# Finding Fractions of Whole Numbers and Finding Whole Numbers Based on Fractions

Teaching Ideas For Those Who Love Teaching

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Standards

CCSS4.NF.C.6

CCSS5.NF.B.4a

CCSS5.NF.B.4

CCSS5.NF.B.3

CCSS5.NF.A.2

Resource Type

Formats Included

- Activity

Pages

28 pages

Teaching Ideas For Those Who Love Teaching

1.5k Followers

Easel Activity Included

This resource includes a ready-to-use interactive activity students can complete on any device.Β

**Easel by TpT is free to use!**Β Learn more.### Description

This lesson will help students master finding fractions of whole numbers, and determining what the whole is, when given a fractional piece of it. This lesson is designed to be fun and different from the normal text book driven lesson.

This lesson may be used on its own, or as a companion piece to your math class. The fraction word problems in this lesson are real world based, so that students can relate to them.

After completing this lesson your students will be better prepared to find fractions of whole numbers as well as reversing the formula to find their whole number.

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This lesson may be used on its own, or as a companion piece to your math class. The fraction word problems in this lesson are real world based, so that students can relate to them.

After completing this lesson your students will be better prepared to find fractions of whole numbers as well as reversing the formula to find their whole number.

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**Other Fun Math Lessons****Practicing Multiplication with Decimals**.**Two Day Lesson on Circles, Circumference, Diameter, and Radius**.**The American Revolution Through Leveled Text Literature Circles**.*****************************************************************************

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Total Pages

28 pages

Answer Key

Included

Teaching Duration

2 days

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### Standards

to see state-specific standards (only available in the US).

CCSS4.NF.C.6

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

CCSS5.NF.B.4a

Interpret the product (π’/π£) Γ π² as a parts of a partition of π² into π£ equal parts; equivalently, as the result of a sequence of operations π’ Γ π² Γ· π£. For example, use a visual fraction model to show (2/3) Γ 4 = 8/3, and create a story context for this equation. Do the same with (2/3) Γ (4/5) = 8/15. (In general, (π’/π£) Γ (π€/π₯) = π’π€/π£π₯.)

CCSS5.NF.B.4

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

CCSS5.NF.B.3

Interpret a fraction as division of the numerator by the denominator (π’/π£ = π’ Γ· π£). 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?

CCSS5.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. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.