5.1- 5.21 Exit Tickets (4th Grade)

1

Lesson 1

Draw a number bond and write the number sentence to match the tape diagram.

1

Lesson 1

Draw and label tape diagrams to model each number sentence.

1

Lesson 2

Step 1: Draw and shade a tape diagram of the given fraction.

Step 2: Record the decomposition of the fraction in three different ways using number sentences

1

Lesson 3

Decompose each fraction modeled by a tape diagram as a sum of unit fractions.
Write the equivalent multiplication sentence.

1

Lesson 3

Draw a tape diagram and record the given fraction’s decomposition into unit fractions as a multiplication sentence.

1

Lesson 4

The total length of the tape diagram represents 1. Decompose the shaded unit fraction as the sum of smaller unit fractions in at least two different ways.

1

Lesson 4

Draw a tape diagram to prove the following statement.

1

Lesson 5

Draw horizontal lines to decompose each rectangle into the number of rows as indicated. Use the model to give the shaded area as both a sum of unit fractions and as a multiplication sentence.

10

Lesson 5

Draw an area model to show the decomposition represented by the number sentence below. Represent the decomposition as a sum of unit fractions and as a multiplication sentence.

1

Lesson 6

The rectangle below represents 1. Draw horizontal lines to decompose the rectangle into eighths. Use the model to give the shaded area as a sum and as a product of unit fractions. Use parentheses to show the relationship between the number sentences.

1

Lesson 7

Draw two different area models to represent 1 fourth by shading. Decompose the shaded fraction into (a) eighths and (b) twelfths. Use multiplication to show how each fraction is equivalent to 1 fourth.

1

Lesson 8

Use multiplication to create an equivalent fraction for the fraction below.

1

Lesson 8

Determine if the following is a true number sentence. If needed, correct the statement by changing the right-hand side of the number sentence.

1

Lesson 9

In the first area model, show 2 sixths. In the second area model, show 4 twelfths. Show how both fractions can be composed, or renamed, as the same unit fraction. Express the equivalent fractions in a number sentence using division.

1

Lesson 10

Draw an area model to show why the fractions are equivalent. Show the equivalence in a number sentence using division.

1

Lesson 11

Partition a number line from 0 to 1 into sixths.

Write a number sentence using multiplication to show what fraction represented on the number line is equivalent to 2/6.

Write a number sentence using division to show what fraction represented on the number line is equivalent to 2/6.

1

Lesson 12

Plot the following points on the number line without measuring.

4

Use the number line in Problem 17 to compare the fractions by typing >, ˂, or = in the blanks.

1/4 _______ 1/2

8/10 _______ 3/5

1/2  _______ 3/5

1/4 _______ 8/10

1

Lesson 13

Place the following fractions on the number line given.

3

Lesson 13

Compare the fractions using >, ˂, or =.

5/4 _______10/7

5/4 _______16/9

16/9 _______10/7

1

Lesson 14

Draw tape diagrams to compare the following fractions:

1

Lesson 14

Use a number line to compare the following fractions:

1

Lesson 15

Draw an area model for each pair of fractions, and use it to compare the two fractions by writing >, <, or = on the line.

1

Lesson 15

Draw an area model for each pair of fractions, and use it to compare the two fractions by writing >, <, or = on the line.

2

Lesson 16

Solve. Use a number bond to decompose the difference. Record your final answer as a mixed number.

16/9-5/9 =_______(Improper Fraction) = _______(Mixed Number)

2

Lesson 16

Solve. Use a number bond to decompose the sum. Record your final answer as a mixed number.

5/12 + 10/12=_______(Improper Fraction) = _______(Mixed Number)

1

Lesson 17

Solve. Model the problem with a number line, and solve by both counting up and subtracting.

1

Lesson 17

Find the difference in two ways. Use a number bond to show the decomposition.

1

Lesson 18

Solve the following problem. Use number bonds to help you.

5/9 + 2/9 + 4/9 =

1

Lesson 18

Solve the following problem. Use number bonds to help you.

1 - 5/8 - 1/8=

10

Lesson 19

Use the RDW process to solve.

Mrs. Smith took her bird to the vet. Tweety weighed 1 3/10 pounds. The vet said that Tweety weighed 4/10 pound more last year. 

How much did Tweety weigh last year?

Tweety weighed _______pounds more last year.

10

Lesson 19

Use the RDW process to solve.

Hudson picked 1 1/4 baskets of apples. Suzy picked 2 baskets of apples. 

