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CCSS.MATH.CONTENT.3.NF.A. 1
Understanding that the fraction
1/b is a quantity that is formed by 1 part when a whole is partitioned into b equal parts.
CCSS.MATH.CONTENT.3.NF.A.2
Understand that a fraction can be represented on number line/diagram.
CCSS.MATH.CONTENT.3.NF.A.3
Students are able to explain the equivalence of fractions and compare fractions through reasoning.

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CCSS.MATH.CONTENT.6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

CCSS.MATH.CONTENT.6.RP.A.2
Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.

CCSS.MATH.CONTENT.6.RP.A.3
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

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CCSS.MATH.CONTENT.5.NF.A.1
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
CCSS.MATH.CONTENT.5.NF.A.2
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
CCSS.MATH.CONTENT.5.NF.B.3
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
CCSS.MATH.CONTENT.5.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
CCSS.MATH.CONTENT.5.NF.B.5
Interpret multiplication as scaling (resizing), by: comparing the size of a product to the size of one factor and explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number
CCSS.MATH.CONTENT.5.NF.B.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
CCSS.MATH.CONTENT.5.NF.B.7
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

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CCSS.MATH.CONTENT.4.NF.A.1
Students are able to explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models paying attention to the number and size of the parts. Can recognize and generate equivalent fractions.
CCSS.MATH.CONTENT.4.NF.A.2
Compare two fractions with different numerators and different denominators. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
CCSS.MATH.CONTENT.4.NF.B.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
CCSS.MATH.CONTENT.4.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
CCSS.MATH.CONTENT.4.NF.C.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2
CCSS.MATH.CONTENT.4.NF.C.6
Use decimal notation for fractions with denominators 10 or 100.
CCSS.MATH.CONTENT.4.NF.C.7
Compare two decimals to hundredths by reasoning about their size. Understand that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

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Visit our website (mathsnacks.com) and go to the animation, game, or iOS app in order to download its printable resources.

Ratey the Math Cat Common Core Standards

6.RP

Understand ratio concepts and use ratio reasoning to solve problems.

6.RP.1

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

6.RP.2

Understand the concept of a unit rate a/b associated with the ratio a:b with b not equal to 0, and use rate language in the context of a ratio relationship.

6.RP.3

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g. by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

7.RP

Ratios and Proportional Relationships

7.RP.1

Compute unit rates associated with ratios and fractions, including ratios of lengths, areas and other quantities measured in like or different units.

7.RP.2

Recognize and represent proportional relationships between quantities.

7.RP.3

Use proportional relationships to solve multistep ratio and percent problems.

8.EE.5

Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

8.F.2

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

8.F.4

Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

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Visit our website (mathsnacks.com) and go to the animation, game, or iOS app in order to download its printable resources. 6.RP Understand ratio concepts and use ratio reasoning to solve problems. 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

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Exploring the Number Line Model of Fractions

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Equivalent fractions and different wholes | Fractions | 4th grade | Khan Academy

