Before You Begin this Unit…  Unit at a Glance  
The work in this unit builds on the work from 4^{th} grade where students added and subtracted fractions with like denominators. Although students have not yet studied percents (nor is it an elementary standard), this unit introduces the concepts of fractions, decimals and percents together. Learning about them simultaneously helps students make connections between the different forms and builds number sense about rational numbers. It also helps them judge the reasonableness of solutions because they can use equivalencies to catch computational errors. This unit highlights the relationship among fractions, decimals, and percents. Students add, subtract and compare rational numbers using 10 X 10 grids, equivalency strips, clocks and number lines. Emphasis is also placed on comparing fractions to landmark numbers such as 0, ½ and 1. In fifth grade, students find a common denominator by finding the product of both denominators. This process should come after students have used visual fraction models (area models, number lines, etc.) to build understanding before moving into the standard algorithm described in the standard. Students should apply their understanding of equivalent fractions and their ability to rewrite fractions in an equivalent form to find common denominators. 
Suggested Dates: Estimated Duration: 42 days
Investigation 2: 5 Lessons (combine 2.5 and 2.6)
Investigation 3: 10 Lessons
Investigation 4: 10 Lessons *Note: Fraction work will continue throughout the rest of the year and be incorporated with other concepts 

Standards Addressed in the Unit  
Link to CCSS Unpacking Document Updated Sept. '15 (look at pages 3043) Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) 5NF2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. . For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. 5NF4ab Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
5NF5ab Interpret multiplication as scaling (resizing), by:
5NF6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.^{1}
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.
For example, how much chocolate will each person get if 3 people share ½ lb of chocolate equally? How many 1/3cup servings are 2 cups of raisins? 