Name: ________________________________________ Date:________________
A Day in the Life of Me
Task 1: Fractions of a Day
Analyze the table of Jessica’s day and write a fraction to represent how much time she spends
doing each activity in a typical day.
A Day in Jessica’s Life
Activity
Total Time for this Activity
Sleeping
Fraction of Jessica’s Day
10 hours
Eating
1 hour
Time At School
6 hours
Watching TV
3 hours
Soccer Practice
2 hours
Piano Practice
1 hour
Driving Places and
Chores
1 hour
Total Hours:
Task 2: Creating a Bar of your 24 hours
Use a strip of graph paper and colored pencils to create a single bar to represent your 24 hours.
Make each box worth 1 hour and color each activity with a new color. Color the activity with
your chosen color in the table above so you can remember which activity is which color!
Task 3: Making a Circle Graph
Tape the strip together so that if forms a circle. Turn the circle inside out so that the colors are
on the inside. Lay the circle down on top of the concentric circles page your teacher gives you.
Try to make your circle “fit” onto one of the outlined circles as best as you can. Next, used
colored pencils and a ruler to connect the edges of each color to the center. Remove the strip and
color in each section of the circle graph.
IMP Activity: A Day in the Life of Me
1
ASF S1
Task 4: Analyzing Jessica’s life
1. Which activity does Jessica spend the least amount of time on?
____________________ What fraction of your day do you spend on this?
2. Which activity does Jessica spend the greatest amount of time on?
_________________ What fraction of your day do you spend on this?
3. About what fraction of your day does Jessica spend eating and sleeping?
_____________ How did you determine this? Explain. _____________________
__________________________________________________________________
4. Does Jessica spend more time at school or more time sleeping? Use the
fractions each category represents to write an inequality.
____________ > ______________
5. If we combine the time Jessica spends eating & at soccer practice, is that more,
less, or equal to the amount of time Jessica spends watching TV? Write an
equation using fractions:
6. Find a combination of at least 2 categories that take up about one-half of your
day. List the names and fractions of those activities here.
How did you decide which activities would take up about half of your day?
Explain____________________________________________________________
__________________________________________________________________
7. Find a combination of at least 2 categories that take up at least three-fourths of
your day. List the names and fractions of those activities here.
______________________________________
How did you decide which activities would take up about three-fourths of your
day? Explain_______________________________________________________
_________________________________________________________________
8. Write another inequality using a different combination of fractions from
Jessica’s schedule. Label each side of the inequality with the name(s) of the
activities.
____________ > _____________
IMP Activity: A Day in the Life of Me
2
ASF S2
Concentric Circles
IMP Activity: A Day in the Life of Me
4
ASF S3
Name: ___________________________________________
Date:_______________
Walk The Line
Opening Scenario:
Jackson was training for a big race. Below is a list of how many miles he ran each day to
prepare.
Monday
Tuesday
Wednesday
Thursday
Friday
1
1
3
1
1 mile
mile
mile
mile
1 mile
4
2
4
2
How far did he run during the week?
Walk the Line Outside: You and a partner will be using a number line drawn in chalk to model
problems like the one above. Instead of miles, you will be counting steps on the number line,
where the whole numbers represent whole steps and the line is marked to also represent half and
quarter steps. Draw a number line like the one shown below and then take turns acting out each
problem. When you are not on the line, you will be recording all that is asked. If there are two
or more ways to state the answer, write all possible names for the point where you end up.
1
2
0
1
1
1
2
2
2
1.
1 1
+ = _______ OR _______
2 2
6.
2.
1 1
+ = _________ or ________
4 4
7. 1−
3.
1 1
+ =
2 4
8.
4.
1 1
+ =
4 2
9. 3 −
5.
1 1 1
+ + =
4 4 4
10.
IMP Activity: Walk The Line
1
2
3
3
1
2
4
3 1
− =
4 4
1
=
2
5 3
− = ___________ OR ________
4 4
1 1
− =
2 4
7
3
−1 =
4
4
1
ASF S4
Walk the Line inside: You will now solve similar problems by using the number line below.
If there are two or more ways to state the answer, write all possible names for the point where
you end up.