How many more baskets of apples did Suzy pick than Hudson?

Suzy picked _______more baskets of apples than Hudson.

3

Lesson 20

Draw a number line to model the addition. Solve, and then, write a complete number sentence.

5/8 + 2/4:

5/8 + _______ (2/4 as eighths) = _______ (improper fraction) = _______(mixed number)

3

Lesson 20

Solve without drawing a model.

3/4 + 1/2:

3/4 + _______ (1/2 as fourths) = _______ (improper fraction) = _______ (mixed number)

3

Lesson 21

Solve. Write a complete number sentence. Use a number bond to write each sum as a mixed number. Use a model if needed.

1/4 + 7/8:

_______ (1/4 as eighths)  + 7/8 = _______ (improper fraction) = _______ (mixed number)

3

Lesson 21

Solve. Write a complete number sentence. Use a number bond to write each sum as a mixed number. Use a model if needed.

2/3 + 7/12:

_______ (2/3 as twelfths) + 7/12 = _______ (improper fraction) = _______ (mixed number)

5.1- 5.21 Exit Tickets (4th Grade)

Lesson 1Draw a number bond and write the number sentence to match the tape diagram.

Lesson 1Draw and label tape diagrams to model each number sentence.

Lesson 2Step 1: Draw and shade a tape diagram of the given fraction. Step 2: Record the decomposition of the fraction in three different ways using number sentences

Lesson 3Decompose each fraction modeled by a tape diagram as a sum of unit fractions. Write the equivalent multiplication sentence.

Lesson 3Draw a tape diagram and record the given fraction’s decomposition into unit fractions as a multiplication sentence.

Lesson 4The total length of the tape diagram represents 1. Decompose the shaded unit fraction as the sum of smaller unit fractions in at least two different ways.

Lesson 4Draw a tape diagram to prove the following statement.

Lesson 5Draw horizontal lines to decompose each rectangle into the number of rows as indicated. Use the model to give the shaded area as both a sum of unit fractions and as a multiplication sentence.

Lesson 5Draw an area model to show the decomposition represented by the number sentence below. Represent the decomposition as a sum of unit fractions and as a multiplication sentence.

Lesson 6The rectangle below represents 1. Draw horizontal lines to decompose the rectangle into eighths. Use the model to give the shaded area as a sum and as a product of unit fractions. Use parentheses to show the relationship between the number sentences.

Lesson 7Draw two different area models to represent 1 fourth by shading. Decompose the shaded fraction into (a) eighths and (b) twelfths. Use multiplication to show how each fraction is equivalent to 1 fourth.

Lesson 8Use multiplication to create an equivalent fraction for the fraction below.

Lesson 8Determine if the following is a true number sentence. If needed, correct the statement by changing the right-hand side of the number sentence.

Lesson 9In the first area model, show 2 sixths. In the second area model, show 4 twelfths. Show how both fractions can be composed, or renamed, as the same unit fraction. Express the equivalent fractions in a number sentence using division.

Lesson 10Draw an area model to show why the fractions are equivalent. Show the equivalence in a number sentence using division.

Lesson 11Partition a number line from 0 to 1 into sixths.Write a number sentence using multiplication to show what fraction represented on the number line is equivalent to 2/6.Write a number sentence using division to show what fraction represented on the number line is equivalent to 2/6.

Lesson 12Plot the following points on the number line without measuring.

Lesson 13Place the following fractions on the number line given.

Lesson 14Draw tape diagrams to compare the following fractions:

Lesson 14Use a number line to compare the following fractions:

Lesson 15Draw an area model for each pair of fractions, and use it to compare the two fractions by writing >, <, or = on the line.

Lesson 15Draw an area model for each pair of fractions, and use it to compare the two fractions by writing >, <, or = on the line.

Lesson 17Solve. Model the problem with a number line, and solve by both counting up and subtracting.

Lesson 17Find the difference in two ways. Use a number bond to show the decomposition.

Lesson 18Solve the following problem. Use number bonds to help you.5/9 + 2/9 + 4/9 =

Lesson 18Solve the following problem. Use number bonds to help you.1 - 5/8 - 1/8=

Lesson 1Draw a number bond and write the number sentence to match the tape diagram.

Lesson 1Draw and label tape diagrams to model each number sentence.

Lesson 2Step 1: Draw and shade a tape diagram of the given fraction. Step 2: Record the decomposition of the fraction in three different ways using number sentences

Lesson 3Decompose each fraction modeled by a tape diagram as a sum of unit fractions. Write the equivalent multiplication sentence.

