Match My Part
Match Equivalent Fractions, Decimals, Percents, and 100’s charts in this fast-paced game! Playing this game reinforces recognizing different forms of equivalent numbers and parts of a whole.
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 3||Mathematical Practices|||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|||4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.||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|||4.NF.5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.||Common Core Mathematics||Grade 4||Number And Operations?Fractions3||Understand Decimal Notation For Fractions, And Compare Decimal Fractions|||4.NF.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.||Common Core Mathematics||Grade 4||Number And Operations?Fractions3||Understand Decimal Notation For Fractions, And Compare Decimal Fractions|||4.NF.7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.||Common Core Mathematics||Grade 4||Number And Operations?Fractions3||Understand Decimal Notation For Fractions, And Compare Decimal 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 5||Mathematical Practices|||5.NBT.3. Read, write, and compare decimals to thousandths.||Common Core Mathematics||Grade 5||Number And Operations In Base Ten||Understand The Place Value System|||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|||5.NF.2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions||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|||6.RP.3.c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.||Common Core Mathematics||Grade 6||Ratios And Proportional Relationships||Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems|||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
3.4 Know and understand that fractions and decimals are two different representations of the same concept (e.g., 50 cents is 1/2 of a dollar, 75 cents is 3/4 of a dollar).||CA Mathematics||Grade 3||01. Number Sense||3.0 Students understand the relationship between whole numbers, simple fractions, and decimals.|||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.||CA Mathematics||Grade 4||01. Number Sense|||1.2 Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number.||CA Mathematics||Grade 5||01. Number Sense||1.0 Students compute with very large and very small numbers, positive integers, decimals, and fractions and understand the relationship between decimals, fractions, and percents. They understand the relative magnitudes of numbers.
- Grades 3-5
- Grades 6-8
- Math