In this lesson, students will learning about monetary amounts (a quarter) and what a quarter could buy you here in the United States as well as in Haiti. Students will also be exploring fractions by comparing the same monetary amount to a fraction of a dollar and also write out a dollar amount using fractions in simpliest form. This lesson was developed by Marissa Piersanti as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, students will represent fractions and add fractions with like and unlike denominators using pieces of Fraction Friend and their own body.

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 document provides additional resources to teachers when teaching Grade 5 Cluster 5. This is remixable.

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.

This lesson uses the area model to support students' work with adding fractions with unlike denominators. This is remixable if you add ideas to support the range of learners.

This lesson uses the area model to support students' work with adding fractions with unlike denominators. This is remixable if you add ideas to support the range of learners.

*Additional resources were added to provide an online component for students to create an area model.

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.

This document provides ideas for next steps and instructional moves to support the range of learners for Grade 5 Cluster 5. This is remixable.

This task allows students to explore a situation involving the estimation, addition, and subtraction of fractions with unlike denominators. This is remixable by adding student work or you can upload a new resource also aligned to this standard.

Students explore how to use common denominators with 3rds and 4ths in order to solve a subtraction task. This is remixable by adding student work or you can upload a different task aligned to this Standard.

Students explore how to use common denominators with 3rds and 6ths in order to solve a subtraction task. This is remixable by adding student work or you can upload a different task aligned to this Standard.

This task provides opportunities for students to subtraction fractions from a whole number, and then add and subtract mixed numbers with unlike denominators. This remixable by adding student work or you can upload a different task aligned to the Standard.

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.

This short video and interactive assessment activity is designed to teach fifth graders about inequalities with addition and subtraction of fractions.

The purpose of this task is to present students with a situation where it is natural to add fraction with unlike denominators; it can be used for either assessment or instructional purposes.

This task provides students a realistic situation in which they may be adding fractions with unlike denominators. While many students may choose to calculate the total distance Alex jogged, others may use more relational thinking reason through the situation (using fraction benchmarks). These two approaches to answering the question "will he have trained enough?" will bring about high-quality mathematical discourse in the classroom.

In this lesson, students explore how a bank pays interest to people who deposit money into it and charges interest to people who borrow money from it.

This 2 page brief provides an overview of the Launch Explore Discuss lesson framework. 

The purpose of this instructional task is to motivate a discussion about adding fractions and the meaning of the common denominator. The different parts of the task have students moving back and forth between the abstract representation of the fractions and the meaning of the fractions in the context.