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.
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.
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.