This is an awesome daily review activity that incorporates many of the 3rd , 4th, and 5th grade math standards! These Fraction of the Day printables can be used as morning work, homework, centers, or as a daily skills practice.

There are THREE different versions in this product for easier differentiation! One example answer key is included for each version.

Check out these other third grade and fourth grade morning work and review ideas!

• 3rd Grade Weekly Word Problems
• 4th Grade Weekly Word Problems
• Third Grade Language Morning Work
• Fourth Grade Language Morning Work

Version 1

Write in word form. Students should write the Fraction of the Day in written form. How many more parts do you need to make a whole? Students should determine how many more parts to their fraction need to be added to the fraction in order to have one whole.

• How many parts of the whole are counted? Students identify the numerator of the fraction.
• How many parts are there in a whole? Students identify the denominator of the fraction.
• Represent with an area model. Students may draw any shape and partition and shade in the correct number of pieces.
• Represent the fraction on a number line. Students should correctly label the number line and identify the Fraction of the Day on the number line.
• Write two fractions with similar numerators that are greater than the Fraction of the Day. Students may write any two fractions that are greater, answers will vary.
• Write two fractions with similar denominators that are greater than the Fraction of the Day. Students may write any two fractions that are greater, answers will vary.
• Write two fractions with similar numerators that are less than the Fraction of the Day. Students may write any two fractions that are less than the Fraction of the Day, answers will vary.
• Write two fractions with similar denominators that are less than the Fraction of the Day. Students may write any two fractions that are less. In some noted situations, there will only be one possible answer.
• Decompose the fraction into unit fractions. Students will add 1/a until they reach the sum of the Fraction of the Day.
• Write two equivalent fractions. Students may use any strategy to generate two equivalent fractions to the Fraction of the Day.
• Partition two different shapes into the correct number of pieces to represent the number of parts of the Fraction of the Day. Students should try to draw a variety of shapes and partition them into equal parts.

Version 2

Use repeated addition to show how to multiply the Fraction of the Day by a given whole number.

• What are the next three multiples of the Fraction of the Day? Students should list three multiples.
• Subtract the Fraction of the Day from a given fraction. It is up you whether or not you have students reduce the fractions.
• Add the Fraction of the Day to a given fraction.
• Students identify the missing number in a multiplication equation where a whole number, multiplied by the missing fraction, equals a given fraction.
• Write one fraction with a different numerator that is greater than the Fraction of the Day.
• Write one fraction with a different denominator that is greater than the Fraction of the Day.
• Write one fraction with a different numerator that is less than the Fraction of the Day.
• Write one fraction with a different denominator that is less than the Fraction of the Day
• Decompose the fraction into unit fractions.-Students will add 1/a until they reach the sum of the Fraction of the Day.
• Decompose the fraction two different ways.-Students should use a variety of addition number sentences to decompose the fraction. In cases where the only way to decompose the fraction is by unit fraction, the question is changed to represent the fraction on a number line.
• Write two equivalent fractions.-Students may use any strategy to generate two equivalent fractions to the Fraction of the Day.

Version 3

Convert the Fraction of the Day to a mixed number.

• Model the Fraction of the Day. Students’ models should correctly reflect the mixed number.
• Subtract the Fraction of the Day from a given fraction with an unlike denominator. If is up to you rather or not you have students reduce the answer to simplest form.
• Add the Fraction of the Day to a given fraction with an unlike denominator.
• Solve a fraction multiplied by a fraction problem.
• Write one fraction with a different numerator that is greater than the Fraction of the Day.
• Write one fraction with a different denominator that is greater than the Fraction of the Day.
• Write one fraction with a different numerator that is less than the Fraction of the Day.
• Write one fraction with a different denominator that is less than the Fraction of the Day
• Show the Fraction of the Day on a number line. Whole numbers should be marked.
• Divide the unit fraction of the Fraction of the Day by a given whole number.
• Divide a given whole number by the unit fraction of the Fraction of the Day.
• Write two equivalent fractions.-Students may use any strategy to generate two equivalent fractions to the Fraction of the Day.

Standards Reviewed

• 3.NF.1
• 3.NF.2a
• 3.NF.2b
• 3.NF.3a
• 3.NF.3b
• 3.NF.3d
• 4.NF.1
• 4.NF.2
• 4.NF.3a
• 4.NF.3b
• 4.NF.3c
• 4.NF.4a
• 4.NF.4b
• 4.NF.5
• 5.NF.1
• 5.NF.3
• 5.NF.4a
• 5.NF.5b
• 5.NF.6
• 5.NF.7a
• 5.NF.7b

Total Pages: 86
File Size: 56 MB

PREVIEW

The post Fraction of the Day for 3rd, 4th, and 5th Grades | Includes 3 Versions appeared first on Ashleigh's Education Journey.

This is an awesome daily review activity that incorporates many of the 3rd and 4th grade Common Core Standards, as well as many other state standards! These Number of the Day printables can be used as morning work, homework, centers, or as a daily skills practice.

There are SIX different versions in this product for easier differentiation! Students work with a 3-digit numbers, 4-digit numbers, and 6-digit numbers to practice a variety of skills:

Check out these other third grade and fourth grade morning work ideas!

