Do your students need practice modeling (equations, number lines, groups, and arrays) multiplying a whole number by a fraction? This set of 40 task cards should help and they encourage deep thinking. The cards start with basic questions and work up to more advanced questions (both number and word problems). Perfect for CC standard 4.NF.4.
How can I use this product?
This set of multiplying fraction task cards can be used as a self-guided math center, as the first 12 answers are fully modeled so your students can see examples. I have used these as prompts for their math journal or as a Scoot game (for partners).
What is included?
1 pdf file with 24 pages
* 3 pages of cover/copyright info/and teacher notes
* 1 page of blank task cards if you/or your students want to create their own
* 1 page with four "hint" cards
* 5 pages (with four on a page) of beginner to intermediate questions
* 5 pages (with four on a page) of intermediate to advanced questions
* 1 recording sheet (with two sections for more room for students to draw/model)
* 1 recording sheet (with four sections)
* 1 page answer key
* 3 page answer key (with the first 12 questions completely modeled)
* 3 pages of tracking sheets to keep track of which cards your students have completed
Beginning - The town bell rings every ¼ an hour after school. If the bell rings 8 times, how many hours have gone by?
Advanced - You are making popcorn in the microwave. A bag takes 3 and ¼ of a minute to pop. You need to make seven bags for your class party. How long will it take? The party starts in ½ an hour. Will you have enough time?
Is this available in a bundle as well?
Not at this time, but I am thinking about making a Fraction Task Card bundle soon!
Do you have other products that are related?
Please see my other fraction activities!
Other questions or requests?
Please contact me through the "Ask a Question " tab above or email me at Deirdre@evilmathwizard.com
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What standards are addressed?
Common Core Standards:
4.NF.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.
4.NF.2. Compare two fractions with different numerators and different denominators.
4.NF.3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
5.NF.3. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
5.NF.5. Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
5.NF.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.