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Get ready to present your students equivalent fractions in a way that they will understand. This resource has a handout and easy practices to get the ball rolling on equivalent fractions. I made this resource with beginners in mind, students who may be struggling to grasp the concept of equivalent fractions. This will provide students with explanations as to why we use multiplication and division to make equivalent fractions and explain how to use cross multiplication to check our answers. With visuals for better understanding and a BOOM deck to follow along this resource is sure to help your students begin or review equivalent fractions.

In the BOOM deck the students will look at fractions and pictures and decide whether the fractions shown are equivalent or not. By completing this deck kiddos can prepare for quizzes, tests, and review this important information which sets the foundation for more complex problem solving skills.

Enjoy!

Can be used as an introduction to equivalent fractions, independent work packet, homework, and even substitute material.

When you purchase this product, you will receive a PDF with a link to the digital task cards on the Boom Learning Site (an external website). Cool!

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About BOOM cards:

To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks.

You may be eligible for a free trial from Boom Learning. If you choose not to stay on a premium account after your free trial, you will still be able to assign all your Boom Cards to as many students as you see fit using Fast Play pins (which give instant feedback for decks that are self-grading).

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