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415 KB|13 pages

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Product Description

This is fun game that involves multiple standards. Students have to be able to multiply a whole number and a fraction, convert fractions from improper to mixed and back again, find common denominators, and compare fractions.

I usually encourage my students to use a dry erase board to do all of this, so they don't feel as though they have to do everything in their heads.

Standards:

MCC.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 × (1/4), recording the conclusion by the equation 5/4 = 5 × (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 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

c) Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.

MCC.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.

Prep: Cut out all of the fractions cards. You may want to laminate them for durability purposes. Lay them face down in a pile or give them out equally to each player.

Play:

2 players

Each player turns over one card at a time. The player who has the higher sum/ difference wins. If the cards have an equal sum/ difference then the first player to slap the cards gets to keep them.

I usually encourage my students to use a dry erase board to do all of this, so they don't feel as though they have to do everything in their heads.

Standards:

MCC.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 × (1/4), recording the conclusion by the equation 5/4 = 5 × (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 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

c) Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.

MCC.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.

Prep: Cut out all of the fractions cards. You may want to laminate them for durability purposes. Lay them face down in a pile or give them out equally to each player.

Play:

2 players

Each player turns over one card at a time. The player who has the higher sum/ difference wins. If the cards have an equal sum/ difference then the first player to slap the cards gets to keep them.

Total Pages

13 pages

Answer Key

N/A

Teaching Duration

N/A

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