5 Fractions Math Sorts Activities for Fourth Grade and Fifth Grade

Grade Levels
4th - 6th
Standards
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  1. Interested in helping your students develop their deep math understanding and "math talk"? Are you familiar with math sorts? These ready-to-print, low ink lessons are perfect to reach all the math practice standards! New to math sorts? Full directions and suggestions for use are included complet
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  2. TEN of my top selling fraction resources geared toward helping students truly develop their deep understanding of fractions are now bundled for you!After multiple requests, I have bundled together these 10 resources to provide truly everything you will need to either TEACH a unit on fractions or sup
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Description

Fractions are one of the hardest topics for many teachers to teach--and textbooks rarely get at the deep thinking needed to help students master basic fraction skills--much less the more complex fraction concepts. This resource is a low ink, ready-to-print set of quality fraction activities with full-color pictures and directions!

So what are math concept sorts? Many people use "sorts" with their spelling or word work programs, but sorting and categorizing can be extremely effective learning strategies for MANY areas! I have found sorts to be particularly effective in my math instruction, and I am excited to offer some of these sorts to you!

If you are unfamiliar with how sorts are used, I have included a full blog post with photos to help get you started! So...what's included in THIS edition?

*Everything you need to do 5 different sorts with fractions. The concepts covered are:

1. “Is it exactly 1/2?” (understanding of equal parts)

2. “Estimating: Is it closer to 0, 1/2, or 1?” (using benchmarks to estimate)

3. “Is it <, >, or = to 1/2?” (working with greater than, less than, and equivalence)

4. “Does it add/subtract to equal 1?” (addition and subtraction of fractions)

5. “Fractions of sets” (finding equivalent fractions of sets rather than regions)

*The blog post with photos that explains EXACTLY how I completed a sort with my own students. Feel free to get creative and try different approaches—but I have given one highly effective and efficient way to do this.

*A “Show What You Know” sheet that follows the rule of the sort. Use as independent practice or as an assessment after you have done a sort to see what the students know and what they still need to learn. Many of these also ask students to explain their thinking—a key part of the CCSS!

*A page of blank cards if you wish to extend the learning by having students create MORE examples that go in each category. This is a great way to differentiate for more capable learners! See each sort for other differentiation hints!

*No answer key. Why? The important part about doing these sorts is the discussion rather than making sure every answer is instantly correct. Let the students discuss, prove their ideas, and develop understanding!

*A CCSS alignment sheet to show how these sorts align to the grades 4-5 CCSS.

I hope you find the resource thorough, relevant, and engaging--and that it will push your students to increase the depth of their understanding and their mathematical practices as well.

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What sets of concept sorts are available in my store?

Fraction Concepts

Angle Studies

Geometry Sorts

Multiplication Concepts

Algebra Thinking Concepts

A Bundle of ALL FIVE!

Need other fraction resources? Check out this amazing FRACTION BUNDLE!

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This fraction resource is also available as part of a "Teaching Tandem" product where you can get these assessments and a set of addition/subtraction games combined at a reduced price.

CLICK HERE TO VIEW

All rights reserved by ©The Teacher Studio. Purchase of this resource entitles the purchaser the right to reproduce the pages in limited quantities for single classroom use only. Duplication for an entire school, an entire school system, or commercial purposes is strictly forbidden without written permission from the author at fourthgradestudio@gmail.com. Additional licenses are available at a reduced price.

Total Pages
40 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

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