Description

This is an individual activity to be used after students can convert between fractions, decimals and percents. It builds upon their knowledge of equivalent representations on a 100 block.

There are two sets of clue cards: regular and challenge.

Students randomly select a card, and then color in the appropriate number of squares to show the fraction/decimal/percent given on the clue card. The clue cards do not add to 100%, so they must choose two other colors, and decide what fraction/decimal/percent they want to color.

This project can be used to decorate the room or hallways with student work samples. The 100 grids can be run off on transparency sheets, and then students use permanent markers to color, they look decorate a window nicely!

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Stained Glass Window Project

Name: Stained Glass Window Project
Brand: Becky Prelog
SKU: 7485698
Price: 8.99 USD
Availability: InStock

Becky Prelog

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$8.99

Highlights

Digital downloads

PDF

Grades

5th - 7th

Subjects

Art, Math

Standards

CCSS5.NBT.A.1

CCSS5.NF.B.5b

CCSS7.EE.A.2

Description

This is an individual activity to be used after students can convert between fractions, decimals and percents. It builds upon their knowledge of equivalent representations on a 100 block.

There are two sets of clue cards: regular and challenge.

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

Standards

to see state-specific standards (only available in the US).

CCSS5.NBT.A.1

Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

CCSS5.NF.B.5b

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.

CCSS7.EE.A.2

Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, 𝘢 + 0.05𝘢 = 1.05𝘢 means that “increase by 5%” is the same as “multiply by 1.05.”