Description
A great way to keep the students involved in my PowerPoint lesson, this is a pdf the students will fill in as you move along in the slides. I use the notes to guide students through the first set, then we work together on the second, and the last one the students are trying on their own!
There is a challenge for the students to show comprehension by creating their own fraction!
Also attached is the partner work slide on a 1/2 sheet (there are two on each page),
There is a challenge for the students to show comprehension by creating their own fraction!
Also attached is the partner work slide on a 1/2 sheet (there are two on each page),
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Highlights
Digital downloads
Grades
4th - 8th
Standards
CCSS5.NF.B.3
Tags
Pages
3
Description
A great way to keep the students involved in my PowerPoint lesson, this is a pdf the students will fill in as you move along in the slides. I use the notes to guide students through the first set, then we work together on the second, and the last one the students are trying on their own!
There is a challenge for the students to show comprehension by creating their own fraction!
Also attached is the partner work slide on a 1/2 sheet (there are two on each page),
There is a challenge for the students to show comprehension by creating their own fraction!
Also attached is the partner work slide on a 1/2 sheet (there are two on each page),
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS5.NF.B.3
Interpret a fraction as division of the numerator by the denominator (๐ข/๐ฃ = ๐ข รท ๐ฃ). 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?
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