999 West Dundee Road
Wheeling, Illinois 60090

Phone: 847-537-8270

Superintendent: Dr. Michael Connolly

School Board & Administration



CCSD21 is a school district comprised of 13 schools across 6 different communities in the northwest suburbs of Chicago.



School District 21 prides itself on its Professional Learning Community and its rich tradition of professional collaboration, high levels of professional development, and family-like atmosphere. If you see the opportunity to work with colleagues in making a difference in the lives of students and families in a truly diverse setting, School District 21 seeks your application.

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Number and Operations – Fractions

Critical Content

Power Standards

  • Solve number and word problems involving the addition and subtraction of fractions with unlike denominators (including mixed numbers). (5.NF.1-2)


Concepts and Skills

* Power Standard Content

  • Convert between fractions, decimals, and percentages
  • Convert between mixed numbers and improper fractions
  • Find common denominators
  • Identify the greatest common factor (GCF) and least common multiple (LCM) of two numbers
  • * Add and subtract fractions and mixed numbers with like denominators (including word problems)
  • * Add and subtract fractions and mixed numbers with unlike denominators (including word problems)
  • Read, write, and compare fractions
  • * Identify and utilize benchmark fractions in decision making
  • Identify the unit whole in situations involving fractions
  • * Create equivalent fractions
  • Multiply a fraction or a whole number by a fraction
  • Divide unit fractions by whole numbers and whole numbers by unit fractions


Critical Language

Language Usage

  • A student in the 5th grade can demonstrate the ability to apply and comprehend critical language by solving word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators.


Content-Specific Vocabulary

  • Add
  • Subtract
  • Multiply
  • Divide
  • Numerator
  • Denominator
  • Mixed number
  • Improper fraction
  • Simplest form
  • Proper fraction
  • Equivalent fraction
  • Common factor
  • Greatest common factor (GCF)
  • Common multiple
  • Least common multiple (LCM)
  • Greater than
  • Less than
  • Equal
  • Benchmark fractions
  • Whole number


Process-Specific Vocabulary

  • Convert
  • Simplify
  • Compare
  • Solve
  • Identify
  • Create

Concept-Based Connections

Essential Understandings

  • Multiple representations facilitate understanding and solving a problem.
  • Real-world situations require the use of different number representations.


Factual Guiding Questions

  • How do you add and subtract fractions with like denominators?
  • How do you add and subtract mixed numbers with unlike denominators?
  • What is an equivalent fraction?
  • How do we represent fractions greater than one?
  • How do you create an equivalent mixed number for an improper fraction?
  • How can an improper fraction be generated from a mixed number?
  • What does the denominator represent in a fraction?
  • What does the numerator represent in a fraction?


Conceptual Guiding Questions

  • What methods can be used to compare fractions?
  • How can objects, pictures, words and numbers represent addition or subtraction of fractions?
  • Why can’t you add and subtract fractions with unlike denominators?
  • How can models, benchmarks, and equivalent forms help us judge the size of fractions, decimals, and percentages?
  • How are whole numbers, fractions, decimals, and percentages related?
  • What are different ways you can find equivalent fractions?
  • How can a whole number be represented by fractional parts of equal-sized proportions?
  • How are common denominators used to compare fractions?
  • What kinds of models can be used to represent fractions and decimals?


Engaging/Debatable Guiding Questions

  • What real world situations require the use of fractions?
  • In what situations is it best to use fractions rather than decimals or percents? Decimals? Percents?
  • In what situations is it best to use decimals?
  • In what situations is it best to use percents?