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be made from the larger piece.\u003Cbr>Ex) 1 1\u003Cbr>2\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>1) 6 2 5\u003Cbr>\u003Cbr>\u003Cbr>2) 6 2\u003Cbr>\u003Cbr>\u003Cbr>4\u003Cbr>\u003Cbr>3) 2 3\u003Cbr>\u003Cbr>\u003Cbr>5\u003Cbr>\u003Cbr>4) 3 1 3\u003Cbr>\u003Cbr>\u003Cbr>5) 4 4 5\u003Cbr>|  | Answers\u003Cbr>Ex.  3 \u003Cbr>1.  \u003Cbr>2.  \u003Cbr>3.  \u003Cbr>4.  \u003Cbr>5.  \u003Cbr>6.  \u003Cbr>7.  \u003Cbr>8.  \u003Cbr>9.  \u003Cbr>10.   |\n| --- | --- | --- |\n| 6) | \u003Cbr>7~~ ~~12\u003Cbr>|  |\n| 7) | \u003Cbr>2~~ ~~34\u003Cbr>|  |\n| \u003Cbr>8) 9 1 2\u003Cbr>\u003Cbr>|  |  |\n| 9)\u003Cbr>10) | 5~~ ~~12\u003Cbr>\u003Cbr>|  |\n|  | \u003Cbr>8~~ ~~13\u003Cbr>\u003Cbr>|  |\n\nMath  \n1-10 90 80 70 60 50 40 30 20 10 0  \n[www.CommonCoreSheets.com](www.CommonCoreSheets.com)  \n\n|  |  |  |  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n\nIdentifying Smaller Units  \nName: Answer Key  \n\n| Determine the number of smaller fractional pieces that can be made from the larger piece.\u003Cbr>Ex) 1 1\u003Cbr>2\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>1) 6 2 5\u003Cbr>\u003Cbr>\u003Cbr>2) 6 2\u003Cbr>\u003Cbr>\u003Cbr>4\u003Cbr>\u003Cbr>3) 2 3\u003Cbr>\u003Cbr>\u003Cbr>5\u003Cbr>\u003Cbr>4) 3 1 3\u003Cbr>\u003Cbr>\u003Cbr>5) 4 4 5\u003Cbr>|  | Answers Ex.  3  1.  32  2.  26  3.  13  4.  10  5.  24  6.  15  7.  11  8.  19  9.  11  10.  25  |\n| --- | --- | --- |\n| 6) | |  |\n| 7) | \u003Cbr>2~~ ~~34\u003Cbr>|  |\n| 8) | \u003Cbr>9~~ ~~12\u003Cbr>|  |\n| |  |  |\n| 9)\u003Cbr>10) | 5~~ ~~12\u003Cbr>\u003Cbr>|  |\n|  | \u003Cbr>8~~ ~~13\u003Cbr>\u003Cbr>|  |\n\nMath  \nSeed: 1311684894-11529  \n[www.CommonCoreSheets.com](www.CommonCoreSheets.com)  \n1-10 90 80 70 60 50 40 30 20 10 0  \n\n|  |  |  |  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n\nIdentifying Smaller Units  \nName:  \n\n| Determine the number of smaller fractional pieces that can be made from the larger piece.\u003Cbr>\u003Cbr>11 10 32 24\u003Cbr>13 15 26\u003Cbr>| Answers\u003Cbr>Ex.  3 \u003Cbr>1.  \u003Cbr>2.  \u003Cbr>3.  \u003Cbr>4.  \u003Cbr>5.  \u003Cbr>6.  \u003Cbr>7.   |\n| --- | --- |\n\nMath  \nModified  \n[www.CommonCoreSheets.com](www.CommonCoreSheets.com)  \n1-7  86  71  57  43  29  14  0","cbCail9paRXfkE0o","https://ap.wps.com/l/cbCail9paRXfkE0o","pdf",62018,"English","# Practice Exercises\n## Answer Key","[{\"question\":\"What is the primary objective of this worksheet?\",\"answer\":\"The primary objective is to teach students how to determine how many smaller fractional pieces can be contained within a larger fractional value.\"},{\"question\":\"What kind of math problems are included in the document?\",\"answer\":\"The document contains problems requiring the calculation of fractional units, such as determining how many parts of a smaller fraction fit into a given larger fraction.\"},{\"question\":\"Does the document include a way to check answers?\",\"answer\":\"Yes, the document provides an answer key page that lists the correct solutions for each numbered problem, allowing students to verify their work.\"}]","Identifying Smaller Units - Math Practice Worksheet | PDF",1790801289]