# Football for Thanksgiving || pixel art for practicing fractions decimals percent

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(13 MB|7 pages)
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1. Individual sets (10x10 Football and 15x15 Turkey) available separately for \$3 eachAt least three activities in each set (coloring in the ordered pairs, analyzing the squares and magnifying the image) as well as blank sheets for unlimited variations when students/teacher make and analyze their own im
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Math activity sheets based on a pixelated football

Engage your students this Thanksgiving season with (American) Football Pixel Art, a creative way to review and reinforce fluency with decimals, fractions and percents

PDF Worksheets Include:

• Color in the ordered pairs (x,y) to make the shape of a football
• Analyze the shaded squares to find number of blue/brown/tan squares and write fraction, decimal, and percent
• Magnify the image from a 10x10 grid to a 20x20 grid

Also includes

• Answer Key with the tables filled in
• Blank 10x10 grid for students to create and analyze their own Fall/Sport/Thanksgiving image
• Blank 20x20 grid for students to create and analyze their own Fall/Sport/Thanksgiving image

Worksheets are self checking, in that all answers must add up = to 100 squares (400 squares for 20x20 grid), 1.00 decimals, 100/100 fractions (or 400/400 for 20x20 grid) and 100%

After students are confident with 10x10 grid, extend the concept with:

Turkey Pixel Art with 15x15 grid (magnified to 30x30 grid) - more challenging practice (includes rounding to find decimals/percents)

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.
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.
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.
Total Pages
7 pages
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