Description
In this maze, students will work from start to finish by correctly comparing rational numbers. Rational numbers are presented in the form of decimals, fractions, and percentages. Student will use the >, < or = sign options to guide them through the maze.
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Highlights
Digital downloads
Grades
5th - 8th
Subjects
Standards
CCSS6.NS.A.1
CCSS6.NS.C.6
CCSS7.NS.A.2d
Tags
Pages
3
Answer Key
Included
Teaching Duration
30 minutes
Description
In this maze, students will work from start to finish by correctly comparing rational numbers. Rational numbers are presented in the form of decimals, fractions, and percentages. Student will use the >, < or = sign options to guide them through the maze.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS6.NS.A.1
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (𝘢/𝘣) ÷ (𝘤/𝘥) = 𝘢𝘥/𝘣𝘤.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
CCSS6.NS.C.6
Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
CCSS7.NS.A.2d
Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
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