Interpreting Fractions as Division_5.NF.B.3

Subjects
Grade Levels
4th, 5th, 6th
Resource Types
Common Core Standards
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2.23 MB   |   19 pages

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Hello! Thanks so much for your interest! In every problem there is either extra information or students need to infer information, which promotes critical thinking! (An example of an inference would be to include Jill and 3 friends as 4 people.) Half of the solutions are proper fractions; the other half are improper fractions.

Here is what you will find included:
12 task cards
directions for task cards
blank directions (for personalized use)
solutions
student answer documents

Thanks again so much! I hope you find these helpful!

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All rights reserved by author. This product is to be used by the original downloader only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use only. See product file for graphic arts credits.

CCSS.MATH.CONTENT.5.NF.B.3
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). 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?
Total Pages
19
Answer Key
Included
Teaching Duration
N/A

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Interpreting Fractions as Division_5.NF.B.3
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