One of the most popular games in my classroom!!! Now in CHEVRON!
A fun engaging way for students to revise, practice and learn equivalence between Fractions, Decimals and Percentages in the classic Memory Game Style.
Fraction equivalency is a major concept in grades 3-5 and is required in order to be able to add and subtract fractions with different denominators in fifth grade. This game will help your students reinforce these vital skills.
This pack contains 60 cards in total with 12 cards of equivalent fractions, decimals and percentages for the following;
This game is designed to be played in pairs or small groups.
Students could also play in "teams" of 2-3- that way they can work together to help each other establish whether they have picked cards that are equivalent or not.
Cards should be printed and laminated so they can be reused.
The file has been set up so that cards can be immediately printed with backing paper- simply PRINT DOUBLE SIDED (flip on long edge). This ensures that students can't see through the cards while they're playing.
Student instruction cards are also provided.
This game is easy to differentiate. For example if you only want them revising halves and quarters simply remove the other cards from the pack.
Common Core State Standards for Mathematics addressed:
Number and Operations – Fractions (3.NF, 4.NF)
• Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. (3.NF.3a)
• Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. (3.NF.3b)
• Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (4.NF.1)
• Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (4.NF.2)