Materiales para distribucion el 29 de Abril y el 6 de Mayo 2020.

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Directions for Students/Families:

Please submit one page each week that represents your best work from this packet.

You may submit by taking a picture and e-mailing to your teacher or by arranging a phone call to discuss with your teacher. For this packet, submit one page during the week of May 4–8 and submit one page during the week of May 11–15.

Thank you.

Materials for Distribution on April 29 and May 6, 2020.

Instrucciones para estudiantes/familias:

Envie una pagina cada semana que represente su mejor trabajo de este paquete.

Puede tomarle una foto y enviarlo por correo electronico a su maestro o haciendole una llamada Telefonica. Para este paquete, envie una pagina durante la semana del 4al 8 de Mayo y envie una pagina durante la semana del 11 al 15 de Mayo.

Gracias.

Materiales para distribucion el 29 de Abril y el 6 de Mayo 2020.

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Elementary Math Continuity of Learning Print Materials

Thank you for helping support your child’s continuity of learning. This packet contains the print resources that support the grade level instructional lessons.

Each complete math lesson contains:

● Direct instruction through video by a Eureka Math teacher available through myMCPS classroom or MCPS iTV

● Math guided practice using the included Problem Set during viewing

● Online discussion board question for teachers to gauge students’ initial learning

● Live student/teacher debrief for clarifying learning and deepening understanding

● Individual exit ticket for students to submit to teachers for assessing continuing learning

The following is included in this packet:

● Problem set

● Template (only if referenced in the direct instruction video)

● Exit ticket

Your continued partnership is appreciated!

The Elementary Math and Science Team

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Materiales Impresos de Matemáticas para la Continuidad de Aprendizaje en las Escuelas Elementales

Gracias por ayudarnos a apoyar la continuidad de aprendizaje de su hijo. Este paquete contiene recursos impresos que apoyan las lecciones educativas del nivel de grado.

Cada lección completa de matemáticas contiene:

● Instrucción directa a través de video, impartida por un maestro de Eureka Math y disponible a través de myMCPS classroom o MCPS iTV

● Práctica guiada de matemáticas durante el video, usando el Conjunto de Problemas (Problem Set) incluido

● Tablero de discusión en línea para que los maestros calculen el aprendizaje inicial de los estudiantes

● Revisión de la lección en vivo entre el estudiante y el maestro para clarificar el aprendizaje y profundizar en el entendimiento

● Boleto de salida individual que los estudiantes deberán enviar a los maestros para evaluar el aprendizaje continuo

En este paquete se incluye lo siguiente:

● Conjunto de problemas

● Formato (sólo si se hace referencia a eso en el video de instrucción directa)

● Boleto de salida

¡Se agradece su continua colaboración!

El Equipo de Matemáticas y Ciencias de las Escuelas Elementales

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4 5 Lesson 11 Problem Set

Name Date

1. Label each number line with the fractions shown on the tape diagram. Circle the fraction that labels the point on the number line that also names the shaded part of the tape diagram.

a.

b.

c.

1 1

1

Lesson 11: Explain fraction equivalence using a tape diagram and the number line, and relate that to the use of multiplication and division.

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4 5 Lesson 11 Problem Set

2. Write number sentences using multiplication to show:

a. The fraction represented in 1(a) is equivalent to the fraction represented in 1(b).

b. The fraction represented in 1(a) is equivalent to the fraction represented in 1(c).

3. Use each shaded tape diagram below as a ruler to draw a number line. Mark each number line with the fractional units shown on the tape diagram, and circle the fraction that labels the point on the number line that also names the shaded part of the tape diagram.

a.

b.

c.

1

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4 5 Lesson 11 Problem Set

4. Write number sentences using division to show:

a. The fraction represented in 3(a) is equivalent to the fraction represented in 3(b).

b. The fraction represented in 3(a) is equivalent to the fraction represented in 3(c).

5. a. Partition a number line from 0 to 1 into fifths. Decompose ²₅ into 4 equal lengths.

b. Write a number sentence using multiplication to show what fraction represented on the number line is equivalent to ²₅.

c. Write a number sentence using division to show what fraction represented on the number line is equivalent to ²₅.

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4 5 Lesson 11 Exit Ticket

Name Date

1. Partition a number line from 0 to 1 into sixths. Decompose ²₆ into 4 equal lengths.

2. Write a number sentence using multiplication to show what fraction represented on the number line is equivalent to ²₆.

3. Write a number sentence using division to show what fraction represented on the number line is equivalent to ²₆.

11

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Lección 11 Boleto de salida

UNA HISTORIA DE UNIDADES

4•5

79

Lección 11:

Nombre Fecha

1. Divide una recta numérica en sextos desde 0 hasta 1. Descompón ²₆ en 4 longitudes iguales.

2. Escribe un enunciado numérico usando la multiplicación para mostrar qué fracción representada en la recta numérica es equivalente a ²

6.

