Divide Unit Fractions & Whole Numbers
5th Grade
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Alabama Course of Study Standards:
15.b
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Create a story context for a unit fraction divided by a whole number, and use a visual fraction model to
show the quotient. |
Arizona Academic Standards:
5.NF.B.7a
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Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. Use the relationship between multiplication and division to justify conclusions. |
Common Core State Standards:
Math.5.NF.7a or 5.NF.7.a
Kentucky Academic Standards (KAS):
5.NF.7.a
Mississippi College- and Career-Readiness Standards:
5.NF.7a
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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. |
Georgia Standards of Excellence (GSE):
5.NR.3.6
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Model and solve problems involving division of a unit fraction by a whole number and a whole number by a unit fraction. |
North Carolina - Standard Course of Study:
5.NF.7
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Solve one-step word problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions using area and length models, and equations to represent the problem. |
New York State Next Generation Learning Standards:
5.NF.a
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Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. e.g., 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. |
Tennessee Academic Standards:
5.NF.7.a
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Interpret division of a unit fraction by a non-zero whole number and compute such quotients. For example, use visual models and the relationship between multiplication and division to explain that (1/3) ÷ 4 =
1/12 because (1/12) &dimes; 4 = 1/3. |
Wisconsin Academic Standards:
5.NF.7.a
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Interpret and represent division of a unit fraction by a non-zero whole number as an equal sharing division situation. 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. |
Alabama Course of Study Standards:
15.c
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Create a story context for a whole number divided by a unit fraction, and use a visual fraction model to
show the quotient. |
Arizona Academic Standards:
5.NF.B.7b
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Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a
story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to justify conclusions (e.g., 4 ÷ (1/5) = 20 because 20 × (1/5) = 4). |
Common Core State Standards:
Math.5.NF.7b or 5.NF.7.b
Kentucky Academic Standards (KAS):
5.NF.7.b
Mississippi College- and Career-Readiness Standards:
5.NF.7b
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Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. |
North Carolina - Standard Course of Study:
5.NF.7.b
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Solve one-step word problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions using area and length models, and equations to represent the problem. |
New York State Next Generation Learning Standards:
5.NF.b
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Interpret division of a whole number by a unit fraction, and compute such quotients. e.g., Create a story context for 4 ÷ 1/5 and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ 1/5 = 20 because 20 × 1/5 = 4. |
Tennessee Academic Standards:
5.NF.7.b
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Interpret division of a whole number by a unit fraction and compute such quotients. For example, use visual models and the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 &dimes; (1/5)
= 4. |
Wisconsin Academic Standards:
5.NF.7.b
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Interpret and represent division of a whole number by a unit fraction as a measurement division situation. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. |
Pennsylvania Core Standards:
CC.2.5.C.2
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Apply and extend previous understandings of multiplication and division to multiply and divide fractions. |
Pennsylvania Core Standards:
M05.A-F.1.4
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Divide unit fractions by whole numbers and whole numbers by unit fractions. |
Florida - Benchmarks for Excellent Student Thinking:
MA.5.2.4
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Extend previous understanding of division to explore the division of a unit fraction by a whole number and a whole number by a unit fraction. |
Georgia Standards of Excellence (GSE):
5.NR.6
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Model and solve problems involving
division of a unit fraction by a whole
number and a whole number by a
unit fraction. |
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