TERM GRADE MATHEMATICS

WORKSHEETS#
III FOURTH PROBLEM-SOLVING

GENERAL INFORMATION
Student: Date:
Teacher: Liseth Daniela Palencia Barrera Grade: 40

PROBLEM SITUATIONS RELATED TO ADDITION, SUBTRACTION, AND DIVISION OF FRACTIONS

To solve problem situations that involve the use of fractions (addition,

Purpose
subtraction, multiplication, and division).

To identify the resources that are Topics:

necessary to solve problem
Fractions properties
Basic: situations of addition, subtraction,
multiplication, and division of Addition of fractions
fractions.
Subtraction of
To solve problem situations of fractions
addition, subtraction,
Performance
High: multiplication and division of Multiplication of
levels
fractions following the required fractions
process for it Division of fractions
To communicate the results found
in a problem situation of addition,
Superior: subtraction, multiplication, and
division of fractions using clear
language.

I. CONTEXTUALIZATION

Cindy and Michael need 1 gallon of

orange paint to finish the wall design
they are making in their classroom.
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Cindyquintals has 5 of a gallon of red
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paint. Michael has 2 of gallon of red
paint.

If they mix the paint together will they

have the 1 gallon of orange paint
they need?

Let’s help them find out that

information.

In order to find that answer, we need to follow the process to solve problem situation of
fractions. In this term, we are going to check that process and we will review how to add,
subtract, multiply and divide fractions.

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 Word Bank
Operations Operaciones matemáticas
Addition Suma
Subtraction Resta
Multiplication Multiplicación
Division División
Numerator Numerador
Denominator Denominador
Step Pasos/Procesos
Whole Todo
Difference Diferencia
Strategy Estrategia
Halves Medios
Thirds Tercios
Fourths Cuartos
Fifths Quintos
Sixths Sextos
Sevents Septimos
Eights Octavos

II. STRUCTURATION

Let’s check the problem again:

Cindy and Michael need 1 gallon of

orange paint to finish the wall design
they are making in their classroom.
2
Cindy has 5 of a gallon of red paint.
1
Michael has 2 of gallon of red paint.

If they mix the paint together will they

have the 1 gallon of orange paint
they need?

First of all, let’s remember what a

fraction is:

Fraction: A number that names part of a whole, an area, or a group.

𝑵𝒖𝒎𝒆𝒓𝒂𝒕𝒐𝒓
Parts:
𝑫𝒆𝒏𝒐𝒎𝒊𝒏𝒂𝒕𝒐𝒓

In order to solve a problem situation like this one we need to take the following steps:

1: Read and interpret

2: Plan and formulate
3: Develop and solve
4: Express

1. Read and interpret:

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Read to find what the problem is asking. This means paying attention to the question! Use
your own words to ask the question, you can make a list, or you can use a mind map

• They need 1 gallon of orange paint

2
• Cindy has 5 of yellow paint
• Michael has of red paint
• Do they complete 1 gallon of orange paint?

2. Plan and formulate:

Identify if you need to find the whole, a difference, a repeated quantity, or a partition.
And select the strategy that will help you find that information. You can use a diagram
to represent the problem:

𝟐
Cindy has 𝟓 of yellow
𝟏
Michael has 𝟐 of red Do they complete the gallon of
paint orange paint
paint

According to the previous diagram, we need to find the whole, to check if they can
complete a gallon of paint. To find the whole, we use an addition.

3. Develop and solve:

In order to find if the quantity of yellow paint that Cindy has and the quantity of paint
that Michael has can complete 1 gallon of orange paint, we need to add the two
fractions so we perform the process.

Remember that in order to add fractions we have to: Find the Least Common Multiple of the
dividend of the denominators to get the same one and then add the numerators. Example:
2 1 4+5 9
+ = =
5 2 10 10

Remember that in order to subtract fractions we have to: Find the Least Common Multiple of
the dividend of the denominators to get the same one and then subtract the numerators.
Example:
3 1 6−5 1
− = =
5 2 10 10

Remember that in order to multiply fractions we have to: The first step when multiplying fractions
is to multiply the two numerators. The second step is to multiply the two denominators. Finally,
simplify the new fractions. The fractions can also be simplified before multiplying by factoring
out common factors in the numerator and denominator. Example:
4 6 8 4
× = =
3 2 18 9

Remember that in order to divide fractions we have to: The first step to dividing fractions is to
find the reciprocal (reverse the numerator and denominator) of the second fraction. Next,
multiply the two numerators. Then, multiply the two denominators. Finally, simplify the fractions
if needed. Example:
3 2 3 3 9
÷ = × =
5 3 5 2 10

𝟐 𝟏 𝟒+𝟓 𝟗
+ = =
𝟓 𝟐 𝟏𝟎 𝟏𝟎

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4. Express:

Check your work. Make sure your solution answers the question in the problem.

