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Posted by Perri Wilkinson | Posted in Fractions | Posted on August 28, 2017

Played in pairs or threes and each player needs a *Colour in Equivalent Fractions* sheet.

Colour in Equivalent fractions-26xxs8w

Students take it in turn to roll 2 dice to create a fraction and record it on their sheet. They must then decide what fraction they will colour in on their fraction wall and also record it on their sheet. They may choose to colour the exact fraction or an equivalent fraction. The first person to fill their fraction wall wins. Students must colour the fraction entirely, for example, if the roll 2/6 they can’t choose to colour in 1/6.

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Posted by Perri Wilkinson | Posted in Decimals, Fractions, Place Value | Posted on August 28, 2017

Taken from Paul Swan’s book: *Kids, Calculators and Classrooms*

Aim: For students to get 3 uninterrupted decimals in a row on the number line.

Students choose 2 numbers from the number cards 1-12 to create a fraction. They must then convert it to a decimal using a calculator and mark the decimal on the number line game board. The winner is the person who can get 3 decimals in a row on the number line without the other player interrupting it.

Fraction Frenzy number cards-2addefd

Fraction frenzy-1a333a3

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Posted by Perri Wilkinson | Posted in Fractions | Posted on September 14, 2016

Students can use the menu to create a range of pizzas. Students can then create their own menu.

pizza-menu

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Posted by MissFelmingham | Posted in Fractions | Posted on August 30, 2016

Students create their own Fraction Creatures/Animals using kinder squares. They need to make different fractions, depending on their ability, label the fraction and use it to make a creature. Students working at a high level can create fractions where more than one part is ‘shaded’, e.g. use 3/4 of a kinder circle, or 7/8 of a kinder square. Refer to student instruction sheets attached.

Funky Fractions Creature – pdf

Funky Fractions Creature – word document

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Posted by Perri Wilkinson | Posted in Decimals, Fractions, Percentage | Posted on August 17, 2016

Using a grid, students create a picture that uses at least 6 different colours. Once completed, they have to work out the fraction, decimal and percentage of the different colours in the grid of the total squares in the grid.

Mathsterpiece grids

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Posted by Perri Wilkinson | Posted in Fractions | Posted on August 17, 2016

Students pretend that they have just moved to a neighbourhood where the streets are full of fractions. They need to use the following information to create a map of their new street.

Fractions Neighbourhood

Students use grid paper to create their own golf course. It can be linked to a variety of different math outcomes, including area and perimeter, shapes, angles, fractions, decimals and percentages.

Design-your-dream-Mini-Golf-Course

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Posted by lisar | Posted in Fractions | Posted on September 17, 2015

This project allows students to develop their understanding of fractions. It is an open-ended task where students create and decorate a cake of their choice, skills are explicitly shown through a fish bowl.

Click on the link below for details of the task and how to differentiate from levels 1.0-3.0

Cake Fractions

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Posted by Mr Wigg | Posted in Fractions | Posted on December 3, 2014

The following activity is designed to encourage students to record fractions and display fractions.

Fraction Chocolate Bar

Using the following modified ten-frame, students will add different flavours to the “chocolate.” Students will need to write the fraction and ingredients, for example 1/15 Peppermint under the ‘Ingredient’ heading and shade 1/15 in the chocolate bar. They can make any fraction they like different flavours, however cannot go over 15/15 or 1 whole.

This is a great, quick activity to get the learners into the mood for maths! You will need to play the song “**The Final Countdown**” by Europe to set the tone. (Air guitaring is acceptable and encouraged!) Learners work in their maths books, dating in the margin to allow teachers to track improvement over time. The teacher gives the class a starting point and tell them what they are counting by. (For example, starting at 0, count forward by 10s.) Students then have a set time (I usually give 2 minutes) to count as far as they can. At the end of the time they all stand up, start at the beginning point and count aloud together. When learners get to their finishing point they sit down.

To mix it up you can start at different points, count forwards or backwards and change the number you are counting by. You could even get the learners counting using fractions or decimals!