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So I've got a whole pizza here, and let's say that I were to cut it into two equal pieces. Let me cut it right over here into 2 equal pieces. And let's say that I ate one of those 2 equal pieces. So let's say I ate all of this right over here. What fraction of the pizza have I eaten? Well, I took the whole and I divide it into two equal pieces, and then I ate one of those pieces. So I ate 1/2 of the pizza. Now, let's imagine that instead of cutting that pizza into only 2 equal pieces, let's imagine instead that decide to cut it into 4 equal pieces. So let's draw that. So 4 equal pieces. So I could cut once this way and then I could cut it once this way. And so here I have 4 equal pieces. But let's say that I want to eat the same amount of pizza. How many of these 4 equal pieces would I have to eat. I encourage you to pause the video and think about that. Well, I would eat this piece. You could imagine me eating this piece and this piece right over here. I've eaten the same amount of the pizza. Each of these pieces you could imagine got cut into 2 pieces when I cut the whole pizza this way. And so now I have to eat 2 slices of the 4, as opposed to 1 slice of the 2. So I just ate 2 out of the 4 slices. I'm using different numbers here. Here I'm using a 1 in the numerator and 2 in the denominator. Here, I'm using a 2 in the numerator and a 4 in the denominator. These two fractions represent the same quantity. I ate the same amount of pizza. If I eat 2/4 of a pizza, if I eat 2 out of 4 equal pieces, that's the same fraction of the pizza as if I eat 1 out of 2 equal pieces. So we would say that these two things are equivalent fractions. Now let's do another one like this. Instead of just dividing it into 4 equal pieces, let's divide it into 8 equal pieces. So now we could cut once like this. So now we have 2 equal pieces. Cut once like this. Now we have 4 equal pieces. And then divide each of those 4 pieces into 2 pieces. So I'll cut those in-- So let's see. I want to make them equal pieces. Those don't look as equal as I would like. So that looks more equal, and that looks reasonably equal. So now how many equal pieces do I have? I have 8 equal pieces. But let's say I wanted to eat the same fraction of the pizza. So I could eat all of these pieces right over here. Well, how many of those 8 equal pieces have I eaten? Well, I've eaten 1, 2, 3, 4 of those 8 equal pieces. And so once again, this fraction, 4 of 8, or 4/8, is equivalent to 2/4, which is equivalent to 1/2. And you might see a little bit of a pattern here. Going from this scenario to this scenario, I got twice as many equal slices. Because I had twice as many equal slices, I needed to eat two times the number of slices. So I multiply the denominator by 2, and I multiply the numerator by 2. If I multiply the numerator and the denominator by the same number, then I'm not changing what that fraction represents. And you see that over here. Going from 4 slices to 8 slices, I cut every slice, I turned every slice into 2 more slices, so I had twice as many slices. And then if I want to eat the same amount, I have to eat twice as many pieces. So all of these, 1/2, 2/4, four 4/8, and I could keep going. I could do 8/16. I could do 16/32. All of these would be equivalent fractions.

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Equivalent fractions (video) | Fractions | Khan Academy

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So I've got a whole pizza here, and let's say that I were to cut it into two equal pieces. Let me cut it right over here into 2 equal pieces. And let's say that I ate one of those 2 equal pieces. So let's say I ate all of this right over here.

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Comparing Fractions: Least and Greatest | Worksheet | Education.com

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Children determine which fraction is greatest, and which is least, in a row of fractions with unlike denominators. Students can either reduce each fraction to lowest terms, or give the fractions a common denominator before putting them in order. Designed for fourth graders, this math worksheet offers helpful practice in comparing fractions.

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Wizer.me free interactive Math, worksheet - Fractions by teacher Lexus Wolf

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Engage your students with this interactive DIGITAL resource that works with Google Slides™. No more copies to be made, no more printer ink, and no more lost papers!

With this 20-slide digital resource, your students will practice finding equivalent fractions with denominators of 10 and 100 and adding fractions with denominators of 10 and 100. Students will love interacting with the movable pieces and typing their responses on these slides!

This resource was created to support this 4th grade Common Core standard:
CCSS.MATH.CONTENT.4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. When you purchase this DIGITAL resource, you'll receive:
* Instructions for opening, sharing, and using this Google Slides™ file

* 20 interactive slides for your students to complete

* Teacher answer key

If you have a Google classroom, this activity is sure to make practicing these key skills way more fun than if they were done with paper and pencil.

Want to learn more? Click on the green "Preview" button above!

IMPORTANT: This is a digital resource, so please only purchase this resource if you have the capabilities in your classroom to use it (computers, laptops, or tablets, Internet access, and a Google account).