Let’s check the question again

• If they mix the paint together will they have the 1 gallon of orange paint they
need?

According to the development the answer to the situation will be:

• No, they will not have a complete gallon of Orange paint

Now, let’s do the process to find the answer to a two-step problem situation together.
Look at the situation:

Silvia is growing tomato plants and studying their

heights. Here is the data she has obtained:

Tomato Type Height (feet)

Beefsteak 1
3
4
Roma 7
2
8
Cherry 1
3
2

What is the difference between the Roma and

Beefsteak tomato plants?

Remember the process

1: Read and interpret

2: Plan and formulate
3: Develop and solve
4: Express

1. Read and interpret

Read to find what the problem is asking. Then identify the information you need
Complete the following sentences

• Silvia grows __________, ______________ and _____________ tomatoes

• The ______________ tomato is ______________ feet tall
• The ______________ tomato is __________ feet tall
• The ______________ tomato is ______________________ feet tall
• What is the _______________between the ____________ tomato and the ___________
tomato?

2. Plan and formulate

Plan how to use the step to find the answer.

What are you going to find?

I am going to find the ___________________

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Complete the diagram

Types of tomatoes: _____________

Beefsteak Roma Cherry Difference
____________ ____________ ____________ between
_________ and
___________

The steps that I am going to take are:

1. _____________________

3. Develop and Solve:

Use the space below to perform the steps that are necessary to take in order to find the
answer.

Development of the strategy

4. Express:

The difference between the ___________ tomato and the _______________tomato is

______________________.

III. APPLICATION

Handout # 1
Improper fractions and mixed numbers

Fractions aren’t always less than a whole. Improper fractions and mixed numbers are two
different ways of describing an amount that is greater than a
whole.

1. Check the correct box in the table to say whether each fraction is a proper
fraction, an improper fraction, or a mixed number.

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 2. Each arrow is pointing to a number on this number line. Write the improper fraction
that is equal to that number.

3. Fill in the equivalent mixed number 4. Change each of the numbers

or improper fraction for each of below from a mixed number to an
these groups of pizza slices. improper fraction, or from an
improper fraction to a mixed
number.

A DAY AS A CHEF

¡We are going to prepare a pizza with paper sheets!

Ingredients

• 1 Disposable plate.
• 1 red paper sheet.
• 1 green paper sheet.
• 1 black paper sheet.
• 1 white paper sheet.
• 1 brown paper sheet.
• 2 markers (red and black).

Recipe
1. Take the red color, and paint it with a red marker on the disposable plate,
simulates the ketchup.

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 2. Cut out 10 small red circles, these would be the pepperoni.
3. Cut out 8 small green rectangles, these would be the green pepper.
4. Cut out 5 small black hollow circles in the center, these will simulate the black
olives.
5. Cut out two figures in the shape of mushrooms on the sheet of brown paper.
6. Cut out 6 small white rectangles, these would be the onion slices.

Let´s cook together – activity

In order to prepare your pizza, you must follow the recipe by distributing the correct
fractions of toppings to enjoy a delicious dish.

Handout # 2
Adding fractions
We add fractions together by adding their numerators, but first, we have to make sure
they have the same denominator.

1. You can use bars to help add together fractions with the same denominator.
Color in the bars to show the calculations below.

2. Realize the processes to find the resultant fraction and circle the correct answer for
each of the calculations below.

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 3. Figure out these fraction subtractions. You will need to make their denominators
the same in order to solve them.

Handout # 3

Thanksgiving Fractions

Mia is excited for her family´s Thanksgiving dinner!

Use the descriptions below to answer the questions.

Part 1. Mia wants to get some pumpkins to use for Thanksgiving

decorations. She sees 12 pumpkins to choose from at the store. There are
5 small orange pumpkins, 3 small white pumpkins, 2 large orange
pumpkins, and 2 large white pumpkins.

1. What fraction of the pumpkins are large orange pumpkins?

2. What fraction of the pumpkins are small white pumpkins?

3. What fraction of the pumpkins are large white pumpkins?

4. What fraction of the pumpkins are small orange pumpkins?

5. What fraction of the pumpkins are small pumpkins?

6. What fraction of the pumpkins are not small pumpkins?

Part 2. Mia made pies for her family´s Thanksgiving dinner. She made a cherry pie, an
apple pie, and a pumpkin pie. She cut each pie into 8 equal-sized slices.

5 of these slices
3 of these slices 7 of these slices were eaten.
were eaten. were eaten.

7. What fraction of the cherry pie did Mia´s family eat?

8. What fraction of the apple pie did Mia´s family not eat?

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9. What fraction of the pumpkin pie did Mia´s family eat?

10. How much pie did Mia´s family eat in all?

pies
Write your answer as a mixed number.

Handout #4

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 Handout #5

Identify the resources that are necessary to solve the next problem situations

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1. Cody bought a box of fruit that weighed kilograms. If he bought a
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1
second box that weighed kilograms, what is the combined weight
3
of both boxes?