Lesson 3Draw a tape diagram and record the given fraction’s decomposition into unit fractions as a multiplication sentence.

Lesson 4The total length of the tape diagram represents 1. Decompose the shaded unit fraction as the sum of smaller unit fractions in at least two different ways.

Lesson 4Draw a tape diagram to prove the following statement.

Lesson 5Draw horizontal lines to decompose each rectangle into the number of rows as indicated. Use the model to give the shaded area as both a sum of unit fractions and as a multiplication sentence.

Lesson 5Draw an area model to show the decomposition represented by the number sentence below. Represent the decomposition as a sum of unit fractions and as a multiplication sentence.

Lesson 6The rectangle below represents 1. Draw horizontal lines to decompose the rectangle into eighths. Use the model to give the shaded area as a sum and as a product of unit fractions. Use parentheses to show the relationship between the number sentences.

Lesson 7Draw two different area models to represent 1 fourth by shading. Decompose the shaded fraction into (a) eighths and (b) twelfths. Use multiplication to show how each fraction is equivalent to 1 fourth.

Lesson 8Use multiplication to create an equivalent fraction for the fraction below.

Lesson 8Determine if the following is a true number sentence. If needed, correct the statement by changing the right-hand side of the number sentence.

Lesson 9In the first area model, show 2 sixths. In the second area model, show 4 twelfths. Show how both fractions can be composed, or renamed, as the same unit fraction. Express the equivalent fractions in a number sentence using division.

Lesson 10Draw an area model to show why the fractions are equivalent. Show the equivalence in a number sentence using division.

Lesson 11Partition a number line from 0 to 1 into sixths.Write a number sentence using multiplication to show what fraction represented on the number line is equivalent to 2/6.Write a number sentence using division to show what fraction represented on the number line is equivalent to 2/6.

Lesson 12Plot the following points on the number line without measuring.

Lesson 13Place the following fractions on the number line given.

Lesson 14Draw tape diagrams to compare the following fractions:

Lesson 14Use a number line to compare the following fractions:

Lesson 15Draw an area model for each pair of fractions, and use it to compare the two fractions by writing >, <, or = on the line.

Lesson 15Draw an area model for each pair of fractions, and use it to compare the two fractions by writing >, <, or = on the line.

Lesson 17Solve. Model the problem with a number line, and solve by both counting up and subtracting.

Lesson 17Find the difference in two ways. Use a number bond to show the decomposition.

Lesson 18Solve the following problem. Use number bonds to help you.5/9 + 2/9 + 4/9 =

Lesson 18Solve the following problem. Use number bonds to help you.1 - 5/8 - 1/8=

Lesson 1

Draw a number bond and write the number sentence to match the tape diagram.

Lesson 1

Draw and label tape diagrams to model each number sentence.

Lesson 2

Step 1: Draw and shade a tape diagram of the given fraction.

Step 2: Record the decomposition of the fraction in three different ways using number sentences

Lesson 3

Decompose each fraction modeled by a tape diagram as a sum of unit fractions.
Write the equivalent multiplication sentence.

Lesson 3

Draw a tape diagram and record the given fraction’s decomposition into unit fractions as a multiplication sentence.

Lesson 4

The total length of the tape diagram represents 1. Decompose the shaded unit fraction as the sum of smaller unit fractions in at least two different ways.

Lesson 4

Draw a tape diagram to prove the following statement.

Lesson 5

Draw horizontal lines to decompose each rectangle into the number of rows as indicated. Use the model to give the shaded area as both a sum of unit fractions and as a multiplication sentence.

Lesson 5

Draw an area model to show the decomposition represented by the number sentence below. Represent the decomposition as a sum of unit fractions and as a multiplication sentence.

Lesson 6

The rectangle below represents 1. Draw horizontal lines to decompose the rectangle into eighths. Use the model to give the shaded area as a sum and as a product of unit fractions. Use parentheses to show the relationship between the number sentences.

Lesson 7

Draw two different area models to represent 1 fourth by shading. Decompose the shaded fraction into (a) eighths and (b) twelfths. Use multiplication to show how each fraction is equivalent to 1 fourth.

Lesson 8

Use multiplication to create an equivalent fraction for the fraction below.

Lesson 8

Determine if the following is a true number sentence. If needed, correct the statement by changing the right-hand side of the number sentence.

