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Fraction of the Day for 3rd, 4th, and 5th Grade

Fraction of the Day for 3rd, 4th, and 5th Grade
Fraction of the Day for 3rd, 4th, and 5th Grade
Fraction of the Day for 3rd, 4th, and 5th Grade
Fraction of the Day for 3rd, 4th, and 5th Grade
Fraction of the Day for 3rd, 4th, and 5th Grade
Fraction of the Day for 3rd, 4th, and 5th Grade
Fraction of the Day for 3rd, 4th, and 5th Grade
Fraction of the Day for 3rd, 4th, and 5th Grade
Product Description
GREAT Spiral Review for 3rd, 4th, and 5th Grade Math with 3 different versions!!!

This is an awesome daily review activity that incorporates many of the 3rd , 4th, and 5th grade math standards! These Fraction of the Day printables can be used as morning work, homework, centers, or as a daily skills practice.

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There are THREE different versions in this product for easier differentiation! One example answer key is included for each version.

Check out these other third grade and fourth grade morning work and review ideas!
3rd Grade Weekly Word Problems
4th Grade Weekly Word Problems
Third Grade Language Morning Work
Fourth Grade Language Morning Work

Version 1
Write in word form.-Students should write the Fraction of the Day in written form.
• How many more parts do you need to make a whole?-Students should determine how
many more parts to their fraction need to be added to the fraction in order to have
one whole.
• How many parts of the whole are counted-Students identify the numerator of the
fraction.
• How many parts are there in a whole?-Students identify the denominator of the
fraction.
• Represent with an area model.-Students may draw any shape and partition and shade
in the correct number of pieces.
• Represent the fraction on a number line.-Students should correctly label the number
line and identify the Fraction of the Day on the number line.
• Write two fractions with similar numerators that are greater than the Fraction of
the Day.-Students may write any two fractions that are greater, answers will vary.
• Write two fractions with similar denominators that are greater than the Fraction of
the Day.-Students may write any two fractions that are greater, answers will vary.
• Write two fractions with similar numerators that are less than the Fraction of the
Day.-Students may write any two fractions that are less than the Fraction of the Day,
answers will vary.
• Write two fractions with similar denominators that are less than the Fraction of the
Day-Students may write any two fractions that are less. In some noted situations,
there will only be one possible answer.
• Decompose the fraction into unit fractions.-Students will add 1/a until they reach the
sum of the Fraction of the Day.
• Write two equivalent fractions.-Students may use any strategy to generate two
equivalent fractions to the Fraction of the Day.
• Partition two different shapes into the correct number of pieces to represent the
number of parts of the Fraction of the Day.-Students should try to draw a variety of
shapes and partition them into equal parts.

Version 2
Use repeated addition to show how to multiply the Fraction of the Day by a
given whole number.
• What are the next three multiples of the Fraction of the Day? Students
should list three multiples.
• Subtract the Fraction of the Day from a given fraction. It is up you whether
or not you have students reduce the fractions.
• Add the Fraction of the Day to a given fraction.
• Students identify the missing number in a multiplication equation where a
whole number, multiplied by the missing fraction, equals a given fraction.
• Write one fraction with a different numerator that is greater than the
Fraction of the Day.
• Write one fraction with a different denominator that is greater than the
Fraction of the Day.
• Write one fraction with a different numerator that is less than the Fraction
of the Day.
• Write one fraction with a different denominator that is less than the Fraction
of the Day
• Decompose the fraction into unit fractions.-Students will add 1/a until they
reach the sum of the Fraction of the Day.
• Decompose the fraction two different ways.-Students should use a variety of
addition number sentences to decompose the fraction. In cases where the
only way to decompose the fraction is by unit fraction, the question is
changed to represent the fraction on a number line.
• Write two equivalent fractions.-Students may use any strategy to generate
two equivalent fractions to the Fraction of the Day.

Version 3
Convert the Fraction of the Day to a mixed number.
• Model the Fraction of the Day.-Students’ models should correctly reflect the
mixed number.
• Subtract the Fraction of the Day from a given fraction with an unlike
denominator. If is up to you rather or not you have students reduce the
answer to simplest form.
• Add the Fraction of the Day to a given fraction with an unlike denominator.
• Solve a fraction multiplied by a fraction problem.
• Write one fraction with a different numerator that is greater than the
Fraction of the Day.
• Write one fraction with a different denominator that is greater than the
Fraction of the Day.
• Write one fraction with a different numerator that is less than the Fraction
of the Day.
• Write one fraction with a different denominator that is less than the Fraction
of the Day
• Show the Fraction of the Day on a number line. Whole numbers should be
marked.
• Divide the unit fraction of the Fraction of the Day by a given whole number.
• Divide a given whole number by the unit fraction of the Fraction of the Day.
• Write two equivalent fractions.-Students may use any strategy to generate
two equivalent fractions to the Fraction of the Day.


Standards Reviewed
3.NF.1
3.NF.2a
3.NF.2b
3.NF.3a
3.NF.3b
3.NF.3d
4.NF.1
4.NF.2
4.NF.3a
4.NF.3b
4.NF.3c
4.NF.4a
4.NF.4b
4.NF.5
5.NF.1
5.NF.3
5.NF.4a
5.NF.5b
5.NF.6
5.NF.7a
5.NF.7b
Total Pages
84 pages
Answer Key
Not Included
Teaching Duration
N/A
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