If you have any issues with this resource, please feel free to email me directly at brittney@games4gains.com. I'll be happy to try to help you!
Looking for more digital resources that cover 4th grade fraction skills? 4th Grade Equivalent Fractions Digital Practice {4.NF.1} 4th Grade Comparing Fractions Digital Practice {4.NF.2} 4th Grade Adding Fractions Digital Practice {4.NF.3} 4th Grade Subtracting Fractions Digital Practice {4.NF.3} 4th Grade Adding Mixed Numbers Digital Practice {4.NF.3C} 4th Grade Subtracting Mixed Numbers Digital Practice {4.NF.3C} 4th Grade Decomposing Fractions Digital Practice {4.NF.3B} 4th Grade Multiplying Fractions Digital Practice {4.NF.4} 4th Grade Line Plots with Fractions Digital Practice {4.MD.4} Want to see all of the digital resources that we have available?
Check out our 3rd Grade Digital Resources, 4th Grade Digital Resources, and 5th Grade Digital Resources!

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Your students may also enjoy these 4th grade fraction activities from Games 4 Gains: 4th Grade Fractions Games Pack - BEST SELLER 4th Grade Fractions Monster Mystery Pictures Pack - BEST SELLER! Comparing Fractions Board Game Comparing Fractions 'Clip and Flip' Cards Equivalent Fractions 'Clip and Flip' Cards Equivalent Fractions Board Game Equivalent Fractions Bingo Mixed Numbers and Improper Fractions Bump Games Adding and Subtracting Fractions Bump Games Bundle
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Created by Brittney Field, © Games 4 Gains, LLC.

This purchase is for single classroom use only. Sharing this resource with multiple teachers, an entire school, or an entire school system is strictly forbidden. Multiple licenses are available at a discount.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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4th Grade Adding Fractions Denominators 10 & 100 {4.NF.5} Google Classroom Math

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Google Paperless Practice - 4th Grade Adding Fractions with Denominators or 10 and 100 {4.NF.5}Engage your students with this interactive DIGITAL resource that works with Google Slides™. No more copies to be made, no more printer ink, and no more lost papers! With this 20-slide digital resource, yo...

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Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

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4.NF.C.5: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

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Converting Decimals to Percents | Worksheet | Education.com

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Converting decimals to percents is an essential math building block for the older grades, particularly fourth grade. This worksheet will provide practice in two parts: First, students will be asked to convert a list of decimals into percents. Then, they will be asked to convert percents into decimals.

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Number Puzzle | Worksheet | Education.com

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Can you put a series of numbers in order? How about if some are decimals and some are fractions? If you can, you can decode this number puzzle. If you're a baseball fan, you'll be extra pleased with your answer! Grade Subject View aligned standards

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Next Standard Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12], (2, 24], (3, 36], ...

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Common Core Sheets - Free Math Worksheets

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Next Standard Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.

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Portion Control: Color the Fractions | Worksheet | Education.com

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Are your child's fraction skills in good shape? This worksheet gives him practice with fractions through the use of basic geometric shapes. How much of the rectangle is half? How much of it is a tenth? Bring out his spatial awareness skills with this one! Grade Subject View aligned standards

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Related Topics:
Lesson Plans and Worksheets for Grade 3
Lesson Plans and Worksheets for all Grades
More Lessons for Grade 3
Common Core For Grade 3

Videos, examples, solutions, and lessons to help Grade 3 students learn to understand a fraction 1/ b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/ b as the quantity formed by a parts of size 1/ b.

Common Core: 3.NF.1

Suggested Learning Target

I can explain any fraction (1/b) as one part of a whole.

I can explain any fraction (a/b) as "a" (numerator) being the numbers of parts and "b" (denominator) as the total number of equal parts in the whole.

