Simon

Says Names:_______________________________________
Add/Subtract Fractions

Partner A is Simon Partner B is Simon
! ! ! !
1. + 2. +
! ! ! !









! ! !!
3. − 4. − 1
!" ! !












Simon Says Names:_______________________________________
Add/Subtract Fractions

Partner A is Simon Partner B is Simon
! ! ! !
1. + 2. +
! ! ! !









! ! !!
3.
!"
− ! 4.
!
− 1







 ! ! !
5. A recipe needs ! teaspoon black pepper and ! 6. Jimmy and Jane ordered a pizza. Jimmy ate !
!
red pepper. How much more black pepper does of the pizza. Jane ate ! of the pizza. How much of
the recipe need?
the pizza is left?








Discuss TOGETHER and WRITE:
You have a student who is struggling to understand why you multiply the two denominators before
! ! !!! !!! ! ! !"
adding. (Ex: ! + ! = !!! + !!! = !" + !" = !" )
How do you help the student understand WHY the denominators are multiplied?










! ! !
5. A recipe needs ! teaspoon black pepper and ! 6. Jimmy and Jane ordered a pizza. Jimmy ate !
!
red pepper. How much more black pepper does of the pizza. Jane ate ! of the pizza. How much of
the recipe need?
the pizza is left?








Discuss TOGETHER and WRITE:
You have a student who is struggling to understand why you multiply the two denominators before
! ! !!! !!! ! ! !"
adding. (Ex: ! + ! = !!! + !!! = !" + !" = !" )
How do you help the student understand WHY the denominators are multiplied?


 5 14 1 27
5
14

27

2 4 6 10

3 6 9 15
1 2 6 10
− − − −
4 8 24 40
1 2 3 4

4 8 12 16
 2 10 −1 3
− − −
2 10 3
4 1
!
12 20
!
3
9 15
!
3 1 6 21
!
2
4 14
1 2 4 6

7 14 28 42
 2 4 10 20
− − − −
5 10 25 50
8 4 4 16

2
1 4



 9/6/16

2 2
11 5

2 2
23 6

2 2
3 9
1
 9/6/16

How is this number made? How is this number made?

How much more would you How much more would you
need to make a whole? need to make a whole?

What benchmark is it closest What benchmark is it closest

to? 0, ½, 1? to? 0, ½, 1?

How is this number made? How is this number made?

How much more would you How much more would you
need to make a whole? need to make a whole?

What benchmark is it closest What benchmark is it closest

to? 0, ½, 1? to? 0, ½, 1?

How is this number made? How is this number made?

How much more would you How much more would you
need to make a whole? need to make a whole?

What benchmark is it closest What benchmark is it closest

to? 0, ½, 1? to? 0, ½, 1?

2
 9/6/16

3 3
12 5

3 3
13 10

3 3
7 4
3
 9/6/16

How is this number made? How is this number made?

How much more would you How much more would you
need to make a whole? need to make a whole?

What benchmark is it closest What benchmark is it closest

to? 0, ½, 1? to? 0, ½, 1?

How is this number made? How is this number made?

How much more would you How much more would you
need to make a whole? need to make a whole?

What benchmark is it closest What benchmark is it closest

to? 0, ½, 1? to? 0, ½, 1?

How is this number made? How is this number made?

How much more would you How much more would you
need to make a whole? need to make a whole?

What benchmark is it closest What benchmark is it closest

to? 0, ½, 1? to? 0, ½, 1?

4
 9/6/16

4 4
4 5

4 4
20 37

5 5
9 25
5
 9/6/16

How is this number made? How is this number made?

How much more would you How much more would you
need to make a whole? need to make a whole?

What benchmark is it closest What benchmark is it closest

to? 0, ½, 1? to? 0, ½, 1?

How is this number made? How is this number made?

How much more would you How much more would you
need to make a whole? need to make a whole?

What benchmark is it closest What benchmark is it closest

to? 0, ½, 1? to? 0, ½, 1?

How is this number made? How is this number made?

How much more would you How much more would you
need to make a whole? need to make a whole?

What benchmark is it closest What benchmark is it closest

to? 0, ½, 1? to? 0, ½, 1?

6
 9/6/16

5 5
11 5

6 6
12 7

6 1
30 3
7
 9/6/16

How is this number made? How is this number made?

How much more would you How much more would you
need to make a whole? need to make a whole?

What benchmark is it closest What benchmark is it closest

to? 0, ½, 1? to? 0, ½, 1?

How is this number made? How is this number made?

How much more would you How much more would you
need to make a whole? need to make a whole?

What benchmark is it closest What benchmark is it closest

to? 0, ½, 1? to? 0, ½, 1?

How is this number made? How is this number made?

How much more would you How much more would you
need to make a whole? need to make a whole?

What benchmark is it closest What benchmark is it closest

to? 0, ½, 1? to? 0, ½, 1?

8
 9/6/16

1 7
16 9

1 7
5 6

3 7
3 7
9
 9/6/16

How is this number made? How is this number made?