3. Escribe un enunciado numérico usando la división para mostrar qué fracción representada en la recta numérica es equivalente a ²

6.

Explicar la equivalencia de fracciones usando un diagrama de cinta y la recta numérica y relacionarlas con el uso de la multiplicación y división.

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Lesson 12 Template 4 5

Application Problem

1.

2.

number line

0

¹

2

1

0

¹

2

1

0

¹

2

1

0

¹

2

1

0

¹

2

1

0

¹

2

1

Lesson 12: Reason using benchmarks to compare two fractions on the number line.

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Lesson 12 Problem Set 4 5

Name Date

1. a. Plot the following points on the number line without measuring.

i. ¹₃ ii. ⁵₆ iii. ₁₂⁷

b. Use the number line in Part (a) to compare the fractions by writing >, ˂, or = on the lines.

i. ₁₂⁷ ________ ¹₂ ii. ₁₂⁷ ________ ⁵₆

2. a. Plot the following points on the number line without measuring.

i. ¹¹

12 ii. ¹

4 iii. ³

8

b. Select two fractions from Part (a), and use the given number line to compare them by writing

>, ˂, or =.

c. Explain how you plotted the points in Part (a).

0 ¹₂ 1

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Lesson 12 Problem Set 4 5

3. Compare the fractions given below by writing > or ˂ on the lines.

Give a brief explanation for each answer referring to the benchmarks 0, ¹

2, and 1.

a. ¹

2 _________ ³₄ b. ¹

2 _________ ⁷₈

c. ²₃ _________ ²₅ d. ₁₀ _________ ³₅

e. ²₃ _________ ⁷₈ f. ¹₃ _________ ²₄

g. ²

3 _________ ₁₀⁵ h. ¹¹

12 _________ ²₅

i. ⁴

100 _________ ₁₀₀⁵¹ j. ⁷

16 _________ ₁₀₀⁵¹

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Lesson 12 Exit Ticket 4 5

Name Date

1. Plot the following points on the number line without measuring.

a. ₁₀⁸ b. ³₅ c. ¹₄

2. Use the number line in Problem 1 to compare the fractions by writing >, ˂, or = on the lines.

a. ¹₄ _________ ¹₂

b. ₁₀⁸ _________ ³₅

c. ¹₂ _________ ³₅

d. ¹₄ _________ ₁₀⁸

0 ¹

2 1

12

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Lección 12 Boleto de salida

4•5

85

Lección 12:

Nombre Fecha

1. Grafica los siguientes puntos en la recta numérica sin medir.

a. ₁₀⁸ b. ³₅ c. ¹₄

2. Usa la recta numérica del Problema 1 para comparar las fracciones escribiendo < , > 0 = en las líneas.

a. ¹₄______________¹₂

b. ₁₀⁸______________³₅

c. ¹₂______________³₅

d. ¹₄______________₁₀⁸

Razonar usando referencias para comparar dos fracciones en una recta numérica.

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Name Date 1. Place the following fractions on the number line given.

a. ⁴₃ b. ¹¹₆ c. ¹⁷₁₂

2. Use the number line in Problem 1 to compare the fractions by writing >, ˂, or = on the lines.

a. 1⁵

6 ________ 1 ⁵

12 b. 1¹

3 ________ 1 ⁵

12

3. Place the following fractions on the number line given.

a. ¹¹

8 b. ⁷

4 c. ¹⁵

12

4. Use the number line in Problem 3 to explain the reasoning you used when determining whether ¹¹₈ or ¹⁵₁₂ is greater.

1 1¹

2 2

1 1 ¹₂ 2

Lesson 13 Problem Set 4 5

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5. Compare the fractions given below by writing > or ˂ on the lines. Give a brief explanation for each answer referring to benchmarks.

a. ³₈ _________ ₁₂⁷ b. ₁₂⁵ _________ ⁷₈

c. ⁸

6 _________ ¹¹

12 d. ⁵

12 _________ ¹

3

e. ⁷

5 _________ ¹¹

10 f. ⁵

4 _________ ⁷

8

g. ¹³₁₂ _________ ₁₀⁹ h. ⁶₈ _________ ⁵₄

i. ⁸

12 __________ ⁸

4 j. ⁷

5 __________ ¹⁶

10

Lesson 13 Problem Set 4 5

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Name Date 1. Place the following fractions on the number line given.

a. ⁵₄ b. ¹⁰₇ c. ¹⁶₉

2. Compare the fractions sing >, ˂, or =.

a. ⁵

4 ________ ¹⁰

7 b. ⁵

4 ________ ¹⁶

9 c. ¹⁶

9 ________ ¹⁰

7

1 1¹₂ 2

Lesson 13 Exit Ticket 4 5

13

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Lección 13 Boleto de salida

4•5

93

Lección 13:

Nombre Fecha

1. Coloca las siguientes fracciones en la recta numérica proporcionada.

a. ⁵₄ b. ¹⁰₇ c. ¹⁶₉

2. Compara las fracciones usando < , > , o = .

a. ⁵₄______________¹⁰₇ b. ⁵₄______________¹⁶₉ c. ¹⁶₉______________¹⁰₇

Razonar usando referencias para comparar dos fracciones en una recta numérica.

