Teaching the Common Core Math Standards With Hands-On Activities, Grades 3-5 (66 page)

Activity 1: Adding Parts of a Whole

Students will work at a Web site where they will add and model fractions with unlike denominators.

Materials

Computers with Internet access for students; computer with Internet access and digital projector for the teacher.

Procedure

1.
Review an example of adding fractions with unlike denominators, such as the example provided in the Background.

2.
Instruct students to go to
http://nlvm.usu.edu/
. They should click in the grades “3–5” column on the “Numbers and Operations” row and then scroll down to and click on “Fractions—Adding.” They will see fractions that they must rename so that the denominators are the same. They will also see models that visually represent the fractions. Tell your students which degree of difficulty they should check: Easier, Harder, or Hardest.

3.
Demonstrate how to use the Web site. Ask students to write the equivalent fractions that are presented. To help them write the equivalent fractions, they may use the models and change the denominators by clicking on the up or down arrows. The numbers below the models indicate the denominator of the fraction while the shaded parts of the model indicate the numerator. Students should then write an equivalent fraction, or fractions, by writing numbers in the blank spaces. After writing equivalent fractions, they should click on “Check.” If they are correct, an addition problem will appear. To help them solve the problem, students may drag the colored portions of the models to the right. Or they may simply solve the problem and click “Check.” If they are correct, the model will adjust to reflect the answer. They should then click on “New Problem.”

4.
Instruct your students to continue working on the Web site and complete at least five problems. They are to record their problems on paper so that they can discuss the problems during Closure.

Closure

Select a few students to write one of their problems on the board and explain the process for finding common denominators and writing equivalent fractions.

Activity 2: Finding a Match

Working in teams of two or three, students will play a game called “Finding a Match.” Two teams will play against each other. Opposing teams will be given one set of 10 cards that contain addition and subtraction of fraction problems with a missing number. Each team will also receive an identical set of cards that contain equivalent fractions that can be used to complete the problems. The winner is the team with more points at the end of the game.

Materials

Scissors; reproducibles, “Finding a Match Problem Cards” and “Equivalent Fraction Cards,” for each team.

Procedure

1.
Review adding and subtracting fractions, noting that the fractions must have like denominators. Provide a few examples, such as
. Be sure students know how to write equivalent fractions.

2.
Distribute copies of the reproducibles. Explain that “Finding a Match Problem Cards” contains 10 cards with addition and subtraction problems with a missing fraction or mixed number. Students should cut out the cards and place them face down between the two teams. “Equivalent Fraction Cards” contains two sets of cards that have fractions or mixed numbers. Students are to cut out these cards as well, keeping a set of fraction cards for each team. Note that the game requires only one set of problem cards, but each team needs its own set of the equivalent fraction cards.

3.
Explain the game. Two teams play against each other. The problem cards are to be placed face down between the teams. One set of equivalent fraction cards should be set in front of each team. The first team will flip a problem card over. Both teams then try to find the fraction or mixed number card that completes the problem correctly. Emphasize that students must recognize equivalent fractions to complete the problems. Students should simplify as necessary. After completing the first problem, the process continues with the second team flipping a problem card over. Upon completion of the game, teams will receive one point for each problem they solve correctly. Note that not all of the fraction cards will be used.

4.
Have your students record each problem so that you may discuss the answers and tally the scores when the game is over. The games end when all of the teams have completed all of the problems.

Closure

Provide the answers to the problems, have students add their scores, and announce the winners of the games. Discuss the steps for finding equivalent fractions and common denominators. You may want to have your students develop their own cards for this game. They can then play the game as a review at a later date.

Answers

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