CCSS Math Standard: 4.NF.3.a

How many different ways can you make this fraction subtraction statement true using only the digits one through nine?

How many different ways can you make this fraction addition statement true using only the digits one through nine?

How many different ways can you make this math statement true using only the digits one through nine?

What if we took a fraction apart, then took those pieces apart, then recombined them, and then recombined those, arriving back to the original fraction?

What do you do with students who already get their fraction operations? Give them a contrived project about recipes or pizza slices? Make them solve annoyingly hard practice problems? Please. Here, we get students thinking in a whole new way, pondering which has more power, the numerator or denominator.

You’ve got 60 spaces on a grid to create an amusement park, a house, a farm, or whatever you’d like. Divide it into seven pieces, order it by size, combine into two halves, and more in this fraction project.