Description
This activity allows students to analyze fractions in halves, fourths, and eighths. The students have to convert the fractions into word form, picture form, decimal form, percent form, and provide an everyday example. It provides students a chance to compare equivalent fractions as well.
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Highlights
Description
This activity allows students to analyze fractions in halves, fourths, and eighths. The students have to convert the fractions into word form, picture form, decimal form, percent form, and provide an everyday example. It provides students a chance to compare equivalent fractions as well.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS4.NF.A.1
Explain why a fraction π’/π£ is equivalent to a fraction (π― Γ π’)/(π― Γ π£) 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.
CCSS4.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.
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