This short video and interactive assessment activity is designed to teach fifth graders about comparing fractions with common denominators or common numerators.
This short video and interactive assessment activity is designed to teach fifth graders about ordering fractions with different denominators.
This short video and interactive assessment activity is designed to teach fifth graders about comparing decimals and fractions using inequalities.
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.
Demonstrates how to use a number line to compare fractions with different denominators. [2:54]
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Demonstrates how to use fraction bars (i.e., tape) to compare fractions. [2:34]
Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.
This short video and interactive assessment activity is designed to teach fifth graders about comparing fractions using lcm - word problems.
This short video and interactive assessment activity is designed to teach fifth graders about comparing fractions using a fraction bar illustration.
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.
Fractions with the same denominator are compared with and without visual models. [3:10]
Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.
Fractions with the same numerator are compared with and without visual models. [3:46]
Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.
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.
The purpose of this task is for students to compare a number and its product with other numbers that are greater than and less than one.
Lesson shows the concept of a mixed number with the help of visual models and number lines.
The purpose of this task is to have students think about the meaning of multiplying a number by a fraction, and to use this understanding of fraction multiplication to make sense of the commutative property of multiplication in the case of fractions.
This short video and interactive assessment activity is designed to teach fifth graders about the conversion of decimals to fractions.
This short video and interactive assessment activity is designed to teach fifth graders about the conversion of mixed numbers into decimals.
This lesson shows students how to convert between the colon and fraction format with ratios. It is 6 of 13 in the series titled "Converting Between Fraction and Colon Format." [2:14]