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Whole Number and Improper Fraction Equivalence WORKSHEET
Suitable for Grades: 3rd Grade, 4th Grade
CCSS: 3.NF.A.2.A, 4.NF.B.4.B
CCSS Description: Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
Whole Number and Improper Fraction Equivalence WORKSHEET DESCRIPTION
This worksheet extends students' knowledge of a whole being made when a fraction has an equal numerator and denominator to include improper fraction and whole number equivalences.
In section A, learners have 4 different fractional number lines and they must identify the position of 1, 2 and 3 on each.
Next in section B, diagrams are used to enable students to make links between improper fractions and whole numbers; including the same whole numbers being equivalent to multiple improper fractions with different denominators.
Section C then requires learners to fill blanks in number sentences showing improper fraction and integer equivalence without the aid of diagrams.