Read:
• Cody bought a box of ______________

• The first box of fruit weighed ______________ kilograms

•
• The second box weighed______________ kilograms
• How many ____________ do the boxes of ______________ weighed?

Plan
Cody bought _________ boxes of _____________
Weight of the first box Weight of the second box Total weight

The information I need to find is

The strategy I am going to use is:

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2. In two months Isabel's class recycled 2 pounds of paper. If they
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recycled pounds the first month, how much did they recycle the
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second month?

Read:
• Isabel recycled ______________
• In 2 months, they recycled
______________________
• In the first month they recycled
__________________
• How much ____________ does he recycle in ______________?

Plan
First Month Second month Total paper recycled

The information I need to find is

The strategy I am going to use is:

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 1.

3. Max is looking at a recipe for making banana oat muffins. The recipe
3 1
says that you need 4 cup of traditional oats. Max is going to make only 2
of the recipe. How much oats should he use?

Read:
• Max is going to prepare _____________________
•
________________of traditional oats are necessary

• Max is going to prepare ___________________

• How much ____________ should he use?

Plan
The recipe says He will prepare How much oats?

The information I need to find is

The strategy I am going to use is:

1.

3 1
4. Amira has of a bag of cat food. Her cat eats 10 of a bag per
4
week. How many weeks will the food last?

Read:
• Amira has ___________ food

• She has __________ of cat food

• Her cat eats _____________ of a bag per week

• How many _____________ will the food last?

Plan
Bag of cat food Food the cat eats in 1 week How many weeks the food lasts

The information I need to find is

The strategy I am going to use is:

1.

Handout #6

Follow the process to solve the next situations. Do the development on the table.

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 1. Johnny and Elizabeth were playing a video game and trying
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to get all of the treasure. Johnny got 3 of the treasure. Elizabeth
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got 9 of the treasure. What fraction of the treasure did they get
together?

Development

2 1
2. Heidi's hair was 3 of a meter long. Her friend cut off 6 of a meter of her
hair. How long is Heidi's hair now?

Development

2 1
3. Gina had of ca up of laundry detergent. She used of the
3 2
detergent on Friday to wash all her sheets. How much detergent does
she have left?

Development

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4. Diana is painting pictures. She has 8 of a liter of paint remaining.
1
Each picture requires 20 of a liter of paint. How many pictures can she
paint?

Development

Handout # 7

Solve the next problem situations and then write the expression. Use your own words.
What can you analyze from the result?

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1. Our pirate ship had 6 of a treasure chest full of gold. Then we
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plundered an enemy ship and took their 8 of a treasure chest full
of gold. How many treasures chests full of gold do we have now?

Development

Express:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

2. The results of an election are shown in the table below

Candidate Fraction of votes
Johnson 1
9

13
Smith 7
18

Dragovic 1
2

What is the difference between the fraction of votes received by Dragovic and
Jhonson?

Development

Express:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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3. Rapunzel cut off of her hair. She donated 8 of what she cut off
3
to a wig shop. What fraction of her hair did Rapunzel donate?

Development

Express:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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 1 3
4. Erica can run 6 of a kilometer in a minute. Her school is 4 of a
kilometer away from her home. At this speed, how long would it take to
Erica to run home from school?

Development

Express:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

IV. VERIFICATION

Activities to be assessed Low Basic High Superior

I participate actively during class
I identify the resources that are necessary
to solve problem situations of addition,
subtraction, multiplication, and division of
fractions.
I solve problem situations of addition,
subtraction, multiplication, and division of
fractions following the required process for
it
I communicate the results found in a
problem situation of addition, subtraction,
multiplication, and division of fractions
using clear language.
I do and hand out the assignments on time

FRAMING QUESTIONS

EVALUATION TOPIC FRAMING QUESTIONS

Problem Situations with Read the following problem situation of
fractions fractions and identify its main information
Addition 1. In two months Isabel's class recycled
Subtraction 1
pounds of paper. If they recycled
2
Cycle 04 Multiplication 7
pounds the first month, how much
Division 8
did they recycle the second month?

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 Read:
• Isabel recycled ______________
• In 2 months, they recycled

______________________
• In the first month they recycled

__________________
• How much ____________ does he
recycle in ______________?

Plan
First Month Second Total paper
month recycled

The information I need to find is

The strategy I am going to use is:

1.
Problem Situations with Read the following problem situation of
fractions fractions and identify its main information
Addition 1. In two months Isabel's class recycled 2
1

Subtraction 7
pounds of paper. If they recycled pounds
Multiplication 8
Cycle 08 the first month, how much did they recycle
Division
the second month?

BIBLIOGRAPHY

Sadlier, W. (2014) Common Core Progress.Mathematics. Fourth Grade. New York.

United States of America

www.commoncoresheets.com

www.khanacademy.org

www.mathsisfun.com

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