Eureka Math™ Tips for Parents A diagram of 4  3 showing fractional division:

Multiplication and Division of Fractions and Decimal Fractions In this 38-day module, students learn to multiply fractions and decimal fractions and start work with fraction division. Students will begin by measuring fractional parts on a number line as a concrete way of understanding fractional parts of a whole, and eventually move to more abstract fraction operations.

4  3, shown as a traditional algorithm division problem:

What Came Before this Module: We learned to add and

work with the area and volume of two- and three-dimensional figures.

Continue to practice and review multiplication and division math facts – this greatly supports work with fractions!



Look for opportunities in daily life to discuss both fractional parts of a whole and of other fractions, e.g. What is ¼ of 20? ¼ of ½?

Decimal divisor- the number that divides the whole and that has units of tenths, hundredths, thousandths, e.g. 1/100

Familiar Terms with Some Definitions:

What Comes After this Module: In Module 5, we will



New Terms in this Module:

Simplify - using the largest fractional unit possible to express an equivalent fraction, e.g. 4/6 simplifies to 2/3, with the denominator 3 being a larger fractional unit than 6

subtract fractions with unlike denominators, moving from concrete to abstract examples.

you can + How help at home:

Grade 5 Module 4

           

Denominator Decimal Fraction Equation Equivalent Fraction Factors - numbers that are multiplied to obtain a product Line Plot Mixed Number Numerator Tape Diagram Unit - one segment of a partitioned tape diagram Unknown - the missing factor or quantity in multiplication or division Whole Unit - any unit that is partitioned into smaller, equally sized fractional units

Key Common Core Standards:  Write and interpret numerical expressions.  Perform operations with multi-digit whole numbers and with decimals to hundredths.  Apply and extend previous understandings of multiplication and division to multiply and divide fractions.  Convert like measurement units within a given measurement system.  Represent and interpret data.

Prepared by Erin Schweng, Math Coach

Grade 5 Module 4

Eureka Math, A Story of Units Various types of number lines:

Spotlight on Math Models:

Number Lines The clock – a circular number line!

A ruler number line

You will often see this mathematical representation in A Story of Units.

A Story of Units has several key mathematical “models” that will be used throughout a student’s elementary years. The number line is a powerful, flexible model that students can use in many ways. In this particular module, students begin to understand the idea of fractions as division by marking a ruler or line plot with

1 1 1 , , and increments. 2 4 8

The number line is used beginning in Kindergarten in A Story of Units, and will continue to appear in various forms through 5th grade. It is used to develop a deeper understanding of whole number units, fraction units, measurement units, decimals, and negative numbers. Often, the mathematical concepts in an ASOU module move from concrete to more abstract, and the number line is an important concrete conceptual step for students of all ages. Sample Problem from Module 4: (Example taken from Lesson 5)

Forty students shared 5 pizzas equally. How much pizza did each student receive? What fraction of the pizza did each student receive?

From the non-profit Great Minds For more information visit greatminds.net

Note the use of a tape diagram as well as the drawing showing division of a whole number into fractional parts:

Module 4.pdf

The clock – a circular number line! From the non-profit Great Minds. For more information visit greatminds.net. Page 2 of 2. Module 4.pdf. Module 4.pdf. Open.

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