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7 MB|15 pages

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This is one of my absolute favorite activities do complete with students because you're giving your students a time to shine, be creative, and show you their true depth of knowledge!

Each task card has two images on it. Students have to jot down as many observations as they can. For instance, there may be a picture of a nickel and a fraction bar representing 5/100. They can write a decimal for each, fraction for each, they can compare them, they can add them together etc. There are no limits!

I use these for both students below AND above grade level and they never cease to amaze me! :)

(FOR SOME REASON THE PREVIEW MAKES THE BASE TEN BLOCKS LOOK FUNCKY BUT WHEN DOWNLOADED, THEY ARE FINE!)

Please let me know if you have any questions before/after purchasing!

A.ward.ido@gmail.com

*JW Illustrations- Chalkboard Frames

(All Credits listed inside PDF)

CC STANDARDS:

CCSS.Math.Content.4.NF.A.1 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.

CCSS.Math.Content.4.NF.A.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.

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

CCSS.Math.Content.4.NF.B.3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

CCSS.Math.Content.4.NF.B.3b 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. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

CCSS.Math.Content.4.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 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

CCSS.Math.Content.4.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.

CCSS.Math.Content.4.NF.C.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

*Even though these are made with 4th grade standards, 5th graders would love these as a review center!

Each task card has two images on it. Students have to jot down as many observations as they can. For instance, there may be a picture of a nickel and a fraction bar representing 5/100. They can write a decimal for each, fraction for each, they can compare them, they can add them together etc. There are no limits!

I use these for both students below AND above grade level and they never cease to amaze me! :)

(FOR SOME REASON THE PREVIEW MAKES THE BASE TEN BLOCKS LOOK FUNCKY BUT WHEN DOWNLOADED, THEY ARE FINE!)

Please let me know if you have any questions before/after purchasing!

A.ward.ido@gmail.com

*JW Illustrations- Chalkboard Frames

(All Credits listed inside PDF)

CC STANDARDS:

CCSS.Math.Content.4.NF.A.1 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.

CCSS.Math.Content.4.NF.A.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.

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

CCSS.Math.Content.4.NF.B.3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

CCSS.Math.Content.4.NF.B.3b 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. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

CCSS.Math.Content.4.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 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

CCSS.Math.Content.4.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.

CCSS.Math.Content.4.NF.C.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

*Even though these are made with 4th grade standards, 5th graders would love these as a review center!

Total Pages

15 pages

Answer Key

N/A

Teaching Duration

N/A

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