1
2
0
1
1
1
2
2
2
1
2
3
1 1
11. 2 + =
2 4
16. 4 −
3
=
4
1
1
12. 1 + 1 =
2
2
17. 2 −
1 1 1
− − =
4 4 4
1 3
13. 1 + =
2 4
18.
3
1
2
4
1 1
− =
2 4
14.
1 1 1 1
+ + + =
2 2 4 4
1
1
19. 3 − 2 =
2
4
15.
5 5
+ =
4 4
1 3
20. 3 − =
2 4
Walk the Line Problem Solving
A pair of students in your class simplified some expressions by using their number line, but they
can’t recall what the original problem was. Use the number line and the clues to try to figure out
what the original problem was.
3
1. The team landed at and remembers taking three equal steps forward to get there from 0.
4
What was the problem?
____________________________________________________________
1
2. The team landed on 2 and remembers starting at 4 and moving just once. What was the
2
problem? ____________________________________________________________
3
3. The team landed on and remembers starting at zero and going forward twice, with different
4
sized steps. What was the problem?
____________________________________________________________
4. The team landed on 4 and moved at least 5 times. What was the problem? How many
answers can you find?__________________________________________________________
5. The team landed on 0 and recalls taking two equal steps backwards, each greater than 1.
What was the problem?
____________________________________________________________
IMP Activity: Walk The Line
2
ASF S5
Name: ________________________________________ Date:________________
Can I Add or Subtract These Things?
Directions: Add or subtract the “numbers”, if possible. If not, write “Need to
change to common term first”. Make sure to record the final answer as a number
and words.
1. a. 3 kangaroos + 2 panda bears = _____________________
b. 3 animals + 2 animals = __________________________
2. a. 6 dimes + 5 nickels = __________________________
b. 60 pennies + 25 pennies = ________________________
3. a. 6 inches + 3 feet = ______________________________
b. 6 inches + 36 inches = _____________________________________
1
3
3
5
4. a. 1 “third” ( ) + 3 “fifths” ( ) = _________________________
b. 3 “fifteenths” (
3
9
) + 9 fifteenths ( ) = ________________________
15
15
3
4
1
2
5. a. 3 “fourths” ( ) + 1 “half” ( ) = ______________________________
3
4
2
4
b. . 3 “fourths” ( ) + 2 “fourths” ( ) = ___________________________
IMP Activity: Can I Add or Subtract These Things?
1
ASF S6
6. a. 3 gallons - 1 quart = __________________________________
b. 12 quarts - 1 quart = __________________________________
1
2
7. a. 4 pounds- 5 ounces = _______________________________
b. 72 ounces - 5 ounces = _____________________________
5
6
1
3
8. a. 5 “sixths” ( ) - 1 “third” ( ) = ___________________________
5
6
2
6
b. 5 “sixths” ( ) - 2 “sixths” ( ) = ___________________________
9. Try your own: Write an addition sentence of 2 “things” that cannot be
combined as they are (similar to all of the letter a’s above) and then the same
addition sentence with the name of the item changed to a common term so that
they can be added (similar to the letter b’s above). Note: The two things you add
have to be of the same type to make part b work.
a.
b.
10. Conclusion: In order to be able to add or subtract two “things” or two
fractions they must have _____________________________________________
___________________________________________________________.
IMP Activity: Can I Add or Subtract These Things?
2
ASF S7
Name: ________________________________________ Date:________________
Add, Subtract or Change First?
Teacher Directions
Teacher Directions: Put up 1 sentence at a time. The students will have 30
seconds to read it and decide if they can add or subtract the numbers right away
OR if they need to change to a common term 1st. Once the 30 seconds are up, you
will ask them to vote: thumbs up if they can add or subtract as is, thumbs down if
they need to change for a common term 1st or sideways thumbs if they are not sure.
If the students are not correct, select a volunteer who is correct to explain.
1. 5 gorillas + 3 monkeys
2.
3
1
(3 “fifths”) - (1 “fifth”)
5
5
3. 5x + 3y
4. 3 meters - 2 centimeter
5.
1
2
(1 “fourth”) + (2 “thirds”)
4
3
6. 7 pounds + 2 ounces
7.
