Resource Type

Common Core Standards

Product Rating

4.0

File Type

PDF (Acrobat) Document File

Be sure that you have an application to open this file type before downloading and/or purchasing.

10 MB|28 pages

Share

Product Description

Help your students build a strong foundation in decimal concepts with this set of task cards and printables, the perfect print-and-go resource for beginning decimal concepts. The 32 task cards and graphic reference sheets will provide your students with practice identifying equivalent fractions and decimals represented by shaded tenths and hundredths grids. Extend your students’ practice (or assess their level of mastery) with the ten included assessment activities. With these resources, your students will grow stronger in their understanding of key decimal concepts.

************************************************************************

Save $$$ by purchasing this product as part of my**Decimals on the Grid** bundle, which includes four sets of task cards, a game, a set of *I Have...Who Has?* cards, and more!

************************************************************************

________________________________________________________________________

Common Core State Standards for Mathematics addressed:

**Numbers and Operations – Fraction (NF)**

*Understand decimal notation for fractions, and compare decimal fractions.*

• Use decimal notation for fractions with denominators 10 or 100. (4.NF.6)

_________________________________________________________________________

Included:

• 2 graphic reference sheets

• 32 task cards

• 8 self-checking “answer cards”

• task card answer sheet and key

• 10 assessment activities and key/rubric

**About the Cards**

This set of task cards is designed for students who are beginning to explore with decimal notation for fractions. Each card presents the students with a grid divided into tenths or hundredths with a portion of the grid shaded. The students are asked to chose the equation (among four given) that shows the equivalent fraction and decimal name for the shaded portion of the grid.

**Practicing the Concept**

There are lots of ways in which you can implement the task cards. You can have the students work on them independently, working through the task cards on their own. The students can work on them in pairs or small groups, completing all the task cards in one session. You can use them in centers, having the students complete 6-8 task cards a day over the course of the week. You can even use them as a variation of “problem of the day”, giving each student 1 sheet of 4 cards to glue in their journals and solve, one sheet per day for eight days.

When your students work on these cards, you may opt to have some or all of your students use base ten blocks to build each of the decimals represented by the shaded portion of the gird, using a flat for a whole, rods for tenths and units for hundredths. Have your students lay out a flat to be a constant representation of a whole, and then use the rods and units to build the shaded portion of the grid on the card. This use of a concrete representation, when paired with the visual model and numeric representations on the cards, can really help students build a strong foundation in decimal relationships.

Build your students understanding about the decimals as they work on the cards, prompting them to consider how the decimal notation for the number represented on the grid relates to the grid itself. For instance, if 0.35 of the grid is shaded in, ask them, “Where is the 3 represented in this grid? Where is the 5?” Questions such as these can help students make sense of the numeric representation of the visual model and reinforce the value of the digits in the decimal. If you students are having trouble with such questions, break out the base ten blocks. Having your students build the decimal with base ten blocks, using 3 rods and 5 units for instance for 0.35, can help make clear that the 3 in 0.35 has a value of three tenths, represented by the 3 rods and the 3 columns of hundredths in the drawing.

Included in this set are eight “answer cards” that can serve as a resource if you use a self-paced structure for implementing the task cards. Often, I would have kids work in pairs on cards while I circulated to spot check and give feedback to pairs of students. Naturally, I would get backed up and not be able to reach as many kids until after they had already made many mistakes. I designed these answer cards so that the students could check themselves: catching errors, figuring out for themselves what they did wrong, and (hopefully) avoiding the same mistake on later cards.

**Reinforcing the Concept**

Included among the printables are two full-page graphic reference sheets that illustrate key decimal concepts using the base ten grid model as a visual guide. Your students can use these journal inserts as guides while they work on the cards, as well as when they complete other tasks that relate to decimal concepts. Each sheet also features a number of open-ended questions that could serve as a springboard for a rich mathematical discussion about decimals. You might even use them as a writing prompt, having your students respond to the questions in their journals as a way to practice communicating clearly and completely in writing about their mathematical thinking.

**Assessing Student Understanding**

The ten provided assessment activities can be used to evaluate student understanding of decimals. There are two full-page assessments and six half-page “exit ticket”-style activities. The two full page activities ask students to identify the fraction & decimal represented by a pre-shaded grid and then ask them to shade in a grid to match a given decimal. Four of the exit tickets will require your students to stretch their thinking by presenting grids different from the ones on the cards and asking them to either represent a decimal or identify how the grid matches a specific decimal. These four activities include a writing component, and a complete rubric (with suggestions of to look for in your students’ work) is included for these. The final four exit tickets give students six blank grids and ask them to represent a given decimal on the grids in six different way, a chance for you to see some of the divergent thinking in your class. While these activities are identified as assessments, you can use them in any way that suits your teaching style of your students’ needs – homework, center assignments, guided practice, paired work, etc.