Understanding fraction 1/b as part of a whole partitioned into b equal parts
In this lesson you will learn that fractions are equal size parts of a whole by looking at fair and unfair situations.
Understand any fraction (a/b) as "a" (numerator) being the numbers of parts and "b" (denominator) as the total number of equal parts in the whole

Understanding Fractions
As the number of equal pieces in the whole increases the size of the fractional pieces decreases.
The denominator represents the number of equal parts.
The numerator of a fraction is the count of the number of equal parts. Fair sharing
Fair sharing means equal sharing. In word problems it means fractions.
Examples:
1. Six children share four brownies equally so that each child receives a fair share. What portion of each brownie will each child receive? 2. What fraction of the rectangle is shaded? How might you draw the rectangle in another way but with the same fraction shaded? 3.NF.A.1
This lesson will help teachers and parents to understand and explain fractions. Partitioning Shapes Using Models: 3.NF.1
How to express a shaded amount as a fraction?
Also learn about partitioned shapes using models with more than one whole.

Try the free Mathway calculator and problem solver below to practice various math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.

We welcome your feedback, comments and questions about this site or page. Please submit your feedback or enquiries via our Feedback page.

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Understand Fractions (examples, solutions, videos, homework, worksheets, lesson plans)

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understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b, Common Core Grade 3. equal parts in the whole

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Introducing Fractions: Who Ate More? | Worksheet | Education.com

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When it comes to fractions, comparing them is one of the more difficult ideas. After your third grader grasps some of the earlier concepts, test the extent of her fraction knowledge with this fun worksheet! She'll read through the word problems, convert the fractions to common denominators, and then compare them to figure out who ate more snacks.

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Related Topics:
Common Core for Grade 6
More Lessons for Grade 6

Examples, solutions, videos, and lessons to help Grade 6 students learn to use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

A. Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios

B. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

C. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

D. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
Common Core: 6.RP.3c

Suggested Learning Targets

I can demonstrate how a percent is a ratio of a number to 100.

I can find a percent of a number as a rate per 100.

I can solve real-world problems involving finding the whole, given a part and a percent

I can solve problems involving unit pricing and speed.

I can find a percent of a given quantity involving finding the whole, given a part and the percent.

Component Skills from Previous Grades

6.RP.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

6.RP.2
Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.

6.RP.3a
Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

6.RP.3b
Solve unit rate problems including those involving unit pricing and constant speed.

Using ratios to solve percent problems (Common Core Standard 6.RP.3c)

6.RP.3.c - Find Percent of a Quantity
How to find the percent of a quantity, explains that percent means a rate per 100 and uses a ratio table to find the missing part?
Example:
Cool Treats sold 120 milkshakes today. 40% of the milkshakes were strawberry flavoured. How many strawberry milkshakes did Cool Treats sell?

6.RP.3.c - Solve Percent Problems Finding the Whole
How to find the whole, when given a part and the percent and uses a ratio table to find the missing part?
Examples:
1. Cool Treats sold 120 milkshakes on Saturday. That is 40% of the milkshakes that it sold during the weekend. How many milkshakes did Cool Treats sell over the weekend?
2. Barbara hiked 7 miles from one point of a mountain to another point before stopping for a break. That is 27% of the entire trip. How many miles in Barbara's complete hike?
How to solve percent problems using tape diagram?
Example:
10% of 75 is what number? Example:
The label on a sweater says that it is 65% wool. To figure how much of the sweater is not wool, you need to do which of the following
A. multiply 65 by 0.1
B. Add 65 and 100
C. divide 100 by 65
D. subtract 65 from 100 Using a ratio table to solve percent problems
Examples:
20% of 50 =
What % of 50 is 30?
20% of ___ = 40

Try the free Mathway calculator and problem solver below to practice various math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.

We welcome your feedback, comments and questions about this site or page. Please submit your feedback or enquiries via our Feedback page.

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Percents and Ratios (examples, solutions, videos, worksheets)

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Related Topics: Common Core for Grade 6 More Lessons for Grade 6 Examples, solutions, videos, and lessons to help Grade 6 students learn to use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

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Are you looking for a review activity for the 6th grade ratios and proportional relationships common core standards? These task cards cover ALL 6RP standards!

Stations are the perfect activity for your restless and impatient students who like to get up and move around! The collaborative element makes them fun and engaging - a great change of pace from the typical warm up or test review!

Getting their bodies moving will often get their brains moving. Stations are an amazing warm up activity!

