2022 5-N-3-1 (redirected from UPDATED 5-N-3-1)

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5.N.3.1

5.N.3.1 Estimate sums and differences of fractions with like and unlike denominators, mixed numbers, and decimals to assess the reasonableness of the results.

In a Nutshell

In this objective students will use different strategies to estimate sums and differences of fractions with like and unlike denominators, mixed numbers, and decimals to find the reasonableness of their answers. They can use rounding, compatible numbers, adjustment, etc. of the addends to check that their sum or difference is close and makes sense. Students must understand that the purpose of estimation is to use numbers that will eventually be easy to work as mental math.

Student Actions	Teacher Actions
Develop the ability to communicate mathematically by developing and defending estimation strategies to round, adjust, or make fractions compatible to add or subtract. Develop the ability to make conjectures, model, and generalize by using models including number lines, fraction circles, fraction bars, and hundredths grids to estimate sums and differences of fractions and decimals.	Facilitate meaningful mathematical discourse by asking students to compare and contrast solution strategies and develop generalizations based on their observations. Implement tasks that promote reasoning and problem-solving that encourage students to explain concepts of estimation in their own words. Pose purposeful questions that urge students to continually evaluate the reasonableness of their results. Elicit and use evidence of student thinking by encouraging them to organize, represent, record, and communicate their thinking.
Key Understandings	Misconceptions
Use benchmark fractions to estimate Interpret numerators and denominators Estimate decimals to the nearest whole number if place value is not specified Understand the purpose of estimation and when to implement various strategies Estimate first, then calculate, as there is no purpose to find the estimate of an actual sum or difference.	Add or subtract numerators and denominators when adding or subtracting fractions because they don’t understand what numerators and denominators represent Think that to estimate an answer, they need to find the exact answer first Not use benchmark numbers like 0, ¼, 1/2, ¾, and 1 to estimate fractions because they have restricted their understanding of fractions to part-whole situations and do not think of the fractions as numbers
Knowledge Connections
Prior Knowledge	Leads to
Use benchmark fractions (0,¼, ⅓, ½, ⅔, ¾, 1) to locate additional fractions with denominators up to twelfths on a number line. (4.N.3.2)	Identify and use ratios to compare and relate quantities in multiple ways. Recognize that multiplication comparison and additive comparison are different. (6.N.3.1) Apply the relationship between ratios, equivalent fractions, unit rates, and percents to solve problems in various contexts. (6.N.3.3)
Sample Assessment Items
The Oklahoma State Department of Education is releasing sample assessment items to illustrate how state assessments might be designed to measure specific learning standards/objectives. These examples are intended to provide teachers and students with a clearer understanding of how the state assesses Oklahoma's academic standards and their objectives. It is important to note that these sample items are not intended to be used for diagnostic or predictive purposes. Ways to incorporate the items. 5.N.3.1 Difference with Decimals