Virginia SOL 5.CE.2

5.CE.2 is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 5.CE.2.a

  Determine the least common multiple of two numbers to find the least common denominator for two fractions.

• 5.CE.2.b

  Estimate and determine the sum or difference of two fractions (proper or improper) and/or mixed numbers, having like and unlike denominators limited to 2, 3, 4,...

• 5.CE.2.c

  Estimate and solve single-step and multistep contextual problems involving addition and subtraction with fractions (proper or improper) and/or mixed numbers hav...

• 5.CE.2.d

  Solve single-step contextual problems involving multiplication of a whole number, limited to 12 or less, and a proper fraction (e.g., 9 × 2 3 , 8 × 3 4 ), with ...

01

What Students Need to Do

Students estimate and solve one-step and multistep addition and subtraction problems with fractions and mixed numbers. They use the least common multiple to make equivalent fractions with a common denominator, then simplify. They also model equal fractional groups and find the product.

02

What Mastery Looks Like

A student can select a least common denominator, rename fractions, regroup mixed numbers when needed, and give a simplified answer. They estimate first, use a model or equation, and explain why the result is reasonable. For multiplication, they show repeated groups of a proper fraction and simplify the product.

03

Common Misconceptions

Students may add or subtract denominators, or use their product without recognizing a smaller common denominator. They may forget to regroup one whole when subtracting mixed numbers or leave an answer unsimplified. In multiplication, they may multiply both the numerator and denominator by the whole number.

04

How to Assess It

Exit ticket: Estimate and solve 2 3/4 − 5/6, name the least common denominator, and explain why your answer is reasonable. Then draw a model for 6 × 2/3 and simplify the product.

1. 01

   Give pairs fraction strips to estimate and solve 2 3/4 minus 5/6, then compare the model with the written method.

2. 02

   Ask why 12 is a useful denominator for 3/4 and 5/6; students write two sentences and share their reasoning.

3. 03

   Play Common Denominator Match: students pair fraction cards with LCM cards, then solve one matched addition or subtraction problem.

4. 04

   Use a recipe card to find the flour for 8 batches using 3/4 cup per batch, then draw a model.

• 4.CE.3

  The student will estimate, represent, solve, and justify solutions to single-step problems, including those in context, using addition and subtraction of fracti...

• 4.CE.4

  The student will estimate, represent, solve, and justify solutions to single-step and multistep problems, including those in context, using addition and subtrac...

• 5.CE.1

  The student will estimate, represent, solve, and justify solutions to single-step and multistep contextual problems using addition, subtraction, multiplication,...

• 4.CE.1

  The student will estimate, represent, solve, and justify solutions to single-step and multistep problems, including those in context, using addition and subtrac...