Math – fractions: People Hunt

TITLE: Math fractions

GRADE: 4

MATERIALS/TIME REQUIRED: Fraction Hunt reproducible – contact us if you want this!  25 minutes

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy:

Ask: How many of you think fractions can be fun?

(Assure them that they will like something about this strategy, and put students in groups of four, no more. If there are groups of three, then students will have the opportunity to imagine a fourth member, as well as his/her answers.

IDENTIFY THE OBJECTIVES:

Content Standard: Students will explain different interpretations of fractions and explain equivalents of fractions.

Collaborative: Students will work on tasks together, participate fully, and value diversity.

Personal: Students will reflect on personal strengths / skills.

IDENTIFY THE STRATEGY: Fraction Hunt

Students are in groups of four. (If in groups of three, then take turns making the imaginary fourth person’s answers.)

For each statement, the group has a brief conversation and writes the answer asa fraction.

The denominator will always be. . .?

It is possible to have a fraction of 0/4.

Do NOT reduce any fractions…that comes later!

EXAMPLE: Model these for the whole class before they begin the group fraction hunt.

___ I like playing computer games.

___ I’ve never been on an airplane.

___ I would rather listen to my music than watch TV.

(When your answer is “sometimes”, count that as a “YES”)

REVIEW AGREEMENTS

Have students begin. When finished, have them:

• Cross out all fractions that can be reduced, and write the reduced fraction next to what you crossed out.

• Choose an answer of ¾ and make it a fraction with a denominator of 12 and write a sentence at the bottom of your page that explains how you did that.

• Is this correct? 2/4 = 15/30  Explain why, on the back of the page.

Check for understanding.

Review agreements.

Pass out the “Fraction Hunt” handout and have students begin.

REFLECTION:

Content: How did this activity make fractions easy to understand?

What was difficult? How could you make it more difficult?

Collaborative: Describe how you worked together to answer the statements.

Personal: The objective was for you (students) to get to know one another better while

practicing or learning fractions. Explain how it worked for you.

PROVIDE AN OPPORTUNITY FOR APPRECIATION: Invite statements that address the experience (You stated earlier that you had a way to make fractions fun?! Invite statements that acknowledge positive practices, behavior, students.

AUTHENTIC ASSESSMENT: Tell students you are going to choose any fraction that has been reduced, a fraction changed to a denominator of 12, and the two explanation statements (that must be sentences). Allow them to check their work, and collect.

LEARNING COMPONENTS

►Group Development Process

· Cognitive Theory

· Multiple Intelligences

►Cooperative Learning

· Constructivism

· Reflective Practice

· Authentic Assessment

Fraction Hunt

Extend/Modify: Have students add, subtract, multiply or divide fractions, either within their groups or by sharing with other groups.

Examples: Add your fractions for #2 and #6. Reduce.

or

Multiply #3 and #10, then subtract #4.

Note: Less can be more! If you are extending, have students complete only one or two of your problems; then have them make up their own. Be sure to have students designate an area on their paper which is easy for them to write in and you to find for evaluation/assessment. Be very clear about your expectations for learning.