3
1
(3 “sevenths”) - (1 “half”)
7
2
8.
1
3
(1 “fourth”) + (3 “fourths”)
4
4
IMP Activity: Add, Subtract or Change First?
1
ASF S8
Name: ________________________________________ Date:________________
Shading Two Fractions with One Model
1. Draw a rectangle to shade
1
(but don’t shade it).
3
Challenge: How can you modify the rectangle you drew above so that you can
1
5
ALSO shade ? Draw your idea(s) below or on graph paper.
2. Draw a rectangle to shade
1
(but don’t shade it).
4
Challenge: How can you modify the rectangle you drew above so that you can
1
3
ALSO shade ? Draw your idea(s) below or on graph paper.
3. Draw a rectangle to shade
1
(but don’t shade it).
2
Challenge: How can you modify the rectangle you drew above so that you can
1
3
ALSO shade ? Draw your idea(s) below or on graph paper.
IMP Activity: Shading 2 Fractions on 1 Model
1
ASF S9
Noticing Patterns
Use the answers from numbers 1-3 challenge to complete the table, look for
patterns and make some conclusions.
Problem
number
Denominator
of 1st fraction
Denominator
of challenge
fraction
Picture of rectangle to
shade both
Dimensions
(length and
width) or
rectangle to
shade both.
1)
2)
3)
Conclusions: Write down any pattern you see between the denominators and the
dimensions of the rectangle. (What do they have in common?)
__________________________________________________________________
__________________________________________________________________
Practice: On your graph paper, draw 1 rectangle you could use to shade both
fractions listed for each problem.
IMP Activity: Shading 2 Fractions on 1 Model
2
ASF S10
4.
1 1
,
5 2
5.
1 1
,
4 6
6.
1 1
,
7 2
Practice II: Shade each box below to represent the fraction written next to it.
7.
1
3
9.
1
2
8.
2
3
10. 1
11.
1
4
13.
2
3
12.
3
4
IMP Activity: Shading 2 Fractions on 1 Model
14.
1
3
3
ASF S11
Name: ________________________________________ Date:________________
Adding Fractions with an Area Model I
Directions: For each problem, use shaded rectangles (area model) on your
GRAPH PAPER to represent and add the fractions. Don’t forget to record the
answer too!
1.
1 2
+ =
5 5
+
2.
1 4
+
6 6
3.
1 1
+
3 5
4.
1 1
+
3 4
5.
1 1
+
3 3
6.
1 2
+
2 7
=
IMP Activity: Adding Fractions with an Area Model I
1
ASF S12
Name: ________________________________________ Date:________________
Adding Fractions with an Area Model II
Directions: Complete all the sections for each problem, using shaded rectangles (area model).
You can draw on this page or on graph paper.
1. Words:
Equation
3 1
+ =
5 4
Picture of what I have
Number of
boxes I have:
Picture of what I am adding
Number of boxes
I need to add:
2. Words:
Picture of what I
have altogether
Number of boxes
altogether:
Equation
3 3
+ =
5 4
Picture of what I have
Number of
boxes I have:
Picture of what I am adding
Number of boxes
I need to add:
IMP Activity: Adding Fractions with an Area Model II
Picture of what I
have altogether
Number of boxes
altogether:
1
ASF S13
3. Words:
Equation
1 4
+ =
2 5
Picture of what I have
Number of
boxes I have:
Picture of what I am adding
Number of boxes
I need to add:
4. Words:
Picture of what I
have altogether
Number of boxes
altogether:
Equation
1 1
1 + =
2 3
Picture of what I have
Number of
boxes I have:
Picture of what I am adding
Number of boxes
I need to add:
IMP Activity: Adding Fractions with an Area Model II
Picture of what I
have altogether
Number of boxes
altogether:
2
ASF S14
5. Words:
Equation
2
3
1 +1 =
3
4
Picture of what I have
Number of
boxes I have:
Picture of what I am adding
Number of boxes
I need to add:
6. Words:
Picture of what I
have altogether
Number of boxes
altogether:
Equation
2 3
+ =
7 5
Picture of what I have
Number of
boxes I have:
Picture of what I am adding
Number of boxes
I need to add:
IMP Activity: Adding Fractions with an Area Model II
Picture of what I
have altogether
Number of boxes
altogether:
3
ASF S15
7. Words:
Equation
1+
Picture of what I have
Number of
boxes I have:
2
=
3
Picture of what I am adding
Number of boxes
I need to add:
8. Words:
Picture of what I
have altogether
