4.2(G) relate decimals to fractions that name tenths and hundredths
4.3(D) compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <
4.3(E) represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations
4.3(A) represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > 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(F) evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0,1/4, 1/2, 3/4, and 1, referring to the same whole
1) Print out the cards on cardstock.
2) Cut cards along the bolded outline.
3) Fold cards, where answer and question are on opposite sides and tape the inside of the cards.
4) Optional: Laminate for durability.
These task cards can be used in a variety of ways. I envisioned them using the Kagan Strategy, “Stand-Up, Hands-Up, Pair-Up” Directions are below on this awesome strategy!
1. The teacher will pass out the review cards.
2. Students will solve their question in their seats and check the back of card to see if their answer is correct.
3. Teacher then says “Stand up, hand up, pair up!”
4. Students will stand up with one hand in air until they find the closest partner who is not their table partner.
5. Students decide who will show their card first and the other student will try to answer the question. If they get the answer correct, their partner will give them a high-five. If they get wrong, their partner will scaffold them to the correct answer. They will repeat this process with the other student’s card.
6. Once both students have answered their card correctly, they will switch cards and put their hands up to find their next partner.
7. This process will continue until the teacher stops the activity.