Fractions Review

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SWBAT solve problems and play games to review skills learned about fractions.

Big Idea

To review skills learned about fractions, students can solve problems and play games.

Whole Class Review

25 minutes

Today, we review skills that have been learned in fractions.  Included in the fraction review are various problems, such as equivalent fractions, comparing fractions, simplifying fractions, changing mixed numbers to improper fractions, and adding and subtracting fractions and mixed numbers.  These problems were selected because the students have learned different ways to solve these types of problems.  The students must use the best strategy for them in solving the problem.  We have learned to draw models, use fraction strips, draw number lines, and use computation to solve fractions.

 Each student is given a Fraction Review.docx sheet.  For this review, I give the students about 10 minutes to solve the problems independently.  As the students work independently, I walk around to monitor their success.  I am looking for students who are not showing mastery of fractions.  (It is important to identify students who need additional instructional time in a one-on-one or small group setting.)  

After about 10 minutes, I get the students attention so that we can have a whole class discussion about the problems.  We begin by reviewing equivalent fractions.  "What is an equivalent fraction?"  Student response:  Fractions that are the same.  "How do you find an equivalent fraction?"  Student responses:  By multiplying the top number and the bottom number by the same number, 2) by drawing models to see if they are the same.  I call on students to share their answers for numbers 1 through 3 on the review sheet.  One student shared that she used 2 to multiply the numerator and denominator of 2/4, and she got 4/8.  I remind the students as we go through the answers to the equivalent fractions that these are just sample answers.  They may have different answers.  I tell them that their answers are correct if they used the same number to multiply the numerator and denominator.  

Next, we discuss changing mixed numbers to improper fractions.  "What is an improper fraction?"  Student response:  An improper fraction is when a numerator is greater than the denominator or when the numerator is the same as the denominator.  (This is an honor roll student.  I complimented her on using complete sentences in her answer.)  I remind the students that we learned to draw out models of the mixed number and improper fractions.  Also, we learned to use multiplication and addition to change a mixed number to an improper fraction.  To demonstrate, on the Smart board, I draw a model of 7 1/3 for the students to see.  We counted the shaded pieces to get 22/3.  Together, we used multiplication and addition to solve the problem as well.  3 x 7 = 21 + 1=  22/3.  I let the students know that their answer must always connect to the model.  

 I continue to work with the students on the rest of the review.  The students' questions are answered.  I continue to question the students to get a feel for their level of understanding of the skills. Some examples of student work are shared with the class so that they will know good samples of Student Work - Fractions Review.jpg.  Upon completing the review, the students play Fraction Bingo.

Game Time

30 minutes

To let the students have a bit of fun while learning at the same time, we play Fraction Bingo.  I tell the students that they have an opportunity to compare fractions by playing a game.  I instruct the students to take out a sheet of paper and pencil so that they can use it during the game.   

Each student is given a bingo card and chips to play the game.  Each bingo card has a square box with a shaded model in each box.  I pull a fraction from a bag.  I call out the fraction.  I let the students know that in this game, they find the model of the fraction that I call out.  I tell them that they may have to find an equivalent fraction by multiplying or dividing.  (This gives the students additional practice with comparing fractions and equivalent fractions.) 

As I call out the fractions, I walk around to monitor the students' cards.  I take a note of the students who are not correctly identifying the fractions.  (This data will be used to group the students for intervention.)  

The winners receive a small prize as they exit the class.