## Wednesday, 26 April 2017

### Sort Students into Groups using Percents, Fractions and Decimals

In this activity students are each given one card. The card will either have a fraction, percent or decimal. Their job is to find the two other students who have the same value but a different representation. This shouldn't take too long and could be repeated every couple of days just to solidify conversion between fraction, decimal and percent.

If you wish you can also have students do this individually with this Desmos cardsort.

• Gr7 - determine, through investigation, the relationships among fractions, decimals, percents, and ratios
• Gr8 - translate between equivalent forms of a number (i.e., decimals, fractions, percents)
• MPM1D, MFM1P - As review
• Download the cards and cut them out (you may want to put them on cardstock and laminate)

1. Shuffle the cards and distribute one per student. Note that there are 12 sets of 3 cards so you may want to remove sets to more closely match your student population.
2. Instruct students to find the two other people that have the same value but a different representation.
3. Once students find their partners they will be in groups of three,
• Group Fractions, Decimals, Percent Cards (Googledoc) (pdf)
• Individual Desmos Cardsort Version
Did you use this activity? Do you have a way to make it better? If so tell us in the comment section. Thanks

## Thursday, 20 April 2017

### Fraction Operation Continuum

As math teachers we definitely want our students to practice to become proficient but piles of problems or worksheets aren't going to be very engaging to students. We think this tweak to the standard worksheet is a way to turn those boring questions into something more engaging.

In Ontario, grade 7s are introduced to operations with fractions. Addition & subtraction and multiplication & division with whole numbers. The premiss here is fairly simple. Students are presented with multiple cards of questions (in this case of adding and subtraction of fractions (with a little of division and multiplication with whole numbers). The cards represent problems that increase in difficulty as you go from one to the next. Students can all start at the first envelope or you could give them an exit card the day before to help place them in a particular card to start. Students check their own answers using answer cards with the answers written with "invisible" ink that can be revealed by shining a UV light on it.

Students really seem to like this style of activity as they feel empowered to move from card to card when they are ready and the added feature of checking the answers with the UV pen gives a sense of novelty. This could be used as practice or review.

• Gr7 - divide whole numbers by simple fractions
• Gr7 - use a variety of mental strategies to solve problems involving the addition and subtraction of fractions
• Gr7 - add and subtract fractions with simple like and unlike denominators, using a variety of tools (e.g., fraction circles, Cuisenaire rods, drawings, calculators) and algorithms;
• Gr7 -  demonstrate, using concrete materials, the relationship between the repeated addition of fractions and the multiplication of that fraction by a whole number
• Gr8 - As review (we plan an extension so that this could be used for grade 8 with multiplying and dividing fractions)
• Enough copies of each of the question cards for your class (there are four cards per page at each level) in different colour card stock for each level,  laminated (use colours that allow seeing the magic pen writing - you may want to test this). You will likely not need as many cards in the last few envelopes as students work at different paces. You will need as many as you have in your class if you decide to start everyone at the first level. Fewer if you let students start at different levels (see below)