Description
This purchase includes 56 mixed number and improper fraction task cards that are increasing in difficulty. This is an ideal purchase for a review, test-prep, math-center, or small-group remediation. These cards are highly visual and ask students to represent and add pictured fractions.
Task cards include:
- 8 improper fractions with visuals
- 4 mixed numbers with visuals
- 20 adding visuals (10 asking for an improper fraction, 10 asking for a mixed number)
- 8 conversion from improper to mixed number
- 8 conversion from mixed number to improper
- 8 addition of mixed and improper numbers
- PLUS ANSWER KEY
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Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Highlights
Digital downloads
Grades
4th - 6th
Subjects
Standards
CCSS4.NF.A.1
CCSS4.NF.A.2
CCSS4.NF.B.3
Tags
Pages
28
Answer Key
Included
Description
This purchase includes 56 mixed number and improper fraction task cards that are increasing in difficulty. This is an ideal purchase for a review, test-prep, math-center, or small-group remediation. These cards are highly visual and ask students to represent and add pictured fractions.
Task cards include:
- 8 improper fractions with visuals
- 4 mixed numbers with visuals
- 20 adding visuals (10 asking for an improper fraction, 10 asking for a mixed number)
- 8 conversion from improper to mixed number
- 8 conversion from mixed number to improper
- 8 addition of mixed and improper numbers
- PLUS ANSWER KEY
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).
CCSS4.NF.A.1
Explain why a fraction π’/π£ is equivalent to a fraction (π― Γ π’)/(π― Γ π£) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
CCSS4.NF.A.2
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
CCSS4.NF.B.3
Understand a fraction π’/π£ with π’ > 1 as a sum of fractions 1/π£.
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