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16.81 MB | 60 cards pages

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16.81 MB | 60 cards pages

"But Miss, fractions are HARD!!" I've heard that a FEW times this year! To make it a little better, I created this deck of fraction cards for your students to enjoy. There are 15 fraction sets with a picture, reduced fraction, and two equivalents. You can use this set to order and compare, to sort, or to match classmates. You can also spice it up and play Spoons or Go Fish! I hope you enjoy these cards. I used them to support the NEW 4.3 TEK on fractions.

Standards:

3rd Grade:

(3) Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to:

(G) explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and

(H) compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.

4th Grade

The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and

accuracy. The student is expected to:

4.3 (A) Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b is greater than zero, including when a is greater than b.

4.3 (B) Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations

******4.3 (C)Determine if two given fractions are equivalent using a variety of methods******

4.3 (D) Compare two fractions with different numerators and different denominators and represent the comparison using the symbols <, >, =

Could support or provide intervention for 5th Grade TEK 5.3

Common Core:

Third Grade:

CCSS.MATH.CONTENT.3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

CCSS.MATH.CONTENT.3.NF.A.3.A

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

CCSS.MATH.CONTENT.3.NF.A.3.B

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.3.NF.A.3.C

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

CCSS.MATH.CONTENT.3.NF.A.3.D

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Fourth Grade:

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.A.2

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.

Standards:

3rd Grade:

(3) Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to:

(G) explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and

(H) compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.

4th Grade

The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and

accuracy. The student is expected to:

4.3 (A) Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b is greater than zero, including when a is greater than b.

4.3 (B) Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations

******4.3 (C)Determine if two given fractions are equivalent using a variety of methods******

4.3 (D) Compare two fractions with different numerators and different denominators and represent the comparison using the symbols <, >, =

Could support or provide intervention for 5th Grade TEK 5.3

Common Core:

Third Grade:

CCSS.MATH.CONTENT.3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

CCSS.MATH.CONTENT.3.NF.A.3.A

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

CCSS.MATH.CONTENT.3.NF.A.3.B

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.3.NF.A.3.C

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

CCSS.MATH.CONTENT.3.NF.A.3.D

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Fourth Grade:

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.A.2

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.

Total Pages

60 cards

Answer Key

N/A

Teaching Duration

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