With a variety of different questions, it's definitely one of the most fun ways to review for a test.

Try having the students rotate around the room while increasing their fluency of the CCSS 6.RP.A.1, 6.RP.A.2, 6.RP.A.3, 6.RP.A.3a, 6.RP.A.3b, 6.RP.A.3c, and 6.RP.A.3d Standards.

Check out the comments and reviews - this resource is easy to use and students LOVE it!

This activity provides an EASY day for you and a FUN activity for your students!

CONTENTS:

20 Stations - 6.RP Common Core Standards

Student Worksheet Options

Answer Keys

6.RP Standards Posters

IDEAS FOR USING THE 6TH GRADE RATIOS AND PROPORTIONAL RELATIONSHIPS STATIONS:

Use as a 20-station carousel activity.

Use a card (or a few) for a warm-up or ticket out the door.

Assign some cards for homework.

HOW CAN YOU USE THIS RESOURCE?

Cut out and laminate stations so you can use them every class period and every year!

I typically have students work in partners, but BOTH of them have to fill out the student information sheet, showing work. Students could also work individually. Working with more than one person gets too crowded, and some students skate by without participating at all.

Each group will start at a station. They will be given a certain amount of time to complete each task. At the end of the time, they will switch to the next station. Example: If a student starts at station 1, they will go to station 2. If they are at station 20, they will go to station 1.

There should never be more than two people at a station (unless you have more than 40 students...).

Encourage (or require) students to write down EVERY problem so that if they run out of time on one station, they can finish earlier problems at another station.

Give students a specific time to complete each task. (1-2 min) Use a timer that goes off to help students know when to switch stations. This way, when the timer goes off, students will just get up and move without direction. Determine the amount of time based on the skill set of each group. I give some classes more time than others if needed. If I start with 2 minutes and all of the students are finishing quickly, I will decrease the time as we go. Usually 2 minutes is too much!

I use this resource every year in the middle school math classroom. It can take up to a whole class period depending how much time is given to the students per station.

ASSESSMENT/GRADING

I observe the students during the activity and offer help if needed. After the activity, I collect their worksheet. This activity can be graded on accuracy or for effort or completion. If grading for effort/completion, make sure that the students show work and attempt all questions!

COMMON CORE STANDARDS:

Understand ratio concepts and use ratio reasoning to solve problems.

CCSS.MATH.CONTENT.6.RP.A.1

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes."

CCSS.MATH.CONTENT.6.RP.A.2

Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger." Expectations for unit rates in this grade are limited to non-complex fractions.

CCSS.MATH.CONTENT.6.RP.A.3

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

CCSS.MATH.CONTENT.6.RP.A.3.A

Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

CCSS.MATH.CONTENT.6.RP.A.3.B

Solve unit rate problems including those involving unit pricing and constant speed.For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

CCSS.MATH.CONTENT.6.RP.A.3.C

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

CCSS.MATH.CONTENT.6.RP.A.3.D

Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Before you buy, note: This product is part of my Complete Bundle of Math Stations and Task Cards
Check out some other station activities:

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Ratios and Proportional Relationships Task Cards - All 6.R.P Standards

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Are you looking for a review activity for the 6th grade ratios and proportional relationships common core standards? These task cards cover ALL 6RP standards!Stations are the perfect activity for your restless and impatient students who like to get up and move around! The collaborative element mak...

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Jayda takes 3 hours to deliver newspapers on her route. What is the rate per hour at which she delivers the newspapers? Created by Sal Khan and Monterey Institute for Technology and Education.

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Solving unit rate problem (video) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

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6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

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5.NF.A.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12.

