Description
Students utilize the Identity Property (divide by the same numerator and denominator which equals one) to simplify fractions. The activity was designed as a group carousel activity where task cards are placed at eight different groups/stations. Students travel around simplifying fractions and match them to the riddle: Why did the student eat his homework? Answer: The teacher said "it was a piece of cake."
This download contains the student activity worksheet and task cards.
This download contains the student activity worksheet and task cards.
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Highlights
Grades
4th - 6th
Subjects
Standards
CCSS4.NF.A.1
CCSS4.NF.A.2
CCSS5.NF.A.1
Tags
Pages
1
Answer Key
Included
Teaching Duration
50 minutes
Description
Students utilize the Identity Property (divide by the same numerator and denominator which equals one) to simplify fractions. The activity was designed as a group carousel activity where task cards are placed at eight different groups/stations. Students travel around simplifying fractions and match them to the riddle: Why did the student eat his homework? Answer: The teacher said "it was a piece of cake."
This download contains the student activity worksheet and task cards.
This download contains the student activity worksheet and task cards.
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.
Reviews
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This is a great resource. Thank you!
great
Well done
A great change of pace!
Great resource.
I loved using this as a cooperative activity! Thanks!
Simple, but a great activity for review or to leave with a sub.
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.
CCSS5.NF.A.1
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, π’/π£ + π€/π₯ = (π’π₯ + π£π€)/π£π₯.)
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