Description
This CCSS aligned 24 task card set allows for student choice and differentiation. Problems are categorized as “mild, spicy or hot”. The number of jalapenos on the task card indicates the difficulty of the problem.
This product places a stronger emphasis on concept and application. It asks students to convert fractions to decimals, order, compare, explain common mistakes, apply knowledge to real world situations and solve open-ended tasks.
Common Core Standards:
4.NF.C.5 I can express a fraction with a denominator 10 as an equivalent fraction with denominator 100
4.NF.C.6 I can 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.
This product places a stronger emphasis on concept and application. It asks students to convert fractions to decimals, order, compare, explain common mistakes, apply knowledge to real world situations and solve open-ended tasks.
Common Core Standards:
4.NF.C.5 I can express a fraction with a denominator 10 as an equivalent fraction with denominator 100
4.NF.C.6 I can 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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Highlights
Digital downloads
Grades
4th - 6th
Subjects
Standards
CCSS4.NF.C.5
CCSS4.NF.C.6
Tags
Description
This CCSS aligned 24 task card set allows for student choice and differentiation. Problems are categorized as “mild, spicy or hot”. The number of jalapenos on the task card indicates the difficulty of the problem.
This product places a stronger emphasis on concept and application. It asks students to convert fractions to decimals, order, compare, explain common mistakes, apply knowledge to real world situations and solve open-ended tasks.
Common Core Standards:
4.NF.C.5 I can express a fraction with a denominator 10 as an equivalent fraction with denominator 100
4.NF.C.6 I can 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.
This product places a stronger emphasis on concept and application. It asks students to convert fractions to decimals, order, compare, explain common mistakes, apply knowledge to real world situations and solve open-ended tasks.
Common Core Standards:
4.NF.C.5 I can express a fraction with a denominator 10 as an equivalent fraction with denominator 100
4.NF.C.6 I can 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.
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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Standards-aligned
I used this resource as a review for my students and it really helped to solidify the concept of the unit in a fun and interactive way. Thanks!
excellent resource; highly engaging; challenges students
I used this as part of an enrich lesson. The class loved it!
Great resource while teaching rounding decimals to my students!
Awesome differentiated resource for working with fractions and decimals. We hung them around the room and used them that way.
I used this with a small group that needed some extra practice beyond the regular class time. They found it engaging and just challenging enough to push them, but not cause frustration.
I use this as an math review station activity.
Great resource.
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS4.NF.C.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. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
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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