shade in five that's not the color I want to use if I were to shade in five things over here we've already seen that shading in five things so if this is let me make this a little bit neater if this is now five over five or five fifths we've already seen that this is a whole and over here if we've traveled five fifths of the way towards one we've gotten to the whole one five fifths is the exact same thing five fifths is the exact same thing as one it is equal to a whole

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Fractions on a number line (video) | Khan Academy

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Mixed Numbers to Improper Fractions

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Video transcript

right 5 and 1/4 as an improper fraction and an improper fraction is just a pure fraction where the numerator is greater than the denominator this right here it's not a pure fraction we have a whole number mixed with the fraction so we call this a mixed number so let's think about what 5 and 1/4 represents and let me rewrite it so if we're talking about 5 and 1/4 5 and 1/4 and you can literally think of this as 5 and 1/4 or 5 plus 1/4 that's what 5 and 1/4 represents so let's think about 5 5 is 5 holes or if you're thinking of pie we could draw literally 5 pies we could draw 5 pie so let me just cut up the pies from the get-go into 4 pieces since we're dealing with fourths so let me just cut up the pies right over here so that's 1 pie right over there let me copy and paste this copy and paste so I have two pies and then I have three pies and then I have four pies and then I have five pies so this is what the five represents five literally represents so let me circle all of this together that is the five part right there that is what five literally represents it represents five whole pies five whole pies now I have cut up the pies into four pieces so you can imagine each piece represents a fourth now how many pieces do I have in these five pies well I have four pieces per pie I have four pieces per pie four pieces per pie four pieces well let me just write it here four pieces per pie times times five pies is equal to 20 20 pieces or another way to think of it since each piece is 1/4 this is also equal to 20 times 1/4 or you could just write this as be equal to 20 fourths so we have five whole pies is equal to 20 24th let me write it like that twenty-fourths or we could write it as we can write it as 20 over 4 I've kind of done the same thing twice so that's what the five pies represent twenty-fourths or 20 pieces where each piece is 1/4 now the 1/4 right here represents literally one more fourth of a pie or one more piece of a pie so let me draw another pie here so let me draw another pie here so that is another pie cut it into 4 pieces but this 1/4 only represents one one of these pieces right this is one of the 4 pieces the 4 the denominator tells us how many pieces the one tells us how many of those pieces were dealing with so it's just this one piece over here that right there is the 1/4 now if we write 5 and 1/4 we just saw that the 5 the 5 right here is 20 fourths so we could write this so we could rewrite this so let me write it like this 5 and 1/4 5 and 1/4 can be re-written as this is the same thing as 5 plus 1/4 5 plus 1/4 which is the same thing as we just saw that 5 whole pie is the same thing as 20 fourths twenty-fourths and to see that these are the same thing you literally just divide 4 into 20 you get 5 and nothing is left over so 5 is the same thing is twenty-fourths and then this plus 1/4 the same thing as plus 1/4 so if I have twenty-fourths and I add one more fourth to it how many fourths do I have well I have 21 I have 21 fourths or another way of thinking about it this 5 is so this right here is that right there is 20 pieces 20 pieces of and you can even count it 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 but the quicker way is to say well we have 5 pies each of them have 4 pieces 5 times 4 is 20 this 1/4 right here represents one piece plus one piece so total we're going to have 21 21 pieces so we have 21 pieces where each piece is 1/4 so you could say we have 21 times 1/4 or 21 fourths pieces of pie however you want to think of it but we've we've solved the problem we're at an improper fraction we've written 5 and 1/4 is an improper fraction now I've gone through great pains to give you the intuition of what 5 and 1/4 means but there is a fairly straightforward process for getting straight to the improper fraction if you have if you have let me color code it so if you have 5 + 1 / 5 + 1 / 4 to convert it into an improper fraction you literally you're going to keep the same denominator so you're going to have the / 4 there but your numerator is going to be your your de not your your numerator of the fraction part before so it's going to be 1 plus your whole number times your denominator so 1 plus or actually let me do it the way I tend to think of it what I do is I take 4 times 5 so let me write that down 4 and I want to color code it 4 times 5 4 times 5 and then to that I add to that I add this numerator so I literally do 4 times 5 plus 1 and which is so this is equal to 4 times 5 is 20 plus 1 is 21 and that's over 4 so it's 21 forts and although this is kind of a fast way to do it we're literally doing the exact same thing that we did here in kind of a slower way we're saying ok 5 holes is the same thing as twenty-fourths so you take 5 and I figure that out times 5 times 4 and then I have one more fourth there so 4 times 5 plus 1 gets 20 one

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Writing mixed numbers as improper fractions (video) | Khan Academy

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Mixed Numbers and Improper Fractions

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I say! Did you know a fraction can be improper? Tim and Moby teach you all about mixed numbers.

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Work with a partner to complete page 80 and page 81.

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Page 82 - 3.4

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Problem 1: Tiara calculated

5/12 – 1/10 and said the difference was 5/10. Does Tiara’s answer make sense? How do you know?

