Want a convenient way to encourage deep thinking to really understand dividing fractions? The 20 task cards use real life area problems. Your students don't need to know the algorithm, but need to be able to think about fractions.
How can I use this product?
The cards can be used as a math center. I have used these as prompts for their math journal. Students can do two a day for a whole week.
What is included?
1 pdf file with 18 pages
• 4 pages with cover sheet/teacher notes/standards
• 5 pages with four tasks on each page
• 1 page with blank cards if you want to add your own
• 2 pages answer key
• 3 pages student recording sheet
• 2 pages to track which task cards each student has done
• 1 page printable math center instructions – Choose a task card. 1 – Draw a picture of your thinking. 2 – Show your work. 3 – Explain your answer. 4 – If possible, think of another way to figure it out.
• 3 pages of covers, instructions
• 1 pages of common core standards
For a craft project, you need pieces of ¾ of a yard of ribbon. You have 16 yards of ribbon. How many pieces will you have? How much ribbon would you have left over, in inches?
Do you have other products that are related?
For a complete set, please check out 12 Multiplying Fractions Task Cards
, as well as many other fraction activities!
Is this available in a bundle as well?
These task cards are also bundled with my Dividing Fractions Tour Book - Teaching Fractions the Common Core Way
. And both my Multiplying and Dividing Task Cards are bundled together in Multiplying and Dividing Fractions Task Card Bundle
What standards are addressed?
Common Core Standards:
4.NF.1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
4.NF.2. Compare two fractions with different numerators and different denominators.
4.NF.3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
5.NF.3. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
5.NF.5. Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
5.NF.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.
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