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

Sort students into groups using Quadratic Representations

In this activity students are each given one card. The card will either have a graph, table of values or equation of a quadratic relation. Their job is to find the two other students who have the other two representations of the same quadratic relationship. This shouldn't take too long and could be repeated every couple of days to solidify conversion between representations.
New: Alternatively, you could have students just work individually on this Desmos card sort 

• MPM2D - A3.3 determine, through investigation, and describe the connection between the factors of a quadratic expression and the x-intercepts (i.e., the zeros) of the graph of the corresponding quadratic relation, expressed in the form y = a(x – r)(x – s);
• MBF3C - A1.8 determine, through investigation, and describe the connection between the factors of a quadratic expression and the x-intercepts of the graph of the corresponding quadratic relation
• MCF3M - A1.5 determine, through investigation, and describe the connection between the factors used in solving a quadratic equation and the x-intercepts of the graph of the corresponding quadratic relation
• MCR3U - As review

• Download the cards and cut them out (you may want to laminate them)
• If you are doing the Desmos Cardsort instead, students should have devices to do the sort on (note that phones have screens that are too small)

1. Shuffle the cards and distribute one per student. Note that there are 11 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 different representations for the same quadratic relation. 
3. Once students find their partners they will be in groups of three

If doing the Desmos Cardsort instead, have students (or pairs of students) complete each page of the cardsort. You may wish to consolidate on the last page of the card sort.

• GroupQuadratics (Googledoc) (pdf)
• Desmos CardSort 

Did you use this activity? Do you have a way to make it better? If so tell us in the comment section. Thanks

Sort Students into Groups using Linear Representations

In this activities students are each given one card. The card will either have a graph, table of values or equation of a linear relation. Their job is to find the two other students who have the other two representations of the same linear relationship. This shouldn't take too long and could be repeated every couple of days to solidify conversion between representations

MPM1D, MFM2P  - 

• graph lines by hand, using a variety of techniques
• identify, through investigation with technology, the geometric significance of m and b in the equation y = mx + b

• Download the cards and cut them out (you may want to laminate them)

1. Shuffle the cards and distribute one per student. Note that there are 11 sets of 3 cards so you may want to remove sets to more closely match your student population.
2. Students will find the other people who have the same linear relationship

• GraphTableLineMatch (doc) (pdf)

Did you use this activity? Do you have a way to make it better? If so tell us in the comment section. Thanks

Sort Students into Groups Using Integers

If you want a quick activity that you can use to randomly put students into groups of two or four, look no further. This activity uses integers represented in words and with tiles to sort students into groups. This could be used with any class where students can add integers (subtraction is not needed) and represent them with tiles.
In each row is a set of integer cards that represent the same number. The next row will have a set of cards that has the opposite number. 

• Grade 7 Number Sense & Numeration 
• Grade 8 Number Sense & Numeration (review)

• Integer Cards Prep work: Cut the cards out. Note that every two rows of cards make up a set of four. Remove sets according to how many students you have.
• Bag or Bin to put cards in

1. Each person chooses a card and finds their partner. The person with a card that represents the same integer. Stop here if you only want students in pairs.
2. Next this pair of students looks for the other pair of students who has a number that will add together with theirs to equal zero

• Choosing Groups with Integer Cards (doc) (pdf)

Did you use this activity? Do you have a way to make it better? If so tell us in the comment section. Thanks

Sort Students into Groups using Equivalent Fractions

If you want a quick activity that you can use to randomly put students into groups of four, look no further. This activity uses fractions with common denominators and then equivalent fractions to sort students into groups. This could be used with any class where students can add fractions and compare equivalent factions.
In each row are two sets of fractions with common denominators. When you add each pair (with the same denominator) they will simplify to the same fraction

• Grade 7 Number Sense & Numeration
• Grade 8 Number Sense & Numeration (review)
• MPM1D
• MFM1P

• Fraction Cards Prep work: Cut the cards out. Note that there are 8 rows of fractions. Remove sets according to how many students you have.
• Bag or Bin to put cards in

1. Choose a fraction and find your partner (the person who has the same common denominator). Introduce yourself. He or she is your team member. 
2. Add your fractions and simplify the answer. 
3. Find the other team with the same simplified fraction. Introduce yourselves. This is your group of four

• None yet

• Choosing Groups with Fractions Cards (doc) (pdf)

Did you use this activity? Do you have a way to make it better? If so tell us in the comment section. Thanks