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Complete page 83 in your Math Journal. Explain your thinking to a partner when done.

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Go to the Skillbuilder tab in Games. Complete one round of the Fraction top it with pictures. If extra time, challenge yourself to complete the Fraction top it without pictures.

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Page 84 - 3.5

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Ben just adopted a dog. The veterinarian said a bag of dog food should last for 14 days. The bag contains 21 cups of food. If Ben feeds his dog the same amount each day, how many cups of food should he feed the dog?

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There are 35 mini-bags of pretzels for the 20 students in the after school program. To avoid wasting the leftovers, the students agree to equally split any remaining bags. How many bags of pretzels will each student receive?

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Jenna is at an amusement park with her younger brother. One of the rides has a sign saying that the minimum height to ride is 54 inches. Jenna knows that her brother is 3

1/2 feet tall. What is the ride’s height requirement in feet?

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Page 79 - 3.3

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Martin lives 5/6 mile from school. Maria lives 1/12 mile farther away from school than Martin. Maria said, “I live 3/4 mile from school.” Does Maria’s statement make sense? How do you know?

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Jason has a bean plant that measures 7/8 inch tall. A beetle nibbled 1/16 inch off the top. Jason said, “Now my bean plant is only

6/8 inch tall.” Does Jason’s conclusion make sense? How do you know?

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Complete page 85 with a partner.

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Interpreting Remainders - Complete page 86 independently. Check your answers with a partner if there's extra time.

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Page 87 - 3.6

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Place an X to show the sum of

4/12 and 3/12 on the number line at the top of journal page 88. Be prepared to share your argument for why you placed the X where you did.

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Is 12/13 + 7/8 closer to 1 or to 2?

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Is 1/2 – 7/17 closer to 1/2 or to 0?

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Is 18/19 + 23/12 closer to 2 or to 3?

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Complete the problems on page 88.

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Page 89 - 3.7

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Write 21/5 as a mixed number. Explain how you know that your mixed number is another name for 21/5. You can use fraction circles, a number line, or drawings to help you.

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https://www.brainpop.com/math/numbersandoperations/mixednumbers/

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With a partner:
What is another name for 3 2/3 that has the denominator 3? Use some type of illustration to show your thinking.

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Complete page 90 with a partner.

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Connecting fractions and division - Complete page 91 independently. Check your answers with a partner if there is extra time.

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Page 92 - 3.8

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Rename that Mixed Number Game

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Deena and her brother are making two kinds of bread. Both recipes call for 2/3 cup of flour. How much flour do they need in all? You may use fraction circles or the Fraction Number Lines Poster to help you.

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Andre bought 1 3/4 pounds of ham and 2 2/4 pounds of beef. How many pounds of meat did he buy in all?

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Pg. 93

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Use your fraction circle pieces. The red circle is the whole. Place a

1/4 piece next to a 1/8 piece. What is 1/4 + 1/8? Talk with a partner about how you could use your fraction circle pieces to find the sum.

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Frozen Parody "Do you wanna add some fractions?" Math

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https://www.brainpop.com/math/numbersandoperations/addingandsubtractingfractions/

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1/2 + 1/4 = ?
1/5 + 1/10 = ?
1/2 + 1/3 = ?

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pg. 95

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Math Journal pg. 96 and 97

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Write at least two fraction addition problems that have a sum of

7/6. Be prepared to explain how you know both sums are 7/6.

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With a partner, write a problem where the sum is:
1.  9/5
2.  5/8
3.  10/12

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Look at the problem-solving diagram on Student Reference Book, page 30. Think about your own problem-solving habits. What questions do you ask yourself when you begin solving a problem? What strategies do you use to keep going when a problem is challenging? Be ready to share your thoughts with the class.

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Circle the problem
Locate Important Information
Operation - which operation do I use?
S - Solve the problem
E - Explain your answer
R - Is it Reasonable - Does it make sense?

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Adeline is mixing fruit juices to make punch. She mixes 1 1/2 gallons of apple juice with 1 1/2

gallons of grape juice. How much fruit punch will she have?

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Pg. 101 and 102

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Ella has 22 baby carrots and her brother Jackson has 36 baby carrots. Ella eats 1/2

of her carrots and Jackson eats

1/3 of his. Who ate more carrots?

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Multiplying Fractions with Whole Numbers Song

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pg. 105

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Pretend you are using apples as units to solve these problems.
1/2 of 8 =
1/3 of 12 =
1/2 of 9  =
1/3 of 13 =
1/3 of 14 =

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Pg. 108

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Practicing Division - Page 103

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Finding Volume - Page 106

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Page 109 - 3.14

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Page 94 - 3.9

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Page 104 - 3.12

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Page 107 - 3.13

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Page 98 - 3.10

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(Not on Everyday Math Online)

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Renaming Fractions and Mixed Numbers - Page 99

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Page 100 - 3.11