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# Candy Math - Decimals, Fractions, & Percents {Instructional Activity}

Product Description
This activity challenges students to change between fractions, decimals, and percents. It is best used as whole group or small group instruction, but could be used as a center with students that are comfortable with finding equivalent fractions. (And kids who can control themselves around candy!) The lesson can be spread out over several days as you introduce new skills.

If you're looking for something colorful to hang on a bulletin board or outside your classroom, this will do the trick while hitting skills! Just add a construction paper border for an instant work of math art.

Included are a math mat & directions. Each child's activity will be individualized, so an answer key is not included.

Skills Practiced
-Convert to fractions, decimals and percents.
-Equivalent fractions.

CCSS.Math.Content.3.NF.A.3b 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.

CCSS.MATH.CONTENT.4.NF.A.1
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.

CCSS.MATH.CONTENT.4.NF.C.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

CCSS.Math.Content.4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

CCSS.Math.Content.6.RP.A.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity)

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Total Pages
2 pages
Included
Teaching Duration
N/A
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