One Piece of One Part
10 min
Narrative
The purpose of this Warm-up is for students to describe the fraction of macaroni and cheese that is left in the pan. While students may notice and wonder many things about this image, the amount of macaroni and cheese in the pan is the important discussion point.
Launch
- Groups of 2
- Display the image.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Sample Response
Students may notice:
- The pan isn’t full.
- There is a spatula.
- It looks like macaroni and cheese.
Students may wonder:
- Who made the macaroni and cheese?
- How much is left?
- Who is going to eat that macaroni and cheese?
Activity Synthesis (Teacher Notes)
- “The picture shows a pan of macaroni and cheese. What other food is baked in pans like this one?” (lasagna, casseroles, cakes)
- “About how much macaroni and cheese is left in the pan?” (It’s less than 21 and more than 31. It looks like it is about 52.)
Standards
Building Toward
- 5.NF.4.a·Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. <em>For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)</em>
- 5.NF.B.4.a·Interpret the product <span class="math">\((a/b) \times q\)</span> as <span class="math">\(a\)</span> parts of a partition of <span class="math">\(q\)</span> into <span class="math">\(b\)</span> equal parts; equivalently, as the result of a sequence of operations <span class="math">\(a \times q \div b\)</span>. <span>For example, use a visual fraction model to show <span class="math">\((2/3) \times 4 = 8/3\)</span>, and create a story context for this equation. Do the same with <span class="math">\((2/3) \times (4/5) = 8/15\)</span>. (In general, <span class="math">\((a/b) \times (c/d) = ac/bd\)</span>.)</span>
20 min
15 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
One Piece of One Part
10 min
Narrative
The purpose of this Warm-up is for students to describe the fraction of macaroni and cheese that is left in the pan. While students may notice and wonder many things about this image, the amount of macaroni and cheese in the pan is the important discussion point.
Launch
- Groups of 2
- Display the image.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Sample Response
Students may notice:
- The pan isn’t full.
- There is a spatula.
- It looks like macaroni and cheese.
Students may wonder:
- Who made the macaroni and cheese?
- How much is left?
- Who is going to eat that macaroni and cheese?
Activity Synthesis (Teacher Notes)
- “The picture shows a pan of macaroni and cheese. What other food is baked in pans like this one?” (lasagna, casseroles, cakes)
- “About how much macaroni and cheese is left in the pan?” (It’s less than 21 and more than 31. It looks like it is about 52.)
Standards
Building Toward
- 5.NF.4.a·Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. <em>For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)</em>
- 5.NF.B.4.a·Interpret the product <span class="math">\((a/b) \times q\)</span> as <span class="math">\(a\)</span> parts of a partition of <span class="math">\(q\)</span> into <span class="math">\(b\)</span> equal parts; equivalently, as the result of a sequence of operations <span class="math">\(a \times q \div b\)</span>. <span>For example, use a visual fraction model to show <span class="math">\((2/3) \times 4 = 8/3\)</span>, and create a story context for this equation. Do the same with <span class="math">\((2/3) \times (4/5) = 8/15\)</span>. (In general, <span class="math">\((a/b) \times (c/d) = ac/bd\)</span>.)</span>