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Standards

CCSS6.NS.B.2

CCSS5.NF.B.3

CCSS4.NF.B.4b

CCSS4.NF.B.4a

CCSS4.NF.B.4

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- StandardsNEW

Students will solve 26 order of operations problems involving addition, subtraction, multiplication and division and then use the corresponding letters to reveal a little Valentine's Day message. Bonus coloring opportunity! Perfect for a Valentine's party or the weeks leading up to it.

Great practice of Order of Operations as well as multiplication and division. Check out our other worksheets for more remedial activities!

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CCSS6.NS.B.2

Fluently divide multi-digit numbers using the standard algorithm.

CCSS5.NF.B.3

Interpret a fraction as division of the numerator by the denominator (π’/π£ = π’ Γ· π£). 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?

CCSS4.NF.B.4b

Understand a multiple of π’/π£ as a multiple of 1/π£, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 Γ (2/5) as 6 Γ (1/5), recognizing this product as 6/5. (In general, π― Γ (π’/π£) = (π― Γ π’)/π£.)

CCSS4.NF.B.4a

Understand a fraction π’/π£ as a multiple of 1/π£. For example, use a visual fraction model to represent 5/4 as the product 5 Γ (1/4), recording the conclusion by the equation 5/4 = 5 Γ (1/4).

CCSS4.NF.B.4

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

Total Pages

4 pages

Answer Key

Included

Teaching Duration

30 minutes

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