These exit tickets are from Tools4NCTeachers. They provide examples of exit tickets that can be used for formative assessment. These are remixable.

In this lesson, students explore ways to represent tenths and hundredths with models, making connections between fractions and decimals.

This About the Cluster document was created by NC2ML and state leaders to provide teachers with an overview of the mathematics content and pedagogies in 5th Grade Cluster 5. This is not remixable since it is from a state-wide leadership group.

This Common Formative Assessment (CFA) provides examples of assessment items for fractions in Grade 5 Cluster 5. This is remixable if you maintain the rigor of the items.

In this lesson, students will use nautical flags to apply their understanding of addition and subtraction of fractions with unlike denominators within context. This is remixable if you provide additional supports for the range of learners.

Scenario
You and a friend enter a fishing contest. You have been asked to collect worms before you can move to the next round in the fishing contest. You have heard that the longest worms are good to use for bait. According to the contest rules for the first stage, the person with the longest worm, in each pairing, will get to start fishing an hour earlier in the next round of the contest. You and your friend go home and think about the best place to find your worms. You found the best spot. After collecting your worms, you meet up with your friend to determine the length of each worm to the nearest 1/4 inch. Which one of you has the longest worm? Use a line plot to record your data. Remember: The person with the longest worm will get to continue to the next round.

Purpose: Engages students and introduces the element of a lemonade stand needed for building a lemonade stand and creating a business.

Case Overview
In “Lemonade Stand Fundraiser”, students will take the role of lemonade stand designer and business owner responding to a request to raise money for an overnight field trip. They will learn about adding, subtracting, multiplying and dividing decimals, adding and subtracting fractions, and finding the area of a rectangle with fractional lengths as they create their lemonade stand, advertise and start their fundraising business.

***NOTE
This PBL was created before NC adopted it's NC standards. NF.2 and NF.6 are no longer Grade 5 standards but incorporated into other NF standards.

Grade 6 Module 2: Arithmetic Operations Including Division of Fractions. Contains 19 Lessons.

Students build hexagons which represent 1 whole by joining fractions and their equivalence. 

These two fraction division tasks use the same context and ask ŇHow much in one group?Ó but require students to divide the fractions in the opposite order. Students struggle to understand which order one should divide in a fraction division context, and these two tasks give them an opportunity to think carefully about the meaning of fraction division.

The purpose of this task is to help students see the connection between aÖb and ab in a particular concrete example. The relationship between the division problem 3Ö8 and the fraction 3/8 is actually very subtle.

These problems are meant to be a progression which require more sophisticated understandings of the meaning of fractions as students progress through them.

This task provides a context for performing division of a whole number by a unit fraction. This problem is a "How many groups?'' example of division.

This short video and interactive assessment activity is designed to teach fifth graders about identifying equivalent fractions (missing number).

In this lesson, students are identifying fractions in their environment. It is suggested that this lesson is done at the beginning of the fraction unit.

In this online interactive, students solve addition or subtracting mixed fraction problems with the same denominator.