• stephanie tiller posted an update in the group Holler logo of MathMath 1 year, 1 month ago

    As we have been reviewing for KPREP, students used double sided dice and made five addition, subtraction, multiplication, and division fractions in order to make their own review problems. Partners checked each others’ problems for correctness.

    CCSS.MATH.CONTENT.5.NF.B.7.A
    Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
    CCSS.MATH.CONTENT.5.NF.B.7.B
    Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

    CCSS.MATH.CONTENT.5.NF.A.2
    Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

    • Student created math problems can be very powerful. It will be interesting to see if there are any noticeable improvements in their confidence with these standards and skills.