Fraction Game Day

I have the students count off by 6.  I send the groups to centers based upon their numbers.  The students will practice the activities listed below at the centers.  The students use the tools strategically (MP5), as well as model (MP4) the fractions to help compare the fractions.

 Fraction Game Day Activities.docx:

Change Improper Fractions to Mixed Numbers and Mixed Numbers to Improper Fractions

The students practice the skill on the computer at the following websites:

http://www.sheppardsoftware.com/mathgames/fractions/mathman_improper_fractions.htm

http://www.mathplayground.com/fractions_improper.html

 Equivalent Fractions – Go Fish

The students practice finding equivalent fractions by playing Go Fish.  Each student has 4 fraction cards in their hands.  The first person asks their partner for a fraction.  For example, if they have ½ in their hand, they may ask, “Do you have an equivalent fraction for 1/2?    If the partner does not have the fraction, they tell the person to Go Fish.  The student pulls a card from cards that have been laid face down.  If they find an equivalent fraction, they can take the two cards out of their hands.  If they do not, they must keep the two cards along with the other cards in their hands.  Take turns until one person has gotten rid of all of his/her cards. (The Go Fish Math Cards.docx can be found in the resource section.)

 Compare Fractions

The students practice comparing fractions with different denominators.  The first student rolls two number cubes.  The student forms the first fraction by writing the smallest number as the numerator and the largest number as the denominator.  The student rolls the number cubes again to form the second fraction.  The student has 2 minutes to compare the fraction using strategies learned in class.  If they get the answer correct, they get a point.  The student with the most points wins the game. (Materials needed per pair of students:  2 game cubes and timer)

To close the lesson, I bring the class back as a whole.  I allow the students to share their experiences with the activities.  I feel that it is always important to come back together as a whole before closing out the class.  This gives me the opportunity to address any misconceptions that I saw or heard while the students were participating in the activities.  

My Observations:

Some students are still working on perfecting their models.  It takes them a while to get it right, but they do.  This is evident in the Student Work sample.  The student had to erase quite a bit, but both fractions are represented with the same whole, and the pieces are divided as accurately as possible.