ALEX Learning Activity

  

Fraction Equivalence: Pick a Card

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: 2579
Title:
Fraction Equivalence: Pick a Card
Digital Tool/Resource:
Fraction Math Problem slideshow
Web Address – URL:
Overview:

Students will play a game to practice adding fractions with denominators of 10 and 100 by creating equivalent fractions.  For each question they get right, the students will get to choose a playing card from a deck.  At the end of the game, they can trade in their cards for a prize.

 

This activity results from the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 4
17. Express, model, and explain the equivalence between fractions with denominators of 10 and 100.

a. Use fraction equivalency to add two fractions with denominators of 10 and 100.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Express a fraction with denominator 10 as an equivalent fraction with denominator 100 and use this technique to find the sum of two fractions with respective denominators 10 and 100.
Teacher Vocabulary:
  • Equivalence
  • Denominator
  • Fraction model
  • Tenths
  • Hundredths
  • Sum
Knowledge:
Students know:
  • Strategies for generating equivalent fractions.
  • Strategies for adding fractions with like denominators.
Skills:
Students are able to:
  • Express a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100.
  • Use models to illustrate equivalency between fractions with denominators of 10 and 100.
  • Explain equivalency between fractions with denominators of 10 and 100.
  • Use equivalency to add two fractions with denominators of 10 and 100.
Understanding:
Students understand that:
  • equivalent fractions are fractions that represent equal value.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.17.1: Recognize equivalent forms of fractions and decimals.
M.4.17.2: Demonstrate equivalent fractions using concrete objects or pictorial representation.
M.4.17.3: Recognize pictorial representations of equivalent fractions and decimals in tenths and hundredths.
M.4.17.4: Define equivalency.
M.4.17.5: Identify place value of decimals to the tenths and hundredths.
M.4.17.6: Use place value understanding to round whole numbers to the nearest 10 or 100.

Prior Knowledge Skills:
  • Define equivalent.
  • Recognize pictorial representations of equivalent fractions.
  • Recognize different interpretations of fractions, including parts of a set or a collection, points on a number line, numbers that lie between two consecutive whole numbers, and lengths of segments on a ruler.
  • Recognize that equal shares of identical wholes need not have the same shape.
  • Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
  • Label a fraction with multiple representations.
  • Partition circles and rectangles into two and four equal shares; and describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of.
  • Recognize different interpretations of fractions, including parts of a set or a collection, points on a number line, numbers that lie between two consecutive whole numbers, and lengths of segments on a ruler.
  • Label a pictorial representation.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.17 Model equivalence between fractions of a whole, halves and fourths using visual models.
Learning Objectives:

 Students will be able to add fractions with denominators of 10 and 100 by making equivalent fractions.
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

  • Begin by giving each student a dry erase board and a marker.  (If you don’t have enough materials for each student, they can work in partners or just use paper/pencil.)

  • Explain that the students will be answering questions involving fractions with a denominator of 10 or 100.  Remind students that one-tenth is the same as ten-hundredths, three-tenths equals thirty hundredths, etc.  You can use a 10x10 grid as a model to review the equivalence with students.

  • Explain how to play the game:

    • The teacher displays a math problem. (Here is a slideshow with a different problem on each slide.)

    • All students work the problem and hide their answers on a dry erase board.

    • The teacher will pick one student at random (using equity sticks, a shuffle app, a checklist, etc.)

    • The chosen student must show their answer.  You can have the student explain how they got their answer for students who might need the review.

    • Before revealing whether the students’ answer is correct, have the other students show a “me too” hand symbol if they have the same answer.

    • If the student has the correct answer, they get to pick a playing card from the deck.  They will not know what the card means until the end of the game.

    • Continue displaying math problems until all students have had a chance to answer (or as long as time allows).

    • At the end of the game, students turn in their cards for a “prize”.  Here is an example of the prizes:

      • Red cards = high five from the teacher

      • Black cards = one dojo point

      • Face cards = one skittle

      • Wild Card (ex: 4 of diamonds) = choose your seat at lunch

    • You can change up the prizes for the cards every time you play, so the students never know what they’ve won until the end of the game.  You can also have only the wild card get a prize -- all of the students will hope to be the winning student!
Assessment Strategies:

The teacher should check student answers to be sure they are adding correctly.  Look for the strategies they use to add the fractions, such as making equivalent fractions or drawing a model.  You can use a student checklist to keep track of which students are solving the problems correctly.
Advanced Preparation:

You will need: 

  • Math problems slides

  • a deck of playing cards

  • a set of dry erase boards and markers for each student

  • A small bag of candy or erasers to use as “prizes” (optional)

Some of the answers to the questions will create a mixed number, so students will need to be familiar with this concept.
Variation Tips (optional):

  • This game can be played with questions from any topic or subject.

  • You can differentiate by choosing specific students to answer appropriately-leveled questions.  For example, choose a struggling student to answer an easier question or choose a student who needs a challenge for a difficult question.
Notes or Recommendations (optional):

17. Express, model, and explain the equivalence between fractions with denominators of 10 and 100.
a. Use fraction equivalency to add two fractions with denominators of 10 and 100.
  Keywords and Search Tags  
Keywords and Search Tags: decimal, equivalent, fraction, hundredth, tenth