No title By GuamRachel

I have put M&Ms (you can use more than one kind: peanut, plain, etc.) in plastic bags. I put random amounts, you may want to count. Generally I try to have 20-30. Even numbers reduce easier. It helps also if you do not allow

them to take them out of the bag. Easy to count and doesn't make a mess. In class, I give each student pieces of paper cut into 4ths. The students count the number of M&Ms, this becomes the denominator of the fractions. (This is a good review for denominator and numerator.) I call out for them to show the fraction that represents the number of blue M&Ms or the larger M&Ms they

have in their bag on one sheet of paper. They must also write the simplified/reduced answer beside the orginal. They compare with their classmates and if they have the same answer they go to the front of the room.

Sometimes you will get students that just get the same orginal fraction. Ex: 3/16 & 3/16. That's not what you really look for. You can eliminate them from going to the front. It's really neat when there is two different orginal answers but then the reduced answer shows that they are equivalent. Ex: 4/20 = 1/5 & 7/35 = 1/5. If this isn't happening frequently then have the kids eat some of the M&Ms to make their denominators divisible my more numbers. The kids really enjoy that part.

I just realized you wanted an extra credit idea. Maybe you can use this one in the class. :)

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