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Lesson 14: Find common units or number of units to compare two fractions.

Lesson 14 Problem Set 4 5

Name Date

1. Compare the pairs of fractions by reasoning about the size of the units. Use >, <, or =.

a. 1 fourth _____ 1 fifth b. 3 fourths _____ 3 fifths

c. 1 tenth _____ 1 twelfth d. 7 tenths _____ 7 twelfths

2. Compare by reasoning about the following pairs of fractions with the same or related numerators.

Use >, <, or =. Explain your thinking using words, pictures, or numbers. Problem 2(b) has been done for you.

a. ³₅ _____ ³₄ b. ²₅ < ⁴₉

because ²

5 = ⁴

10

4 tenths is less than 4 ninths because tenths are smaller than ninths.

c. ⁷

11 _____ ⁷

13 d. ⁶

7 _____ ¹²

15 A STORY OF UNITS

A STORY OF UNITS

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Lesson 14 Problem Set 4 5

3. Draw two tape diagrams to model each pair of the following fractions with related denominators.

Use >, <, or = to compare.

a. ²₃ _____ ⁵₆

b. ³

4 _____ ⁷

8

c. 1³

4 _____ 1 ⁷

12 A STORY OF UNITS A STORY OF UNITS

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Lesson 14 Problem Set 4 5

4. Draw one number line to model each pair of fractions with related denominators. Use >, <, or = to compare.

a. ²₃_____⁵₆ b. ³₈ _____¹₄

c. ²

6 _____⁵

12 d. ⁸

9 _____²

3

5. Compare each pair of fractions using >, <, or =. Draw a model if you choose to.

a. ³

4 _____ ³

7 b. ⁴₅ _____ ₁₂⁸

c. ⁷

10 _____ ³

5 d. ²

3 _____ ¹¹

15

e. ³

4 _____ ¹¹

12 f. ⁷

3 _____ ⁷

4

g. 1¹₃ _____ 1²₉ h. 1²₃ _____ 1⁴₇

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Lesson 14 Problem Set 4 5

6. Timmy drew the picture to the right and claimed that ²

3 is less than ⁷

12. Evan says he thinks ²

3 is greater than ⁷

12. Who is correct? Support your answer with a picture.

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Lesson 14 Exit Ticket 4 5

Name Date

1. Draw tape diagrams to compare the following fractions:

2

5 ________ ₁₀³

2. Use a number line to compare the following fractions:

4

3 ________ ⁷

6 A STORY OF UNITS

A STORY OF UNITS

14

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Lección 14 Boleto de salida

4•5

103

Lección 14:

Nombre Fecha

1. Dibuja diagramas de cinta para comparar las siguientes fracciones.

2. Usa una recta numérica para comparar las siguientes fracciones:

2 5

______________ 3 10

4 3

7 6 ______________

Encontrar unidades o cantidades de unidades comunes para comparar dos fracciones.

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Lesson 15 Problem Set 4 5

Name Date

1. Draw an area model for each pair of fractions, and use it to compare the two fractions by writing >, <, or = on the line. The first two have been partially done for you. Each rectangle represents 1.

a. ¹₂ _____<______ ²₃

^1×3_2×3 = ³₆

^2×2_3×2 = ⁴₆

b. ⁴₅ __________ ³₄

c. ³₅ __________ ⁴₇

d. ³₇ __________ ²₆

e. ⁵₈ __________ ⁶

f. ²₃ __________ ³₄

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Lesson 15 Problem Set 4 5

2. Rename the fractions, as needed, using multiplication in order to compare each pair of fractions by writing >, <, or =.

a. ³₅ __________ ⁵₆ b. ²₆ __________ ³₈

c. ⁷₅ __________ ¹⁰₈ d. ⁴₃ __________ ⁶₅

3. Use any method to compare the fractions. Record your answer using >, <, or =.

a. ³₄ __________ ⁷₈ b. ⁶₈ __________ ³₅

c. ⁶₄ __________ ⁸₆ d. ⁸₅ __________ ₆

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Lesson 15 Problem Set 4 5

4. Explain two ways you have learned to compare fractions. Provide evidence using words, pictures, or numbers.

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Lección 15 Grupo de problemas