Please check out the preview to see all of the materials up close!

For more practice with decimal and fraction concepts, please check out the other related resources I have available –

**Dog-Gone Decimals - rounding decimals task cards & printables (set a)**

Dog-Gone Decimals – decimal estimation task cards & printables (set b)

Decomposing Fractions - activity card & printables bundle

Flipping for Fractions activity card set

I hope your students enjoy these resources and are able to build their proficiency with decimals. – Dennis McDonald

************************************************************************

Save $$$ by purchasing this product as part of my

************************************************************************

________________________________________________________________________

Common Core State Standards for Mathematics addressed:

• Use decimal notation for fractions with denominators 10 or 100. (4.NF.6)

_________________________________________________________________________

Included:

• 2 graphic reference sheets

• 32 task cards

• 8 self-checking “answer cards”

• task card answer sheet and key

• 10 assessment activities and key/rubric

This set of task cards is designed for students who are beginning to explore with decimal notation for fractions. Each card presents the students with a grid divided into tenths or hundredths with a portion of the grid shaded. The students are asked to chose the equation (among four given) that shows the equivalent fraction and decimal name for the shaded portion of the grid.

There are lots of ways in which you can implement the task cards. You can have the students work on them independently, working through the task cards on their own. The students can work on them in pairs or small groups, completing all the task cards in one session. You can use them in centers, having the students complete 6-8 task cards a day over the course of the week. You can even use them as a variation of “problem of the day”, giving each student 1 sheet of 4 cards to glue in their journals and solve, one sheet per day for eight days.

When your students work on these cards, you may opt to have some or all of your students use base ten blocks to build each of the decimals represented by the shaded portion of the gird, using a flat for a whole, rods for tenths and units for hundredths. Have your students lay out a flat to be a constant representation of a whole, and then use the rods and units to build the shaded portion of the grid on the card. This use of a concrete representation, when paired with the visual model and numeric representations on the cards, can really help students build a strong foundation in decimal relationships.

Build your students understanding about the decimals as they work on the cards, prompting them to consider how the decimal notation for the number represented on the grid relates to the grid itself. For instance, if 0.35 of the grid is shaded in, ask them, “Where is the 3 represented in this grid? Where is the 5?” Questions such as these can help students make sense of the numeric representation of the visual model and reinforce the value of the digits in the decimal. If you students are having trouble with such questions, break out the base ten blocks. Having your students build the decimal with base ten blocks, using 3 rods and 5 units for instance for 0.35, can help make clear that the 3 in 0.35 has a value of three tenths, represented by the 3 rods and the 3 columns of hundredths in the drawing.

Included in this set are eight “answer cards” that can serve as a resource if you use a self-paced structure for implementing the task cards. Often, I would have kids work in pairs on cards while I circulated to spot check and give feedback to pairs of students. Naturally, I would get backed up and not be able to reach as many kids until after they had already made many mistakes. I designed these answer cards so that the students could check themselves: catching errors, figuring out for themselves what they did wrong, and (hopefully) avoiding the same mistake on later cards.

Included among the printables are two full-page graphic reference sheets that illustrate key decimal concepts using the base ten grid model as a visual guide. Your students can use these journal inserts as guides while they work on the cards, as well as when they complete other tasks that relate to decimal concepts. Each sheet also features a number of open-ended questions that could serve as a springboard for a rich mathematical discussion about decimals. You might even use them as a writing prompt, having your students respond to the questions in their journals as a way to practice communicating clearly and completely in writing about their mathematical thinking.

The ten provided assessment activities can be used to evaluate student understanding of decimals. There are two full-page assessments and six half-page “exit ticket”-style activities. The two full page activities ask students to identify the fraction & decimal represented by a pre-shaded grid and then ask them to shade in a grid to match a given decimal. Four of the exit tickets will require your students to stretch their thinking by presenting grids different from the ones on the cards and asking them to either represent a decimal or identify how the grid matches a specific decimal. These four activities include a writing component, and a complete rubric (with suggestions of to look for in your students’ work) is included for these. The final four exit tickets give students six blank grids and ask them to represent a given decimal on the grids in six different way, a chance for you to see some of the divergent thinking in your class. While these activities are identified as assessments, you can use them in any way that suits your teaching style of your students’ needs – homework, center assignments, guided practice, paired work, etc.

Please check out the preview to see all of the materials up close!

For more practice with decimal and fraction concepts, please check out the other related resources I have available –

Dog-Gone Decimals – decimal estimation task cards & printables (set b)

Decomposing Fractions - activity card & printables bundle

Flipping for Fractions activity card set

I hope your students enjoy these resources and are able to build their proficiency with decimals. – Dennis McDonald

Total Pages

28 pages

Answer Key

N/A

Teaching Duration

N/A

1,071 Followers

Follow