Number of boxes
altogether:
Equation
5 1
+ =
8 3
Picture of what I have
Number of
boxes I have:
Picture of what I am adding
Number of boxes
I need to add:
IMP Activity: Adding Fractions with an Area Model II
Picture of what I
have altogether
Number of boxes
altogether:
4
ASF S16
9. Words:
Equation
3 1
+ =
4 6
Picture of what I have
Number of
boxes I have:
Picture of what I am adding
Number of boxes
I need to add:
10. Words:
Picture of what I
have altogether
Number of boxes
altogether:
Equation
1 3
+ =
5 5
Picture of what I have
Number of
boxes I have:
Picture of what I am adding
Number of boxes
I need to add:
IMP Activity: Adding Fractions with an Area Model II
Picture of what I
have altogether
Number of boxes
altogether:
5
ASF S17
Name: ________________________________________ Date:________________
Subtracting Fractions with an Area Model I
Directions: Complete all the sections for each problem, using shaded rectangles (area model).
You can draw on this page or on graph paper.
1. Words:
Equation
3 1
!
5 2
Picture of what I have
Number of
boxes I have:
Picture of what I need to take
Number of boxes
I need to take:
2. Words:
Picture of what is left
Number of
boxes left:
Equation
2 1
!
3 4
Picture of what I have
Number of
boxes I have:
Picture of what I need to take
Number of boxes
I need to take:
IMP Activity: Subtracting Fractions with an Area Model I
Picture of what is left
Number of
boxes left:
1
ASF S18
3. Words:
Equation
3 1
!
4 4
Picture of what I have
Number of
boxes I have:
Picture of what I need to take
Number of boxes
I need to take:
4. Words:
Picture of what is left
Number of
boxes left:
Equation
5 2
!
6 3
Picture of what I have
Number of
boxes I have:
Picture of what I need to take
Number of boxes
I need to take:
IMP Activity: Subtracting Fractions with an Area Model I
Picture of what is left
Number of
boxes left:
2
ASF S19
5. Words:
Equation
1 2
!
2 5
Picture of what I have
Number of
boxes I have:
Picture of what I need to take
Number of boxes
I need to take:
6. Words:
Picture of what is left
Number of
boxes left:
Equation
4 1
!
7 3
Picture of what I have
Number of
boxes I have:
Picture of what I need to take
Number of boxes
I need to take:
IMP Activity: Subtracting Fractions with an Area Model I
Picture of what is left
Number of
boxes left:
3
ASF S20
7. Words:
Equation
4 1
!
5 5
Picture of what I have
Number of
boxes I have:
Picture of what I need to take
Number of boxes
I need to take:
8. Words:
Picture of what is left
Number of
boxes left:
Equation
2 1
−
3 5
Picture of what I have
Number of
boxes I have:
Picture of what I need to take
Number of boxes
I need to take:
IMP Activity: Subtracting Fractions with an Area Model I
Picture of what is left
Number of
boxes left:
4
ASF S21
Name: ________________________________________ Date:________________
Subtracting Mixed Numbers with an Area Model
Directions: Complete all the sections for each problem, using shaded rectangles
(area model). You can draw on this page or on graph paper.
1. Words:
Equation
1 1
1 −
2 4
Picture of what I have
Number of
boxes I have:
Picture of what I need to take
Number of boxes
I need to take:
Number of
boxes left:
2. Words:
Equation
3−1
Picture of what I have
Number of
boxes I have:
Picture of what is left
1
4
Picture of what I need to take
Number of boxes
I need to take:
IMP Activity: Subtract Mixed Numbers Area Model
Picture of what is left
Number of
boxes left:
1
ASF S22
3. Words:
Equation
1
1
2 −1
4
2
Picture of what I have
Number of
boxes I have:
Picture of what I need to take
Number of boxes
I need to take:
4. Words:
Picture of what is left
Number of
boxes left:
Equation
1 4
1 −
3 5
Picture of what I have
Number of
boxes I have:
Picture of what I need to take
Number of boxes
I need to take:
IMP Activity: Subtract Mixed Numbers Area Model
Picture of what is left
Number of
boxes left:
2
ASF S23
Name: ________________________________________ Date:________________
Discovering and Recording the Math
Behind the Area Model
Part 1 Directions: For the problem your group is assigned, draw an area model to solve.
