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Mixed Numbers & Improper Fractions (A) WORKSHEET
Suitable for Grades: 4th Grade
CCSS: 4.NF.B.3, 4.NF.B.3.B
CCSS Description: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
Mixed Numbers & Improper Fractions (A) WORKSHEET DESCRIPTION
Here your learners will be guided through converting between mixed numbers and improper fractions.
In section A, students are tasked with converting mixed numbers to improper fractions. The section begins with an example and through the next 6 questions there are prompts to aid learners get to grips with the process and calculations involved in these conversions. This resource encourages students to consider the whole number as a fraction with the same denominator as the fractional part and then adding these to form the improper fraction.
Next up, students will complete this process in reverse by converting improper fractions to mixed numbers. Again, the section starts with an example and then guides learners through the first few questions using the same method as section A.
