Use this set of task cards to easily implement number talks into your classroom.

Number talks are meant to be short, daily, math activities that allow students to have meaningful and highly engaging conversations about math. Simply show students the front of the card, and ask the prompts on the back. These exchanges will lead to the development of more accurate, efficient, and flexible strategies for students.

This card set is a great teaching resource designed to help students begin to understand and think productively about fractions.

Print out the task cards front and back so that the prompts are displayed on the back of each card. The cards can also be put on a ring for added convenience.

Use the drop-down menu to select the following download options:

• Full Color
• Low Color

Resource Pack This resource is part of the Number Talks Teaching Resource Pack - Grade 4. Download this resource and 19 other resources in the complete pack. View the pack...

Common Core State Standards alignment

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.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.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.3 > CCSS.MATH.CONTENT.3.NF.A.3.A
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.3 > CCSS.MATH.CONTENT.3.NF.A.3.B
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

Grade 3 > Standards for Mathematical Practice > Number & Operations - Fractions > Develop understanding of fractions as numbers > CCSS.MATH.CONTENT.3.NF.A.3 > CCSS.MATH.CONTENT.3.NF.A.3.D
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Extend understanding of fraction equivalence and ordering > CCSS.MATH.CONTENT.4.NF.A.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.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Extend understanding of fraction equivalence and ordering > CCSS.MATH.CONTENT.4.NF.A.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.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Build fractions from unit fractions > CCSS.MATH.CONTENT.4.NF.B.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Build fractions from unit fractions > CCSS.MATH.CONTENT.4.NF.B.3 > CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Build fractions from unit fractions > CCSS.MATH.CONTENT.4.NF.B.4 > CCSS.MATH.CONTENT.4.NF.B.4.A
Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Build fractions from unit fractions > CCSS.MATH.CONTENT.4.NF.B.4 > CCSS.MATH.CONTENT.4.NF.B.4.B
Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

Grade 5 > Standards for Mathematical Practice > Number & Operations - Fractions > Apply and extend previous understandings of multiplication and division > CCSS.MATH.CONTENT.5.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Grade 5 > Standards for Mathematical Practice > Number & Operations - Fractions > Apply and extend previous understandings of multiplication and division > CCSS.MATH.CONTENT.5.NF.B.4 > CCSS.MATH.CONTENT.5.NF.B.4.A
Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)

Find more resources for these topics

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