Subjects

Resource Types

File Type

PDF (Acrobat) Document File

Be sure that you have an application to open this file type before downloading and/or purchasing.

56.84 MB | 71 pages

Be sure that you have an application to open this file type before downloading and/or purchasing.

56.84 MB | 71 pages

Who says the upper grades and fractions can't be fun?? This fun and colorful math pack contains 10 math centers, games and activities. It was developed specifically for 4th graders and is aligned to the 4th grade CCSS. Each game, center or activity practices a 4th grade numbers and operations fraction standard. Here's what's included in this large pack!

Page 1: Title Page

Page 2: Product Description

Page 3: Common Core Alignment

Page 4: Table of Contents

Page 5-9: Fraction Flash and Solve Card Game (adding and subtracting fractions with like denominators)

Page 10-13: Equivalent Fraction Memory Card Game (matching equivalent fraction models)

Page 14-19: Fraction War Card Game (Comparing fractions and models)

Page 20-36: Math Movers: Fraction Edition (4.NF.1-4.NF.5 standards are covered in this fun, rigorous,whole group math activity)

Page 37-45: Frac-Uno Card Game (matching equivalent fractions)

Page 46-49: Multiply, Add & Cover Splat Board Game (changing mixed numbers into improper fractions)

Page 50-55: Change me to 100! Board Game (finding equivalent fractions with denominators of 10 or 100)

Page 56-61: Number Munchers Card Game (multiplying a whole number and a fraction)

Page 62-65: Musical Fractions Activity (comparing fraction models using <, > or =)

Page 66-70: What's My Decimal? Hunt Activity ( Changing fractions with a denominator of 10 or 100 to a decimal)

Page 71: Terms of Use

Page 72: Credits

Common Core Standards Addressed:

4.NF.1 Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) 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.

4.NF.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.

4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.

c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and

the relationship between addition and subtraction.

d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5/1 x (1/4).

b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 x(2/5) as 6 x(1/5), recognizing this product as 6/5. (In general, n x (a/b) = (nxa)/b.)

4.NF.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 or example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

4.NF.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.

Looking for more 4th grade math resources? Check this out!

Mad Scientist Math {Prime and Composite Number Activities for 4th Graders}

Measurement {Games, Centers and Activities for 4th Graders}

Fourth Grade Math! {10 End-Of-Year Games, Centers and Activities}

*If you have any questions, please ask BEFORE purchasing, thanks*

Page 1: Title Page

Page 2: Product Description

Page 3: Common Core Alignment

Page 4: Table of Contents

Page 5-9: Fraction Flash and Solve Card Game (adding and subtracting fractions with like denominators)

Page 10-13: Equivalent Fraction Memory Card Game (matching equivalent fraction models)

Page 14-19: Fraction War Card Game (Comparing fractions and models)

Page 20-36: Math Movers: Fraction Edition (4.NF.1-4.NF.5 standards are covered in this fun, rigorous,whole group math activity)

Page 37-45: Frac-Uno Card Game (matching equivalent fractions)

Page 46-49: Multiply, Add & Cover Splat Board Game (changing mixed numbers into improper fractions)

Page 50-55: Change me to 100! Board Game (finding equivalent fractions with denominators of 10 or 100)

Page 56-61: Number Munchers Card Game (multiplying a whole number and a fraction)

Page 62-65: Musical Fractions Activity (comparing fraction models using <, > or =)

Page 66-70: What's My Decimal? Hunt Activity ( Changing fractions with a denominator of 10 or 100 to a decimal)

Page 71: Terms of Use

Page 72: Credits

Common Core Standards Addressed:

4.NF.1 Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) 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.

4.NF.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.

4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.

c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and

the relationship between addition and subtraction.

d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5/1 x (1/4).

b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 x(2/5) as 6 x(1/5), recognizing this product as 6/5. (In general, n x (a/b) = (nxa)/b.)

4.NF.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 or example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

4.NF.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.

Looking for more 4th grade math resources? Check this out!

Mad Scientist Math {Prime and Composite Number Activities for 4th Graders}

Measurement {Games, Centers and Activities for 4th Graders}

Fourth Grade Math! {10 End-Of-Year Games, Centers and Activities}

*If you have any questions, please ask BEFORE purchasing, thanks*

Total Pages

71

Answer Key

N/A

Teaching Duration

N/A

$7.00

Digital Download

Follow Me (16,922 Followers)

Advertisement:

Advertisement:

$7.00

Digital Download