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Adding and subtracting unlike fractions (5.NF.A.1)

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Add and Subtract Fractions Using Models: 5.NF.2

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What could we do to improve Education.com? Please note: Use the Contact Us link at the bottom of our website for account-specific questions or issues. What would make you love Education.com? What is your favorite part about Education.com? Submit Form

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Mixed & Improper Fractions 1 | Worksheet | Education.com

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This worksheet might be making silly faces at you but they'll keep things interesting for your fifth grader so she can practice identifying mixed and improper fractions. After she labels which kind of fraction it is, she'll convert it to its other form. Grade Subject View aligned standards

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Multiplication as scaling with fractions (video) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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Related Topics:
Lesson Plans and Worksheets for Grade 5
Lesson Plans and Worksheets for all Grades
More Lessons for Grade 5
Common Core For Grade 5
Area of Rectangles with Fractional Lengths

Videos, examples, and solutions to help Grade 5 students learn to apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

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. 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.)

B. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

Common Core: 5.NF.4

Suggested Learning Targets

I can create story contexts for problems involving multiplication of fractions and whole numbers or multiplication of two fractions.

I can find the area of a rectangle with fractional side lengths

Multiply a Fraction by a Whole Number

Multiply by fractions using repeated addition - 5.NF.4
In this lesson you will learn how to multiply fractions with whole numbers by using a sequence of operations to describe the problem. 5.NF.4 Multiplying a Fraction by a whole number using a tape diagram

Multiply a Fraction by a Fraction

How to multiply a fraction by a fraction using an area model and an algorithm? Multiply fractions by fractions - 5.NF.4
5.nf.4a
The Common Core State Standards (CCSS) videos are designed to support states, schools, and teachers in the implementation of the CCSS. Each video is an audiovisual resource that focuses on one or more specific standards and usually includes examples/illustrations geared to enhancing understanding. The intent of each content-focused video is to clarify the meaning of the individual standard rather than to be a guide on how to teach each standard although the examples can be adapted for instructional use.

Try the free Mathway calculator and problem solver below to practice various math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.

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Multiply Fractions (solutions, examples, videos, worksheets, lesson plans)

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Related Topics: Lesson Plans and Worksheets for Grade 5 Lesson Plans and Worksheets for all Grades More Lessons for Grade 5 Common Core For Grade 5 Area of Rectangles with Fractional Lengths Videos, examples, and solutions to help Grade 5 students learn to apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

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This quick 20 question assessment tests your students' knowledge of multiplying fractions. The assessment includes a range of problems including standard algorithm, models, and word problems. The test includes the following fraction concepts:

-fraction x fraction
-fraction x whole number
-fraction/whole number x mixed number
-mixed number x mixed number

This assessment is aligned with the following common core standards:

CCSS.MATH.CONTENT.5.NF.B.4
Apply and extend previous understandings of multiplication to multiply
a fraction or whole number by a fraction.

CCSS.MATH.CONTENT.5.NF.B.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. For example, use a visual fraction model to show (2/3) × 4 = 8/3

CCSS.MATH.CONTENT.5.NF.B.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

A detailed answer key in included for your convenience. If you have any questions, feel free to contact me. :)

Thank you,
Monica Abarca

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Multiplying Fractions Test (5.NF.B.4, 5.NF.B.4.a, 5.NF.B.6)

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This quick 20 question assessment tests your students' knowledge of multiplying fractions. The assessment includes a range of problems including standard algorithm, models, and word problems. The test includes the following fraction concepts: -fraction x fraction -fraction x whole number -fractio...

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Math meets real life when it comes to making healthy food choices. Given the recommended daily guidelines for 4th graders, create a menu for three meals and a snack that satisfies the requirements. Grade Subject View aligned standards

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Did you know that scientists now agree that there was a dinosaur called the Brontosaurus? Does that have anything to do with multiplying fractions? You'll have to watch this video to find out. This song's got a catchy chorus and some pretty clever lyrics that will capture the attention of every student in your class.

Copy and paste the following text onto your teacher, school, or homeschool website to give your students a chuckle.

Multiplying Fractions Song Lyrics:

Three of us found treasure on a scuba trip,
So we pulled our treasure onto the ship.
Since we were so blessed by this rarity,
We decided to give half of it to charity.
We took the rest and split it up three ways;
One third of the rest was still a huge payday!
One third for me, one half for charity,
So what's my share? Let's multiply and see...

