ALEX Learning Activity

  

Comparing Fractions: Let's Start a War

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Samantha Wallace
System:Limestone County
School:Cedar Hill Elementary School
  General Activity Information  
Activity ID: 2540
Title:
Comparing Fractions: Let's Start a War
Digital Tool/Resource:
Fraction Cards
Web Address – URL:
Overview:

Students will use fraction cards to play a version of the card game “War.” They will compare fractions using models and benchmarks.  The students will have to justify their answers in order to win the match.

This activity results from the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 4
14. Compare two fractions with different numerators and different denominators using concrete models, benchmarks (0, ½, 1), common denominators, and/or common numerators, recording the comparisons with symbols >, =, or <, and justifying the conclusions.

a. Explain that comparison of two fractions is valid only when the two fractions refer to the same whole.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Compare two fractions with different numerators and different denominators using concrete models, drawings, and benchmarks (0, 1/2, 1).
  • Recognize that comparisons are valid only when the two fractions refer to the same whole.
  • Record the comparisons of two fractions using symbols >,<, or =, and justify the conclusions.
Teacher Vocabulary:
  • Compare
  • Equivalent fraction
  • Numerator
  • Denominator
  • Benchmark fraction
  • Concrete model
  • Visual model
  • Length model
  • Area model
Knowledge:
Students know:
  • Comparing two fractions is only valid if they refer to the same whole.
  • Meaning of comparison symbols,<, >, or = .
  • Fractions can be represented by a variety of visual models (length and area).
Skills:
Students are able to:
  • Use concrete models, benchmarks, common denominators, and common numerators to compare two fractions and justify their thinking.
  • Explain the comparison of two fractions is valid only when the two fractions refer to the same whole.
Understanding:
Students understand that:
  • When comparing fractions they must refer to the same whole.
  • Benchmark fractions can be used to compare fractions.
  • Fractions can be compared by reasoning about their size using part to whole relationship.
  • Fractions can be compared by reasoning about the number of same-sized pieces.
  • Fractions can be compared by reasoning about their size when there are the same number of pieces.
  • Fractions can be compared by reasoning about the number of missing pieces.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.14.1: Identify fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts and size 1/b.
M.4.14.2: Identify a fraction as a number on the number line; represent fractions on a number line diagram.
M.4.14.3: Recognize a fraction as a number on the number line.
M.4.14.4: Represent fractions on a number line diagram.
M.4.14.5: Recognize fractions as numerals that may represent division problems.
M.4.14.6: Label numerator, denominator, and fraction bar.
M.4.14.7: Identify parts of a whole with two, three, or four equal parts.
M.4.14.8: Distinguish between equal and non-equal parts.

Prior Knowledge Skills:
  • Recognize fractions as lengths from zero to one.
  • Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram.
  • Identify a number line.
  • Recognize whole numbers as lengths from zero to one.
  • Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram.
  • Identify a number line.
  • Label the fractions on a pre-made number line diagram.
  • Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram.
  • Recognize a number line diagram with equally spaced points.
  • Compare length using non
  • standard units to determine which is longer.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.13 Identify and compare models of a whole (1), one-half (1/2), one-third (1/3), and one fourth (1/4) using models, manipulatives, numbers lines, and a clock.
Learning Objectives:

Students will be able to compare fractions with different numerators and denominators using models and benchmarks.
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

  • Pair students into groups of two. If you have an odd number of students, a group of three will work.

  • Give each group a set of fraction cards.

  • Explain how to play the game:

    • Shuffle the cards and separate them into two even stacks (or three stacks for a group of three).

    • Each player chooses the top card of their stack and sets it in the middle. The players take turns deciding which card is bigger. The person who set down the biggest card gets to take both cards (or all three).

    • If the cards have equivalent fractions, each player should choose the next card on their stack to set down. The winner of this second match wins all four cards.

    • The winner is the person with the most cards at the end of the game.

  • As students are playing, make sure that they are taking turns deciding which card is the biggest so that everyone is getting practice with comparing fractions. If there is a disagreement, have students justify and/or explain their reasoning.
Assessment Strategies:

Monitor and question the students as they are playing to see which strategies they are using to determine the biggest card. You can use a student checklist to keep track of which students are struggling or need enrichment.
Advanced Preparation:

You will need a set of fraction cards for each pair of students. These can be printed in black and white or color. You can cut them out and laminate them ahead of time for repeated play or just print them on copy paper and have the students cut them out for one-time use.
Variation Tips (optional):

If students need a challenge, they can see who is first to determine the biggest card. Instead of the pair of cards going to the person who set down the biggest card, the person who is quickest gets to claim the pair.

You can change up the deck by using fraction cards without models or including mixed numbers and/or improper fractions.
Notes or Recommendations (optional):

14. Compare two fractions with different numerators and different denominators using concrete models, benchmarks (0, ½, 1), common denominators, and/or common numerators, recording the comparisons with symbols >, =, or <, and justifying the conclusions.
a. Explain that comparison of two fractions is valid only when the two fractions refer to the same whole.
  Keywords and Search Tags  
Keywords and Search Tags: benchmark fraction, compare, fraction, fraction model, greater than, improper, less than, mixed number