• 3rd Grade Weekly Word Problems
• 4th Grade Weekly Word Problems
• Third Grade Language Morning Work
• Fourth Grade Language Morning Work

Version 1
• Written form-students should write the number of the day in written form.
• Expanded form-students should write the number of the day in expanded form.
• Rounding to the nearest 10-have students use the number of the day to round to the nearest 10.
• Rounding to the nearest 100-have students use the number of the day to round to the nearest 100.
• Place Value Table-students can complete the place value table.
• Addition & Subtraction Unknown Numbers-Students should write an addition and a subtraction number sentence that equals the number of the day.
• 10 More/Less-encourage students to use mental math to find 10 more and 10 less than the number of the day.
• 100 More/Less-encourage students to use mental math to find 100 more and 100 less than the number of the day.
• Comparing 2-digit Numbers-have students compare the first 2-digits of the number of the day with the last 2-digits of the number of the day with symbols.
• Addition & Subtraction Fact Families-add the last 2-digits of the number of the day to create addition/subtraction fact families.
• Modeling Fractions-students should write and model a fraction using the first two digits of the number of the day.
• Time-students should draw the hands of the clock.
• Commutative Property-write two number sentences to show the commutative property of addition using the last 2-digits of the number of the day.
• Associative Property-write two number sentences to show the associative property of addition using the last 3-digits of the number of the day.

Version 2
-Written form-students should write the number of the day in written form.
• Expanded form-students should write the number of the day in expanded form.
• Rounding to the nearest 10-have students use the number of the day to round to the nearest 10.
• Rounding to the nearest 100-have students use the number of the day to round to the nearest 100.
• Place Value Table-students can complete the place value table.
• Addition & Subtraction Unknown Numbers-Students should write an addition and a subtraction number sentence that equals the number of the day.
• 10 More/Less-encourage students to use mental math to find 10 more and 10 less than the Number of the Day.
• 100 More/Less-encourage students to use mental math to find 100 more and 100 less than the Number of the Day.
• Build an Array-draw an array that shows the multiplication of the last 2-digits of the  Number of the Day.
• Repeated Addition-show a repeated addition number sentence to model the multiplication of the last 2-digits of the Number of the Day.
• Addition & Subtraction Fact Families-add the last 2-digits of the Number of the Day to show an addition and subtraction fact family.
• Multiplication & Division Fact Families-multiply the last 2-digits of the Number of the Day to show a multiplication and division fact family.
• Modeling Fractions-write and model a fraction using the first 2-digits of the number of the day.
• Telling time-show what time it is using the first 3-digits of the number of the day.
• Elapsed time-tell what time it will be in 15 minutes by using the clock.
• Commutative Property-write a number sentence to show the commutative property by multiplying the last 2-digits in the number of the day.
• Associative Property-write a number sentence to show the associative property by multiplying the last 3-digits in the number of the day.
• Distributive Property-write a number sentence to show the distributive property by multiplying the first 3-digits by the last digit of the number of the day.

Version 3
-Large print with extra white space version on Version 1 and Version 2.

Version 4
-Three digit option of Version 1

Version 5
-Written form-students should write the number of the day in written form.
• Expanded form-students should write the number of the day in expanded form.
• Expanded notation-students should write the number of the day in expanded notation.
• Rounding to the nearest 10-have students use the number of the day to round to the nearest 10.
• Rounding to the nearest 100-have students use the number of the day to round to the nearest 100.
• Multiples through 100-Students use the last digit in the number of the day to find all of the multiples of that number to 100.
• Factors-students use the last two digits in the number of the day to find all of the factors of that number. They circle the prime numbers and highlight the composite numbers.
• Place Value Table-students can complete the place value table.
• Multiples of Ten-students will multiply the last three digits of the number of the day by 10, 100, and 1,000.
• Addition & Subtraction-students add the last three digits and the first three digits together. Then, they subtract the last three digits and first three digits.
• Multiplication-Students will multiply the last four digits by the first digit in the number of the day.

Version 6
-Written form-students should write the number of the day in written form.
• Expanded form-students should write the number of the day in expanded form.
• Expanded notation-students should write the number of the day in expanded notation.
• Rounding to the nearest 10-have students use the number of the day to round to the nearest 10.
• Rounding to the nearest 100-have students use the number of the day to round to the nearest 100.
• Multiples through 100-Students use the last digit in the number of the day to find all of the multiples of that number to 100.
• Factors-students use the last two digits in the number of the day to find all of the factors of that number. They circle the prime numbers and highlight the composite numbers.
• Divisibility Table-Students circle all the numbers that the Number of the Day is divisible by.
• Multiples of Ten-students will multiply the last three digits of the number of the day by 10, 100, and 1,000.
• Addition & Subtraction-students add the last three digits and the first three digits together. Then, they subtract the last three digits and first three digits. Students should know to subtract the smaller number from the larger number.
• Multiplication-Students will multiply the last four digits by the first digit in the number of the day. Students should represent their multiplication with an area model and partial product. Students will then multiply the first two digits by the last two digits of the Number of the Day.

Standards Reviewed
3.OA.
3.OA.2
3.OA.4
3.OA.5
3.OA.6
3.NBT.1
3.NBT.2
3.NF.1
3.MD.1
4.OA.1
4.OA.4
4.NBT.1
4.NBT.2
4.NBT.3
4.NBT.4
4.NBT.5

Total Pages: 277
File Size: 23 MB

PREVIEW

The post Number of the Day for 3rd, 4th, & 5th Grades | Print and Digital appeared first on Ashleigh's Education Journey.