Curriculum  /  Math  /  5th Grade  /  Unit 5: Multiplication and Division of Fractions  /  Lesson 24

Multiplication and Division of Fractions

Lesson 24

Math

Unit 5

5th Grade

Lesson 24 of 24

Objective

Solve problems involving information presented in a line plot (dot plot).

Common Core Standards

Core Standards

  • 5.MD.B.2 — Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

Foundational Standards

  • 4.MD.B.4
  • 5.NF.A.2

Criteria for Success

  1. Solve word problems involving information presented in a line plot (MP.4), including questions that ask students to:
    1. Find the sum of values (or a subset of values) presented in the line plot,
    2. Find the difference between the largest and smallest values in the line plot,
    3. Use information from parts of a data set to determine other values in the data set (e.g., “there was twice as much rainfall in October as there was in September”), and
    4. Equally distribute the values presented in a line plot. 
  2. Construct a line plot (as a spiral from Lesson 24).
  3. Reason inductively about data in a line plot to make a plausible argument that takes into account the context from which the data arose (e.g., based on this data, what is typical?) (MP.3).

Tips for Teachers

  • “Grade 5 students grow in their skill and understanding of fraction arithmetic, including multiplying a fraction by a fraction (5.NF.4), dividing a unit fraction by a whole number or a whole number by a unit fraction (5.NF.7), and adding and subtracting fractions with unlike denominators (5.NF.1). Students can use these skills to solve problems (5.NF.2, 5.NF.6, 5.NF.7c) including problems that arise from analyzing line plots” (NF Progression, p. 11), thus connecting the major work of fraction operations (5.NF.A, 5.NF.B) with the supporting work of line plots (5.MD.2). 
  • Students have solved problems involving information presented in a line plot in Grades 2–4. The major new type of question students may be asked is that explained in Criteria for Success 1(d), determining an equal distribution of the data. “For example, given five graduated cylinders with different measures of liquid in each, students might find the amount of liquid each cylinder would contain if the total amount in all the cylinders were redistributed equally” (NF Progression, p. 11). 
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Anchor Tasks

25-30 minutes

Problem 1

Look at the line plot from yesterday’s Target Task. 

a.   What is the difference between the longest and the shortest distance Irene ran?

b.   How far did Irene run in total?

c.   Write another question that can be answered with the information presented in the line plot.

Guiding Questions

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Student Response

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Problem 2

Jill collected honey from 9 different beehives and recorded the amount collected, in gallons, from each hive in the dot plot shown:
 

If Jill redistributes all of the honey equally between 9 jars, how much honey, in gallons, will be in each jar?

Guiding Questions

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Student Response

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References

EngageNY Mathematics Grade 5 Mathematics > Module 4 > End-of-Module Assessment — Question #7

Grade 5 Mathematics > Module 4 > End-of-Module Assessment of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed May 2, 2018, 4:01 p.m..

Modified by Fishtank Learning, Inc.

Problem Set

15-20 minutes

Discussion of Problem Set

  • How did you determine the distance the student would have run if they had distributed how much they ran evenly over the 5 days?
  • Did anyone solve #1 without computing anything? How did you do so?
  • Look at #3. What made this problem different from the rest in the Problem Set? 
  • Look at #4. Why does your answer in Part (b) make sense given the shape of the original line plot?

Target Task

5-10 minutes

A coffee shop has 8 bags full of used coffee grounds. They weighed the amount of grounds in each bag and recorded their weight in the line plot below. 

The coffee shop wants to put the same amount, in pounds, of coffee grounds in the 8 bags to donate to local farmers to use as fertilizer. How much coffee grounds, in pounds, should be in each bag so that all of the bags have the same weight?

Student Response

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Additional Practice

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Fractions as Division

Topic B: Multiplying a Fraction by a Whole Number

Topic C: Multiplying a Fraction by a Fraction

Topic D: Multiplying with Mixed Numbers

Topic E: Dividing with Fractions

Topic F: Fraction Real-World Problems and Line Plots

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