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# MULTIPLY & DIVIDE FRACTIONS Word Problems | Find the Error | Print and Digit

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Exceeding the CORE
5.5k Followers
6th - 8th, Homeschool
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10 activities
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Exceeding the CORE
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### Description

MULTIPLY & DIVIDE FRACTIONS Error Analysis

Have your students apply their understanding of MULTIPLYING & DIVIDING FRACTIONS with these ERROR ANALYSIS activities.

Benefits of Math Error Analysis:

Giving students opportunities to identify and correct errors in presented solutions allows them to show their understanding of the mathematical concepts you have taught.

Whats Included:

This resource includes 10 real-world word problems that are solved incorrectly. Students have to IDENTIFY THE ERROR, provide the CORRECT SOLUTION and share a helpful STRATEGY for solving the problem. An ANSWER KEY has also been provided with examples of possible answers. Be sure to download the sample for a full overview of what you get.

Print or Digital: (updated March 2021)

✔️ PRINTED VERSION - a PDF file that you may PRINT

✔️DIGITAL VERSION (Easel by TpT) - There is also a digital version using TpT's new digital tool. After purchase, click the "Open in Easel" button. This will give you access to a version with text boxes for student input and moveable shapes for students to select answers. You can edit the digital overlay or use it as is.

How to Use:

When I present this activity to my students, I tell them that these are errors that students from my other class made and I need their help to correct them. Students LOVE correcting other students mistakes. Students can use these activities with a partner, as a warm-up , as classwork, homework, in math centers or group work

Topics included:

✔ Multiply Fractions & Whole Numbers

✔ Multiply Fractions

✔ Multiply Mixed Numbers

✔ Divide Whole Numbers by Fractions

✔ Divide Fractions

✔ Divide Mixed Numbers

This resource is also included in my Multiply and Divide UNIT RESOURCE BUNDLE.

Common Core Aligned :

* 6.NS.1 - Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions...

* MP3 - Construct viable arguments and critique the reasoning of others.

Feedback for this resource:

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♥ This is a great activity for higher level thinking and incorporating writing into math.

♥ I love the critical thinking involved in this activity!

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Total Pages
10 activities
Included
Teaching Duration
45 minutes
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### Standards

to see state-specific standards (only available in the US).
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (𝘢/𝘣) ÷ (𝘤/𝘥) = 𝘢𝘥/𝘣𝘤.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.