Students need to determine if fractions are the same as whole numbers by answering several questions and providing evidence and explaining their reasoning.
Learners follow steps to add fractions with different denominators. They also review fraction concepts, do a drag-and-drop exercise involving fraction terms, and add fractions with common denominators.
This problem simply asks students to add the tenths and hundredths together.
This undergraduate level course follows Algebra I. Topics include group representations, rings, ideals, fields, polynomial rings, modules, factorization, integers in quadratic number fields, field extensions, and Galois theory.
I use this help students make sense of equivalent fractions and deepen their understanding. It gives students an opportunity to work with fractions that are equivlanet to 1/4, but also identify fractions that are not equivalent to 1/4. This activity will reinforce the concept that when making equivalent fractions the numerator and denominator need to be multiplied by the same number. It's like multiplying by a whole or one, that's why the fractions are equivalent.
Remember your multiplication tables? ... me neither. Brush up on your multiplication, division, and factoring skills with this exciting game. No calculators allowed! The students will be given mutiplication and division problems which they must answer. They also have the option of being given a number then stating the factors of how that number was attained using either multiplication or division.
This word problem requires students to use fractions to solve it.
The purpose of this task is to provide students with a concrete situation they can model by dividing a whole number by a unit fraction.
Determine the value of two fractions you have chosen (which are represented as points on a number line). Then find a fraction whose value is between your two fractions and determine its value. This manipulative is the same as "Bounded Fraction Pointer" but there is no arrow to help the user determine the value of a fraction between the two endpoints. Bounded Fraction Finder is one of the Interactivate assessment explorers.
Determine the value of two fractions you have chosen (which are represented as points on a number line). Then find a fraction whose value is between your two fractions (using an arrow on the number line as a guide) and determine its value. Bounded Fraction Pointer is one of the Interactivate assessment explorers.
Build fractions from shapes and numbers to earn stars in this fractions game or explore in the Fractions Lab. Challenge yourself on any level you like.
Build fractions from shapes and numbers to earn stars in this fractions game or explore in the Fractions Lab. Challenge yourself on any level you like. Try to collect lots of stars!
Build fractions from shapes and numbers to earn stars in this fractions game or explore in the Fractions Lab. Challenge yourself on any level you like. Try to collect lots of stars!
This task requries students to think about division by fractons.
In this task using a number line, students must partition the interval between 0 and 1 into eighths.
The purpose of this task is for students to compare fractions using common numerators and common denominators and to recognize equivalent fractions.
In this interactive activity adapted from Anneberg Learner’s Teaching Math Grades 3–5, compare fractions on number lines to determine which class of students wins bubble-gum-blowing contests.
This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. Particularly important is that students understand that when you compare fractions, you implicitly always have the same whole.
The purpose of this task is to help develop students' understanding of addition of fractions; it is intended as an instructional task.
The focus of this task is on understanding that fractions, in an explicit context, are fractions of a specific whole. In this problem there are three different wholes: the medium pizza, the large pizza, and the two pizzas taken together.