4•5

107

Lección 15:

Nombre Fecha

1. Dibuja un modelo de área para cada par de fracciones y úsalos para comparar las dos fracciones escribiendo > , < o = enla línea. Los dos primeros están resueltos parcialmente. Cada rectángulo representa 1.

a. ¹2

2 3

________<________ b. ⁴5

3 4 __________________

c. ³₅__________________₇⁴ d. ³₇__________________²₆

e. ⁵₈__________________⁶₉ f. ²₃__________________³₄

1 × 3 2 × 3

= 3 6

2 × 2 3 × 2

= 4 6

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108 Lección 15:

Lección 15 Grupo de problemas

4•5

2. Renombra las fracciones si es necesario, usa la multiplicación para comparar cada par de fracciones escribiendo > , < o = .

a. ³₅__________________₆⁵ b. ²₆__________________³₈

c. ⁷₅__________________¹⁰₈ d. ⁴₃__________________⁶₅

3. Usa cualquier método para comparar las fracciones. Registra tu respuesta usando > , < , o = .

a. ³₄__________________⁷₈ b. ⁶₈__________________³₅

c. ⁶₄__________________⁸₆ d. ⁸₅__________________₆⁹

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Lección 15 Grupo de problemas

4•5

109

Lección 15:

4. Explica dos maneras que has aprendido para comparar fracciones. Proporciona evidencia usando palabras, imágenes o números.

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Lesson 15 Exit Ticket 4 5

Name Date

Draw an area model for each pair of fractions, and use it to compare the two fractions by writing >, <, or = on the line.

1. ³₄ ________ ⁴₅

2. ²₆ ________ ³₅

15

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Lección 15 Boleto de salida

4•5

111

Lección 15:

Nombre Fecha

Dibuja un modelo de área para cada par de fracciones y úsalos para comparar las dos fracciones escribiendo > , < 0 = en la línea.

1. ³₄______________⁴₅

2. ²₆______________³₅

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Lesson 16 Template 4 5

Name Date

blank number lines

Lesson 16: Use visual models to add and subtract two fractions with the same units.

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Lección 16: Usar representaciones visuales para sumar y restar dos fracciones con las mismas unidades.

Lección 16 Plantilla

4•5

Nombre Fecha

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Lesson 16 Problem Set 4 5

Name Date

1. Solve.

a. 3 fifths – 1 fifth = _______________ b. 5 fifths – 3 fifths = _______________

c. 3 halves – 2 halves = _______________ d. 6 fourths – 3 fourths = _______________

2. Solve.

a. ⁵₆ ³₆ b. ⁶₈ ⁴

8

c. ³

10 ³

10 d. ⁵

5 ⁴

5

e. ⁵

4 ⁴

4 f. ⁵

4 ³

4

3. Solve. Use a number bond to show how to convert the difference to a mixed number. Problem (a) has been completed for you.

a. ¹²

8 ³

8= b. ¹²

6 ⁵

6

c. 5 3

5 d. ¹⁴

8 3 8

e. ⁸

4 ²

4

f. ¹⁵

10 ³

10 9

8 = 1¹

8 8

8 1 8

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Lesson 16 Problem Set 4 5

4. Solve. Write the sum in unit form.

a. 2 fourths + 1 fourth = _______________

b. 4 fifths + 3 fifths = _______________

5. Solve.

a. ²₈ + ⁵₈ b. ₁₂⁴ + ₁₂⁵

6. Solve. Use a number bond to decompose the sum. Record your final answer as a mixed number.

Problem (a) has been completed for you.

a. ³

5 + ⁴

5= b. ⁴

4 + ³

4

c. ⁶ + ⁶ d. ⁷

10+ ⁶

10

e. ⁵

6 + ⁷

6 f.

8+⁵

8

7. Solve. Use a number line to model your answer.

a. ⁷

4 ⁵

4

b. ⁵₄ + ²

4 7

5 = 1²

5 5

5 2 5

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Lesson 16 Exit Ticket 4 5

Name Date

1. Solve. Use a number bond to decompose the difference. Record your final answer as a mixed number.

16 9 ⁵₉

2. Solve. Use a number bond to decompose the sum. Record your final answer as a mixed number.

5 12+ ¹⁰₁₂

16

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Lección 16 Boleto de salida

4•5

117

Lección 16:

Nombre Fecha

1. Resuelve. Usa un vínculo numérico para descomponer la diferencia. Registra tu respuesta final como un número mixto.

2. Resuelve. Usa un vínculo numérico para descomponer la suma. Registra tu respuesta final como un número mixto.

16 9

5 9 _

5 12

10 12 +

Usar representaciones visuales para sumar y restar dos fracciones con las mismas unidades.