What is Being Modeled? Nf. 7 – Task 6 Domain



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Formative Instructional and Assessment Tasks





What is Being Modeled?

5.NF.7 – Task 6

Domain

Number and Operations - Fractions

Cluster

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Standard(s)

5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1

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.

1Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.


Materials

Task handout

Task

What is Being Modeled?

Part 1:

For each of the pictures in the task handout write the equation and a story problem to match the picture.



Part 2:

Choose one of the problems above. Describe how you used the visual fraction model to identify the equation.






Rubric

Level I

  1. Level II

Level III

  • Student uses inappropriate solution strategy and does not get the correct answer.

Not Yet Proficient

  • Correct equations but the story problems do not match

OR

OR

  • Equations and story problems are correct, but the explanation is not correct.

Proficient in Performance


  • Accurately solves problem

  • Part 1: Equations: 1/2 divided by 6 = 1/12; 1/3 divided by 2 = 1/6; ¼ divided by 4= 1/16.

  • The story problems match the equation.

  • Part 2: There is a clear explanation about how the student used the visual fraction model to write an equation.




Standards for Mathematical Practice

1. Makes sense and perseveres in solving problems.

2. Reasons abstractly and quantitatively.

3. Constructs viable arguments and critiques the reasoning of others.

4. Models with mathematics.

5. Uses appropriate tools strategically.

6. Attends to precision.

7. Looks for and makes use of structure.

8. Looks for and expresses regularity in repeated reasoning.



What is Being Modeled?

Part 1:

For each of the pictures below write the equation and a story problem to match the picture. The shaded part of each model represents the answer.


Equation:
Story Problem:

Equation:
Story Problem:

Equation:


Story Problem:



Part 2:

Choose one of the problems above. Describe how you used the visual fraction model to identify the equation.







NC DEPARTMENT OF PUBLIC INSTRUCTION FIFTH GRADE






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