Frack Jack
Games are wonderful tools for teaching and motivating students! Frack Jack helps students of all ages master equivalent fractions and become skilled at estimating what portion of a circle is filled by any collection of fractional wedges.
Standards
Idea Sheets are cross-referenced to subjects listed in the Common Core, Next Generation Science Standards, and California Content Standards.
Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 2||Mathematical Practices|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 3||Mathematical Practices|||3.G.2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.||Common Core Mathematics||Grade 3||Geometry||Reason With Shapes And Their Attributes|||3.NF.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.||Common Core Mathematics||Grade 3||Number And Operations?Fractions5||Develop Understanding Of Fractions As Numbers|||3.NF.2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.||Common Core Mathematics||Grade 3||Number And Operations?Fractions5||Develop Understanding Of Fractions As Numbers|||3.NF.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.||Common Core Mathematics||Grade 3||Number And Operations?Fractions5||Develop Understanding Of Fractions As Numbers|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 4||Mathematical Practices|||4.NF.1. Explain why a fraction a/b is equivalent to a fraction (n ? a)/(n ? b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.||Common Core Mathematics||Grade 4||Number And Operations?Fractions3||Extend Understanding Of Fraction Equivalence And Ordering|||4.NF.2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.||Common Core Mathematics||Grade 4||Number And Operations?Fractions3||Extend Understanding Of Fraction Equivalence And Ordering|||4.NF.3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a.||Common Core Mathematics||Grade 4||Number And Operations?Fractions3||Build Fractions From Unit Fractions By Applying And Extending Previous Understandings Of Operations On Whole Numbers|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 5||Mathematical Practices|||5.NF.1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)||Common Core Mathematics||Grade 5||Number And Operations?Fractions||Use Equivalent Fractions As A Strategy To Add And Subtract Fractions|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 6||Mathematical Practices|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 7||Mathematical Practices|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 8||Mathematical Practices
4.1 Recognize, name, and compare unit fractions from 1/12 to 1/2.||CA Mathematics||Grade 2||01. Number Sense||4.0 Students understand that fractions and decimals may refer to parts of a set and parts of a whole.|||4.2 Recognize fractions of a whole and parts of a group (e.g., 1/4th of a pie, 2/3rds of 15 balls).||CA Mathematics||Grade 2||01. Number Sense||4.0 Students understand that fractions and decimals may refer to parts of a set and parts of a whole.|||4.3 Know that when all fractional parts are included, such as four-fourths, the result is equal to the whole and to one.||CA Mathematics||Grade 2||01. Number Sense||4.0 Students understand that fractions and decimals may refer to parts of a set and parts of a whole.|||3.1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract fractions in context (e.g., 1/2 of a pizza is the same amount as 2/4 of another pizza that is the same size; show that 3/8 is larger than 1/4.)||CA Mathematics||Grade 3||01. Number Sense||3.0 Students understand the relationship between whole numbers, simple fractions, and decimals.|||3.2 Add and subtract simple fractions (e.g., determine that 1/8 + 3/8 is the same as 1/2).||CA Mathematics||Grade 3||01. Number Sense||3.0 Students understand the relationship between whole numbers, simple fractions, and decimals.|||3.3 Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors.||CA Mathematics||Grade 3||01. Number Sense||3.0 Students understand the relationship between whole numbers, simple fractions, and decimals.|||1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions (see Standard 4.0).||CA Mathematics||Grade 4||01. Number Sense||1.0 Students understand place value of whole numbers and decimals to two decimal places, how these relate to simple fractions, and use concepts of negative numbers.|||1.7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line.||CA Mathematics||Grade 4||01. Number Sense||1.0 Students understand place value of whole numbers and decimals to two decimal places, how these relate to simple fractions, and use concepts of negative numbers.|||2.0 Students perform calculations and solve problems involving addition, subtraction, and simple multiplication and division of fractions and decimals.||CA Mathematics||Grade 5||01. Number Sense|||2.3 Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in simplest form.||CA Mathematics||Grade 5||01. Number Sense||2.0 Students perform calculations and solve problems involving addition, subtraction, and simple multiplication and division of fractions and decimals.|||2.1 Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation.||CA Mathematics||Grade 6||01. Number Sense||2.0 Students calculate and solve problems involving addition, subtraction, multiplication, and division.
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