Adding and Subtracting Mixed Numbers: Fractured Fractions: Puzzles

Grade Levels
3rd - 5th
Standards
Formats Included
  • PDF
Pages
38 pages
$4.50
$4.50
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Description

This set of addition and subtraction of fractions and mixed number task cards provides differentiation and challenge! This is no "fill in the blank" worksheet, but instead is a rich problem-solving activity where students need to dig into their number sense and fraction understanding. Estimating and the "guess and check" strategies are key as they look to solve these differentiated fraction puzzles.

Simple denominators are used (2, 4, 8 for the first 3 sets and 2, 3, 4, 6, 8, 12 for the final set) and only “like” denominators are used except for the final orange set. The sets are leveled and can be used to help with differentiation in your classroom. Whether you teach from the Common Core or other rigorous standards, the ability to add and subtract fractions and mixed numbers is key to strong “fraction sense”, and these puzzles are an engaging way to accomplish this!

You may have heard of “number bonds” in the primary grades. This resource taps into that concept to use fractions instead! Students gain valuable practice in breaking apart fractions and putting them back together—all in a cooperative, “puzzle-like” activity!

This resource has the following:

  • 4 puzzle sets plus recording sheets
  • Formative assessment
  • Bonus mixed number activities are included
  • Full color photos of how to use the resource, teaching tips, and answers are included as well so you can print and use right away!

Remember, this is not a "fill in the blank" activity; students need to problem solve, try different solutions, work together, and talk about math. This is a great way to get more "math talk" into your classroom--and the students will have a blast.

It is not easy--and it isn't meant to be!

This 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

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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
38 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
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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