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Relay Race Laps: Adding and Taking Away Parts of One Track worksheet preview

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Relay Race Laps: Adding and Taking Away Parts of One Track

Grade 4 fraction practice on a relay track: add by joining parts of one lap and subtract by separating parts of the same lap.

Grade 4MathInteractive · Printable

Aligned to4.NF.B.3.a

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 12 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 4
Subject
Math
Question types
Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students add fractions with like denominators by joining parts of the same lap.
  • Students subtract fractions with like denominators by separating parts of the same lap.
  • Students explain why fractions must be parts of the same whole before they are joined.

How to use

Use after students can name unit fractions. Let students shade or cross out parts of the track bars to act out each run before they write the sum or difference.

Curriculum

Common Core standard covered

4.NF.B.3.a

Understand adding and subtracting fractions as joining and separating parts of the same whole.

Preview

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Name Date

Relay Race Laps: Adding and Taking Away Parts of One Track

Join and separate the parts of one lap around the track.

Join the runs

Cones split one lap of the school track into equal parts. Add to find how much of the lap the runners covered.

1.
Cones split the lap into 6 equal parts. Rosa runs 2 parts. Then Eli runs the next 3 parts. Shade the parts they run.

2/6 + 3/6 =  /6 of the lap

2.
Coach splits the lap into 8 equal parts. Team Blue runs 3/8 of the lap. Then they run 4/8 more of the same lap. How much of the lap have they run?

  of the lap

3.
Dev runs 1/5 of the lap. Kim runs the next 3/5 of the same lap. Which sentence is true?
  • A. They ran 4/10 of the lap, because 1 + 3 = 4 and 5 + 5 = 10.
  • B. They ran 2/5 of the lap, because 3 − 1 = 2.
  • C. They ran 4/5 of the lap, because 1 fifth and 3 fifths make 4 fifths.
  • D. They ran 3/5 of the lap, because Kim ran the most.

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