Record the pictures and math on the poster paper and then complete the information from your
problem on the class chart.
1.
1 1
+
3 2
2.
1 1
+
3 4
3.
2 1
+
5 3
4.
1 1
!
2 4
5.
5 1
!
7 3
6.
1 2
+
2 5
7.
5 1
!
6 3
8.
1 1
+
2 7
9.
5 1
!
8 4
10.
3 1
+
10 2
IMP Activity: Discovering and Recording Math Behind Area Model
1
ASF S24
Part 2 Directions: As your teacher rotates to examine each poster, record the “math behind the
area model” to the right of each problem, as your teacher does. # 1 is set up for you. At the end,
you will be looking for patterns and making conclusions.
Problems
1 1
1. +
3 2
2.
1 1
+
3 4
3.
2 1
+
5 3
4.
1 1
!
2 4
5.
5 1
!
7 3
6.
1 2
+
2 5
7.
5 1
!
6 3
Math Behind the Area Model
1
=
3
1
+ =
2
IMP Activity: Discovering and Recording Math Behind Area Model
2
ASF S25
8.
1 1
+
2 7
9.
5 1
!
8 4
10.
3 1
+
10 2
Conclusions:
1) How do you “get” (mathematically, without drawing rectangles) the common
denominator used in each problem?
To get the common denominator I would ________________________________
_________________________________________________________________.
2) Once you have a common denominator and equivalent fractions, how do you
“get” (mathematically, without drawing rectangles) the numerator for the answer?
BONUS!!
3) How do you make equivalent fractions (how do you know what the
numerator will be once you know the common denominator)?
After I have the common denominator, to make equivalent fractions I ________
__________________________________________________________________.
IMP Activity: Discovering and Recording Math Behind Area Model
3
ASF S26
Part 3 Directions: Solve the problems below by finding the common denominator, making
equivalent fractions and then adding or subtracting the numerators. Use your graph paper and
the area model if it helps with any of the steps, but make sure to record the math on the right
side.
Problems
Math Behind the Area Model
1.
3 1
+
4 5
3
=
4
1
+ =
5
2.
2 1
+
3 5
2
=
3
1
+ =
5
IMP Activity: Discovering and Recording Math Behind Area Model
4
ASF S27
Name: ________________________________________ Date:________________
Sorting Key Words
Directions: As a group, decide which words tell you to add and which words tell
you to subtract and lay those words into the sections below.
Addition
Subtraction
IMP Activity: Sorting Key Words
1
ASF S28
Sorting Key Words
total
decrease
ate
spent
earned
in all
cut
gave/gives
received
and
leftover
took
altogether
finds
used
lost
sum
increase
entire
fall
IMP Activity: Sorting Key Words
2
ASF S29
Name: ________________________________________ Date:________________
Benchmark Fractions & Estimation
Opening Scenario:
You are going to bake cookies for the school bake sale and you are not sure if you and your
friends have enough sugar. You need 2 cups of sugar. Listed in the box to the right are the
amounts of sugar each friend has. You do not have a calculator with you and you do not want
to add all the numbers.
Amount of Sugar Brought:
1
3
1
Do you have enough sugar to make the cookies?
cup , cup , cup
10
2
8
_______________________________________
How do you know? Explain your thinking. __________________________________________
_____________________________________________________________________________
What if someone found an extra 2/3 cup? Then do you have enough? Why or why not?
_____________________________________________________________________________
Estimating/Benchmark Fractions
The methods the class used to determine if you had enough sugar involved estimating using
benchmark fractions.
