First, have students sort their 18 cards into four separate piles. It is up to you if you want to leave the sort open ended, or tell your students how to sort them:
1. Improper Fractions
Students should conclude that if the numerator is larger than the denominator, it belongs in this pile
2. Mixed Numbers
Students should conclude that the cards with a whole number and a fraction should be in this pile
3. Shaded pictures of fraction amounts
4. Whole Numbers (There will only be 1 in this pile, the “3”)
Students should then try to match the cards (into piles of 3) that are equal to one another. If they are struggling, or need help, a typical conversation would sound like this:
Start with the pile of shaded pie pictures, ask students to pick one
Teacher: How many pieces are there in each of the pies?
Teacher: Since the pies are divided into 3 pieces, this number will go on the bottom of your fraction bar. It is the denominator. Teacher: how many pieces are shaded?
Teacher: This number will go on the top of the fraction bar, it is the numerator. So your fraction, eight thirds means 8 pieces from pies that are cut into thirds. If you look at the picture, you can also see that there are two whole pies colored in and 2 out of 3 pieces are shaded in the third pie, so your mixed number would be 2 and 2/3. So - 8/3 is equal to 2 and 2/3!
The student should then put those three cards in a pile, since they are a match.
These cards can be used to:
Introduce the topic of mixed fractions/improper fractions
Review the topic
performance task (assessment)- can students find the matching sets of three?
Game of memory (they are see through, so you would need to glue construction paper on the back or copy on thicker paper)