When we need to multiply two fractions,
This is our reaction:
Multiply the numerators,
Then multiply the denominators.

My friend and I were digging for dinosaur bones.
We decided to search in a rectangular zone;
We split up equally between the two of us.
The first day I found a bone from a brontosaurus!
I found a few more by the end of day two,
When three eighths of my half had been searched through.
Of my half, I had explored three eighths;
how much of the entire space did I excavate?

Learn More

This song targets TEKS and Common Core learning standards from 4th Grade to 6th Grade. Look into the relevant standards here, or dig deeper into multiplying fractions here.

If you are interested in getting ideas on how to plan a robust standards-aligned Multiplying Fractions lesson, we recommend checking out Instructure's recommendations for common core standards 4.NF.4, and 5.NF.4 . These pages help break down standard language, lay out the grade-appropriate level of rigor for each concept, and offer a variety of suggestions for activities (lesson seeds) that help students achieve their learning targets.

To continue browsing Numberock's math video content library, click here. To gain access to Numberock's growing library of premium content, click here.

Steal Our Joke.

Copy and paste the following text onto your teacher, school, or homeschool website to give your students a chuckle.

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Multiplying Fractions Worksheets, Word Problems, and Games for 5th, 6th

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Did you know that scientists now agree that there was a dinosaur called the Brontosaurus? Does that have anything to do with multiplying fractions? You'll have to watch this video to find out. This song's got a catchy chorus and some pretty clever lyrics that will capture the attention of every student in your class.

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Connecting Fractions and Division: 5.NF.3

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CCSS.Math.Content.5.OA Operations and Algebraic Thinking

CCSS.Math.Content.5.OA.A Write and interpret numerical expressions.

CCSS.Math.Content.5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

CCSS.Math.Content.5.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation ''add 8 and 7, then multiply by 2'' as 2 x (8 + 7). Recognize that 3 x (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

CCSS.Math.Content.5.NBT Number and Operations in Base Ten

CCSS.Math.Content.5.NBT.A Understand the place value system.

CCSS.Math.Content.5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

CCSS.Math.Content.5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

CCSS.Math.Content.5.NBT.A.3 Read, write, and compare decimals to thousandths.

CCSS.Math.Content.5.NBT.A.3a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.92 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000).

CCSS.Math.Content.5.NBT.A.3b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

CCSS.Math.Content.5.NBT.A.4 Use place value understanding to round decimals to any place.

CCSS.Math.Content.5.NBT.B Perform operations with multi-digit whole numbers and with decimals to hundredths.

CCSS.Math.Content.5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

CCSS.Math.Content.5.NBT.B.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

CCSS.Math.Content.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

CCSS.Math.Content.5.NF Number and Operations--Fractions

CCSS.Math.Content.5.NF.A Use equivalent fractions as a strategy to add and subtract fractions.

CCSS.Math.Content.5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

CCSS.Math.Content.5.NF.B Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

CCSS.Math.Content.5.NF.B.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

Free is one of the four basic operations of arithmetic, with the others being subtraction, multiplication and division. The addition of two whole numbers is the total amount of those quantities combined. Free Probability word problems worksheet. Probability is the measure of how likely an event is. Probability = (Total ways a specific outcome will happen) / (Total number of possible outcomes). The probability of event A is the number of ways event A can occur divided by the total number of possible outcomes. Read more... i Worksheets :3 Study Guides :1 Read more... i Worksheets :4 Study Guides :1

CCSS.Math.Content.5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

CCSS.Math.Content.5.NF.B.4a Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3, and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.)

CCSS.Math.Content.5.NF.B.4b Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

CCSS.Math.Content.5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

CCSS.Math.Content.5.MD Measurement and Data

CCSS.Math.Content.5.MD.A Convert like measurement units within a given measurement system.