Define estimating in your own words: ________________________________________
Define benchmark fractions in your own words: _______________________________
Scenario 2:
You are trying to get enough rope to make a zip line from a tree to the school playground. You
decide you need at least 10 feet of rope to make the zip line. Each friend has brought the
following lengths of rope.
5
2
Friend 1- foot
Friend 4- 3 feet
Will you be able to build the zip line?
8
7
9
5
____________________________
Friend 2Friend 5- 4 feet
foot
5
9
7
3
How do you know?
Friend 3Friend 6- 1 foot
foot
___________________________
5
10
1
foot of rope for another project. Do you have enough to share? ___
4
Which benchmark fraction did you use?
For each Friend from scenario 2, write down the benchmark fractions you used for your
estimates.
5
2
5
Friend 1- foot _____
Friend 4- 3 feet _____
Friend 5- 4 feet _____
8
7
9
9
7
3
Friend 2Friend 3Friend 6- 1 foot _____
foot _____
foot _____
5
5
10
Someone wants to borrow
IMP Activity: Benchmark Fractions and Estimation
1
ASF S30
Using a Number Line to Find Benchmark Fractions and Estimate
A Number Line Marked with some basic Benchmark Fractions can be helpful when
estimating with fraction operations.
For each value from above, do the following:
◊ Use the number line to decide which benchmark fraction each fraction is closet to and
record that estimate on the lines below.
◊ Plot that distance on the longer number line marked up to 10 feet.
◊ Continue adding each estimate on the number line to see if you have enough rope.
5
• Friend 1- foot _____
8
9
• Friend 2foot _____
5
7
• Friend 3foot _____
5
2
• Friend 4- 3 feet _____
7
5
• Friend 5- 4 feet _____
9
3
• Friend 6- 1 foot _____
10
Benchmark Fraction Number Line
1
4
0
1
2
3
4
1
Total Feet of Rope
0
1
2
3
4
5
IMP Activity: Benchmark Fractions and Estimation
6
7
8
9
10
2
ASF S31
Final Scenario: For a game show, a famous actor is learning to survive in the wild and must
repel down a mountain side. The actor is scared and so continues to stop. Below is the table of
what fraction of the total distance he traveled in certain amounts of time. Did he make it to the
ground? To estimate your answer, record which benchmark fractions you used for each distance
and then explain your thinking.
Time
10 minutes
15 minutes
5 minutes
20 minutes
5 minutes
Fraction of the total
distance
1
8
2
5
1
10
3
12
1
8
Benchmark Fraction
Used
1. Did he make it to the ground?
2. To estimate your answer, record which benchmark fractions you used for each distance and
then explain your thinking.
_________________________________________________________________________
_________________________________________________________________________
Summary:
WHY or When would we want to use benchmark fractions to estimate problems with
fractions?
____________________________________________________________________
____________________________________________________________________
What is a benchmark fraction?
____________________________________________________________________
____________________________________________________________________
IMP Activity: Benchmark Fractions and Estimation
3
ASF S32
Name: ___________________________________________
Date:_______________
Decoding Word Problems
Directions: For each problem:
a) Highlight any key words that would tell you to add or subtract
b) Write the expression (math problem) represented by the problem.
c) ESTIMATE the solution using benchmark fractions (and possibly a number line!)
1. Cindy has 1/2 cup of walnuts and 1/2 cup of dried cherries. How many cups of food does she
have?
2. Miguel has 31/2 kilograms of jelly beans and 2/3 kilogram of chocolates. How many kilograms
of candy does he have?
3. Paul has two and two-thirds pounds of peanuts and a quarter of a pound of cashews. How
many more pounds of peanuts than cashews does he have?
4. Tiffany practices five-eighths of an hour of violin on Thursday and three and three-fourths
hours of violin on Friday. How many total hours of violin did she practice?
5. A group of people were standing in line. 3/8 of the people were boys and 1/4 of the people were
girls. How much of the group was made up of boys and girls?
6. Bill ran around 2/3 of the track. Josh ran around 5/6 of the track. How much farther did Josh run
than Bill?
IMP Activity: Decoding Word Problems I
1
ASF S33
Name: ___________________________________________
Date:_______________
Decoding Word Problems II
Directions: For each problem:
a) Highlight any key words that would tell you to add or subtract
b) Write the expression (math problem) represented by the problem.
c) ESTIMATE the solution using benchmark fractions (and possibly a number line!)
