The purpose of this task is for students to compare two fractions that arise in a context. Because the fractions are equal, students need to be able to explain how they know that.

This task involves fraction multiplication and can be solved with pictures or number lines.

This task builds on a fifth grade fraction multiplication task, Ň5.NF Running to School, Variation 1.Ó This task uses the identical context, but asks the corresponding ŇNumber of Groups UnknownÓ division problem. See Ň6.NS Running to School, Variation 3Ó for the ŇGroup Size UnknownÓ version.

The purpose of this task is to have students add fractions with unlike denominators and divide a unit fraction by a whole number.

This task uses language, "half of the stamps," that students in Grade 5 will come to associate with multiplication by the fraction 12. In Grade 3, many students will understand half of 120 to mean the number obtained by dividing 120 by 2. For students who are unfamiliar with this language the task provides a preparation for the later understanding that a fraction of a quantity is that fraction times the quantity.

This resource requires students to present the solution to a multi-step problem in the form of valid chains of reasoning, using symbols appropriately. Students must use their content knowledge of addition and subtraction of mixed numbers with like denominators to reason and solve.

This short video and interactive assessment activity is designed to teach fifth graders about subtracting mixed numbers with different denominators.

This short video and interactive assessment activity is designed to teach fifth graders about adding fractions with common denominators.

This short video and interactive assessment activity is designed to teach fifth graders about subtracting fractions with different denominators.

This short video and interactive assessment activity is designed to teach fifth graders about subtracting mixed numbers with common denominators.

This task provides a familiar context allowing students to visualize multiplication of a fraction by a whole number. This task could form part of a very rich activity which includes studying soda can labels.

This series of word problems requires students to determine which problems can be solved by multiplying 1/8_2/5.

Both of the questions in this task are solved by the division problem 12Ö3 but what happens to the ribbon is different in each case.

These games and activities help students investigate the relationship between fractions and decimals, focusing on equivalence.

The goal of this task is to provide examples for comparing two fractions by finding a benchmark fraction which lies in between the two.

Students will predict how many amusement parks are in their state. They will then analyze census data on the numbers of amusement parks in all 50 states in 2016. (Data in this activity do not include the District of Columbia or Puerto Rico.) Then students will write numbers as fractions and create a visual model of the data.

This task highlights a slightly different aspect of place value as it relates to decimal notation. More than simply being comfortable with decimal notation, the point is for students to be able to move fluidly between and among the different ways that a single value can be represented and to understand the relative size of the numbers in each place.

When a division problem involving whole numbers does not result in a whole number quotient, it is important for students to be able to decide whether the context requires the result to be reported as a whole number with remainder or a mixed number.