CCSS.Math.Content.5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Free There are many units of measurement: inches, feet, yards, miles, millimeters, meters, seconds, minutes, hours, cups, pints, quarts, gallons, ounces, pounds, etc Read more... i Worksheets :6 Study Guides :1

CCSS.Math.Content.5.MD.C Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

CCSS.Math.Content.5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

CCSS.Math.Content.5.MD.C.3a A cube with side length 1 unit, called a ''unit cube,'' is said to have ''one cubic unit'' of volume, and can be used to measure volume.

CCSS.Math.Content.5.MD.C.3b A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

CCSS.Math.Content.5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

CCSS.Math.Content.5.MD.C.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

CCSS.Math.Content.5.MD.C.5a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

CCSS.Math.Content.5.MD.C.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.

CCSS.Math.Content.5.G Geometry

CCSS.Math.Content.5.G.A Graph points on the coordinate plane to solve real-world and mathematical problems.

CCSS.Math.Content.5.G.A.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

CCSS.Math.Content.5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

CCSS.Math.Content.5.G.B Classify two-dimensional figures into categories based on their properties.

CCSS.Math.Content.5.G.B.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

CCSS.Math.Content.5.G.B.4 Classify two-dimensional figures in a hierarchy based on properties.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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Printable Fifth Grade Math Worksheets and Study Guides. Common Core State Standards

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CCSS.Math.Content.5.OA.A Write and interpret numerical expressions. CCSS.Math.Content.5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. CCSS.Math.Content.5.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation ''add 8 and 7, then multiply by 2'' as 2 x (8 + 7).

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Dividing Fractions, CCSS.Math.Content.5.NF.B.7 - 6th Grader at Lincoln Middle School in S.... You can also use this page to find sample questions, videos, worksheets, apps, lessons, infographics and presentations related to Dividing Fractions, CCSS.Math.Content.5.NF.B.7.

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Dividing Fractions with Whole Numbers | Worksheet | Education.com

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Challenge your child to practice dividing fractions with whole numbers on this clear and simple worksheet. Dividing a fraction with a whole number is a process that takes multiple steps, and this worksheet will take your child through each step to help him better understand the process.

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Alignments to Content Standards: 4.NF.A.1

Task

1. The rectangle below has length 1. What fraction does the shaded part represent?

2. The rectangle below has the same length as the rectangle above. What fraction does the shaded part represent?

3. Use the pictures to explain why the two fractions represented above are equivalent.

IM Commentary

The purpose of this task is to provide students with an opportunity to explain fraction equivalence through visual models in a particular example. Part (c) should be approached as a discussion before students are asked to write an explanation. Students can talk generally about the relationship between the pictures ("Each of the larger pieces is broken up into 3 little pieces"), which can then be refined and connected to the appropriate operations ("There are three times as many smaller pieces as bigger pieces"). Students will need more opportunities to think about fraction equivalence with different examples and models, but this task represents a good first step.

Solution

1. $\frac{3}{4}$

2. $\frac{9}{12}$

3. Three pieces in the bottom rectangle have the same size as 1 piece in the top rectangle. We can even show this by darkening the lines around groups of three small pieces in the rectangle that represents $\frac{9}{12}$: When we make groups of three in the bottom rectangle, there are 3 groups of 3 shaded pieces and 4 groups of 3 in the whole rectangle. Using these groups, we see that

$$ \begin{align} \frac{9}{12} =& \frac{(3 \times 3)}{(4 \times 3)} \\ =& \frac{3}{4} \end{align} $$

of the bottom rectangle is shaded. Since the shaded portion is the same in each case but we just look at it in a different way and describe it with a different fraction, the fractions are equal. So $$\frac{9}{12} = \frac{3}{4}$$

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Alignments to Content Standards: 4.NF.A.1 The rectangle below has length 1. What fraction does the shaded part represent? The rectangle below has the same length as the rectangle above. What fraction does the shaded part represent? Use the pictures to explain why the two fractions represented above are equivalent.