1. Mark ran 2 1/3 km and Shaun ran 3 1/5 km. Find the difference in the distance that they ran.
2. Brandon and his son went fishing. Brandon caught 3 3/4 kg of fish while his son caught 2 1/5 kg
of fish. What is the total weight of the fish that they caught?
3. Natalie played for a 1/2 hour in the yard before eating dinner with her family. After dinner she
played for 21/2 more hours. How many total hours did she play?
4. Samantha heated her lunch for 11/4 minutes in the microwave oven. Finding the food still cold,
she heated it for 13/4 more minutes. How many total minutes did she heat her lunch?
1
1
hours. Lin took 3 hours to do the same work.
3
4
How much longer did it take Lin to do his homework than Juanita.
5. Juanita completed her homework in 2
6. Greg and Peter bought a large pizza to share. Greg ate 5/8 of the pizza.
What fraction of the pizza was left for Peter?
IMP Activity: Decoding Word Problems II
1
ASF S34
Name: ________________________________________ Date:________________
How Accurate Are you?
Task 1: Hitting the Target (AKA Pin the Tail)
o Tape a circle target to the wall about the height of the group’s shoulders. This will be
your target.
o Measure 1 meter from the wall where the target is straight back away from the wall and
put a piece of tape on the ground. This is your starting point.
o Each team member will need 4 circle stickers. Each team member should write their
initials onto their stickers.
o From the starting line, each team member will take turns trying to place their sticker ON
the target. However, before trying to place the sticker, each team member must close
his/her eyes (or wear a blindfold) and spin in 3 complete circles before attempting to
walk towards the wall and placing the sticker as close to the target as possible.
o Each student will have 4 separate chances to get their stickers onto the target (they can
look in between to see where the previous trial ended up).
o Once all stickers have been placed, use a meter stick or ruler to measure, in meters
(including fractions of a meter), HOW FAR from the edge of the circle each person’s
stickers were. Record this in the table below.
Data Table
Distance From Target in Fractions of Meters
Name
Trial 1
Trial 2
Trial 3
Trial 4
Analysis: To be able to compare which group was the most accurate, it will be easier to
compare the numbers visually. To be able to do this, draw a line plot to represent every distance
the team was away from zero. You will need to determine how to label the number line below so
that you can show all of the distances.
Line Plot of Data
IMP Activity: How Accurate Are you?
1
ASF S35
Task 2: Modified Bowling
o Choose an object about the size of a cup to be your target and place this on the ground.
o Measure 4 meters back from the target and tape a starting line to the ground at this
distance.
o Each student will have 4 chances to roll the ball so that it STOPS as close to the target as
possible.
o At the end of each “bowl”, another team member will place a circle sticker, labeled with
their initials, to mark where the ball stopped.
o Once all team members have had a chance to complete their 4 bowls, measure how far
each bowl was from the target using feet (and fractions of feet). Record this in the table
below.
Data Table
Distance From Target in Fractions of Feet
Name
Trial 1
Trial 2
Trial 3
Trial 4
Analysis: To be able to compare which group was the most accurate, it will be easier to
compare the numbers visually. To be able to do this, draw a line plot to represent every distance
the team was away from zero. You will need to determine how to label the number line below so
that you can show all of the distances.
Line Plot of Data
IMP Activity: How Accurate Are you?
2
ASF S36
Task 3: Cutting Paper
o This task will be done in partners within the team of two.
o One person will be the cutter and the other will measure.
o The cutter will begin with a sheet of paper and attempt to cut a strip of paper that is
exactly 10 cm long (without the use of a ruler or measuring device!)
o The cutter will hand the cut strip to their partner who will then use a ruler to measure the
length cut. This information can be shared with the cutter before the cutter begins trial
#3. Each cutter will have 4 total trials (beginning with the same piece of paper each time)
and then partners will trade roles.
o Once all team members have had a chance to complete their 4 trials, measure and record
how far each cut was from 10 cm using cm (and fractions of cm). Record this in the table
below.