Lesson 9

In the first area model, show 2 sixths. In the second area model, show 4 twelfths. Show how both fractions can be composed, or renamed, as the same unit fraction. Express the equivalent fractions in a number sentence using division.

Lesson 10

Draw an area model to show why the fractions are equivalent. Show the equivalence in a number sentence using division.

Lesson 11

Partition a number line from 0 to 1 into sixths.

Write a number sentence using multiplication to show what fraction represented on the number line is equivalent to 2/6.

Write a number sentence using division to show what fraction represented on the number line is equivalent to 2/6.

Lesson 12

Plot the following points on the number line without measuring.

Lesson 13

Place the following fractions on the number line given.

Lesson 14

Draw tape diagrams to compare the following fractions:

Lesson 14

Use a number line to compare the following fractions:

Lesson 15

Draw an area model for each pair of fractions, and use it to compare the two fractions by writing >, <, or = on the line.

Lesson 15

Draw an area model for each pair of fractions, and use it to compare the two fractions by writing >, <, or = on the line.

Lesson 17

Solve. Model the problem with a number line, and solve by both counting up and subtracting.

Lesson 17

Find the difference in two ways. Use a number bond to show the decomposition.

Lesson 18

Solve the following problem. Use number bonds to help you.

5/9 + 2/9 + 4/9 =

Lesson 18

Solve the following problem. Use number bonds to help you.

1 - 5/8 - 1/8=

Lesson 1

Draw a number bond and write the number sentence to match the tape diagram.

Lesson 1

Draw and label tape diagrams to model each number sentence.

Lesson 2

Step 1: Draw and shade a tape diagram of the given fraction.

Step 2: Record the decomposition of the fraction in three different ways using number sentences

Lesson 3

Decompose each fraction modeled by a tape diagram as a sum of unit fractions.
Write the equivalent multiplication sentence.

Lesson 3

Draw a tape diagram and record the given fraction’s decomposition into unit fractions as a multiplication sentence.

Lesson 4

The total length of the tape diagram represents 1. Decompose the shaded unit fraction as the sum of smaller unit fractions in at least two different ways.

Lesson 4

Draw a tape diagram to prove the following statement.

Lesson 5

Draw horizontal lines to decompose each rectangle into the number of rows as indicated. Use the model to give the shaded area as both a sum of unit fractions and as a multiplication sentence.

Lesson 5

Draw an area model to show the decomposition represented by the number sentence below. Represent the decomposition as a sum of unit fractions and as a multiplication sentence.

Lesson 6

The rectangle below represents 1. Draw horizontal lines to decompose the rectangle into eighths. Use the model to give the shaded area as a sum and as a product of unit fractions. Use parentheses to show the relationship between the number sentences.

Lesson 7

Draw two different area models to represent 1 fourth by shading. Decompose the shaded fraction into (a) eighths and (b) twelfths. Use multiplication to show how each fraction is equivalent to 1 fourth.

Lesson 8

Use multiplication to create an equivalent fraction for the fraction below.

Lesson 8

Determine if the following is a true number sentence. If needed, correct the statement by changing the right-hand side of the number sentence.

Lesson 9

In the first area model, show 2 sixths. In the second area model, show 4 twelfths. Show how both fractions can be composed, or renamed, as the same unit fraction. Express the equivalent fractions in a number sentence using division.

Lesson 10

Draw an area model to show why the fractions are equivalent. Show the equivalence in a number sentence using division.

Lesson 11

Partition a number line from 0 to 1 into sixths.

Write a number sentence using multiplication to show what fraction represented on the number line is equivalent to 2/6.

Write a number sentence using division to show what fraction represented on the number line is equivalent to 2/6.

Lesson 12

Plot the following points on the number line without measuring.

Lesson 13

Place the following fractions on the number line given.

Lesson 14

Draw tape diagrams to compare the following fractions:

Lesson 14

Use a number line to compare the following fractions:

Lesson 15

Draw an area model for each pair of fractions, and use it to compare the two fractions by writing >, <, or = on the line.

Lesson 15

Draw an area model for each pair of fractions, and use it to compare the two fractions by writing >, <, or = on the line.

Lesson 17

Solve. Model the problem with a number line, and solve by both counting up and subtracting.

Lesson 17

Find the difference in two ways. Use a number bond to show the decomposition.

Lesson 18

Solve the following problem. Use number bonds to help you.

5/9 + 2/9 + 4/9 =

Lesson 18

Solve the following problem. Use number bonds to help you.

1 - 5/8 - 1/8=