How much more would you How much more would you
need to make a whole? need to make a whole?

What benchmark is it closest What benchmark is it closest

to? 0, ½, 1? to? 0, ½, 1?

How is this number made? How is this number made?

How much more would you How much more would you
need to make a whole? need to make a whole?

What benchmark is it closest What benchmark is it closest

to? 0, ½, 1? to? 0, ½, 1?

How is this number made? How is this number made?

How much more would you How much more would you
need to make a whole? need to make a whole?

What benchmark is it closest What benchmark is it closest

to? 0, ½, 1? to? 0, ½, 1?

10
 9/6/16

1 1
2 4

2 3
4 4

1 2
5 5
1
 9/6/16

3 4
5 5

1 2
8 8

3 4
8 8
2
 9/6/16

5 6
8 8

7 1
8 10

2 3
10 10
3
 9/6/16

4 5
10 10

6 7
10 10

8 9
10 10
4
 9/6/16

11 5
2 2

23 12
5 5

3 11
2 5
1
 9/6/16

1 1
5 2
2
2

3 2
4 2
5 5

1 1
1 2
2 5
2
 9/6/16

13 5
3 4

7 13
3 4

9 11
3 4
3
 9/6/16

1 1
4 1
4
3

1 1
2 3
3 4

3 3
2
1 4
4
 9/6/16

13 23
6
6

7 23
6 10

13 47
10 10
5
 9/6/16

1 5
2 3
6 6

1 3
1 2
6 10

3 7
1 4
10 10
6
Simultaneous Round Table Simultaneous Round Table
Multiply Fractions Multiply Fractions

! !
1. A cake recipe calls for ! cup of flour. 1. A cake recipe calls for ! cup of flour.
Jake wants to cut the recipe in half. How Jake wants to cut the recipe in half.
much flour would he need? How much flour would he need?

A. Write an expression both symbolically and in A. Write an expression both symbolically and in
words. words.






Check Check


B. Draw the first fraction. Check
B. Draw the first fraction. Check


















C. Add to the above picture to show the
C. Add to the above picture to show the multiplication.
multiplication.
Check
Check

D. Write a sentence that answers the original
D. Write a sentence that answers the original problem.
problem.




Check
Check



2. Nesha is drawing a teeny-tiny picture 2. Nesha is drawing a teeny-tiny picture
!! ! !! !
that is !" inches long and ! inches wide. that is !" inches long and ! inches wide.
Find the area of the picture. Find the area of the picture.

A. Write an expression both symbolically and in A. Write an expression both symbolically and in
words. words.








Check Check



B. Draw the first fraction. Check B. Draw the first fraction. Check





















C. Add to the above picture to show the C. Add to the above picture to show the
multiplication. multiplication.

Check Check



D. Write a sentence that answers the original D. Write a sentence that answers the original
problem. problem.





Check Check



Blind Sequencing
(Kagan Cooperative Learning)
Blind Sequencing Directions
—  Teacher creates a set of cards that form a sequence.
—  The cards are dealt out (face down) to a group of 4-5
students. (There should be 2-3 cards per student.)
—  The students look at their individual cards and
verbally work together to put the cards in order. They
cannot look at one another’s cards.
—  Through discussions and teamwork, the team
lays the sequence face down on the table.
—  Once all of the cards are laid out face down,
the team flips them over to check their work.
 Sequencing Decimals

0.126 0.377 0.628

0.501 0.999
0.012
1.001
0.624
 Other Ideas
—  Sequencing Fractions
—  Could provide a variety of representations

—  Give students multiplication facts and students

sequence the products

—  Numbers in a pattern
—  Sequencing a variety of measurements
 9 9 9

24 24 24

17 17 17

40 40 40

211 211 211

250 250 250

138 138 138

300 300 300

8 8 8

30 30 30

22 22 22

30 30 30
0.375 0.375 0.375

0.425 0.425 0.425

0.844 0.844 0.844

0.46 0.46 0.46

0.26 0.26 0.26

0.73 0.73 0.73



Tens Ones Tenths Hundredths Thousandths






























8.327 3.2918

14.3198 1.1249

9.9931 71.23

0.02333 0.285

0.187 0.3947
8375.29 3.1274

192.3246 2.45

48.2835 23940.23

94.19 293.421

64.204 0.43948
0.4444 88.788

0.999 49.1937

9.128 40.2301

490.203 39.1038

2390.12 0.2902
.2918 12.1212

1984.234 3.4433

2.9489 78.978

0.00123 290.126

0.0003 9.9217
A. Find the area and the perimeter of the
regular heptagon if the apothem is 5 cm
and the side length is 4 cm.

B. Find the area of the regular octagon.

7.2 ft

5 ft



C. Find the perimeter of a rectangle whose
area is 36in2.











D. Make the parallelogram into a rectangle.
Then find the area.

E. Find the area of the triangle.












F. Create a triangle whose area is 70 in2.









G. Make the trapezoid into a rectangle. Then
find the area.











H. Make the trapezoid into a rectangle. Then
find the area.