Data Table
Distance From 10 cm in fractions of cm
Name
Trial 1
Trial 2
Trial 3
Trial 4
Analysis: To be able to compare which group was the most accurate, it will be easier to
compare the numbers visually. To be able to do this, draw a line plot to represent every distance
the team was away from zero. You will need to determine how to label the number line below so
that you can show all of the distances.
Line Plot of Data
IMP Activity: How Accurate Are you?
3
ASF S37
Circle Target
IMP Activity: How Accurate Are you?
5
ASF S38
Basketball Problems & Directions
1.
2 4
+
3 7
2.
5 1
−
6 3
1
3
3. If Mike can paint a house in 2 hours and it takes Marissa 4
1
hours to do the
4
same job, how much longer does it take Marissa to paint than Mike?
4. Sasha’s candy bar broke into three pieces. She ate one piece and has a piece
left that is
1
3
of the candy bar and another piece left that is of the candy bar.
4
5
How much of the candy bar is left?
1
5
5. 2 + 4
1
3
6. 5 −
2
3
6
7
7. Joshua swam 5
1
1
laps in the pool. His coach needs him to swim 7 total laps.
4
2
How many more laps does Joshua need to swim?
3
4
8. Jack and his son went fishing. Jack caught 2 kg of fish while his son caught
1
3 kg of fish. What is the total weight of the fish that they caught?
3
Addition & Subtraction of Fractions Basketball Practice Problems and Teacher Directions
1 ASF S39
Name: ________________________________________ Date:________________
Shading Fractions
Part 1: Name the fraction.
1.
2.
3.
4.
5.
6.
7.
8.
IMP Activity: Shading Fractions
1
ASF S40
9.
10.
Part 2: Draw a sketch of each fraction using a rectangle as above.
11. 5/7
12. 1 1/3
13. 7/15
14. 5/6
Part 3: Challenge
15. Try to draw a picture to represent the fraction 3/4 at least 2
DIFFERENT ways each time still using a RECTANGLE.
1st Way:
IMP Activity: Shading Fractions
2nd Way:
2
ASF S41
Name: ________________________________________ Date:________________
Growing Fractions
1) Use graph paper to represent a fraction by drawing a rectangle with height equal to
denominator. Shade the rectangle to represent the numerator.
1
2
2) Add another column to the rectangle. How many total boxes are there now? How many
squares are shaded? Write the equivalent fraction.
1
2
=
2
4
3) Continue to add columns to the rectangle. Each time you add, label the picture with all the
different and correct fraction names. Add 1 column at a time, using the same shading for each
new column as in the original, until you have 6 columns.
1
2
3
4
5
6
=
=
=
=
=
2
4
6
8
10
12
4) Repeat the procedure until you have six columns for each number:
picture for each number is drawn below.
1
3
2
3
IMP Activity: Growing Fractions
1
4
1 2 1 2
, , , . Note: The first
3 3 4 5
2
5
1
ASF S42
Name: ________________________________________ Date:________________
Practice Adding and Subtracing Fractions
Directions: Solve the problems below by finding the common denominator, making
equivalent fractions and then adding or subtracting the numerators. Use your graph paper and
the area model if it helps.
Problems
1.
3 1
!
5 3
2.
2 2
+
7 3
5
6
1
3
1
5
3
4
3. 2 +
4. 4 !
1
3
1
4
5. Maria ran 2 miles. Lupe ran 3 miles. How much farther did Lupe run than
Maria?
IMP Activity: Practice Adding and Subtracting Fractions
1
ASF S43
6. Marcus can finish his homework in
5
3
of an hour. It takes Xavier of an hour
6
4
to complete his homework. How much longer does is take Marcus to finish his
homework than Xavier?
7. Jennifer is shopping for ingredients to make three types of cookies. The first
1
2
recipe calls for 1 cups of flour. The second recipe calls for
3
4
3
of a cup of flour
4
and the final recipe calls for 1 cups of flour. How much flour does Jennifer need
altogether?
8. Fernando finds a piece of rope that is
rope that is
3
of a foot long. Ricky finds a piece of
7
1
of a foot long. How much total rope do the boys have?
2
IMP Activity: Practice Adding and Subtracting Fractions
2
ASF S44