We made a class show. We walked around the school in small groups armed with cameras and looked for fractions occuring in our school. Each child had to find one scene to capture with the camera. Another group stayed in the classroom and created their fractions with classroom materials. Example- 10 pencils. 9 were yellow and one was red. Then the small groups would come to our computer and insert their picture. Each child then inserted text boxes to type in the fractions. Example- 9/10 of the pencils are yellow. 1/10 of the pencils are red. 9/10 + 1/10= 10/10 They could choose the fonts and colors and such... they used word art to add their names. They loved it! We also do one using multiplication. When I go to school on Monday I will look for the fraction one. I lost many file...
I love your idea of walking around the school to look for fractions, lismac. If your crunched for time, though, you can also have the students stand in different-sized groups and take pictures of them. The students have really liked this in the past. They can write things like, "2/5 of the students are wearing glasses" or "1/4 of the students have red hair." My students have liked this in the past, because it is about themselves.
Here's what I did. (3rd Grade)
Posted by: PrivateEyes #130703
I had paper plates that I marked for cutting. (halves, thirds, fourths, sixes and eights)
I had the children label the fractions on each section of the plate. 1/2 etc.
Then I had them work in groups to make as many equivilent fractions as they could out of those plates and then glue them to construction paper and write "Equivilent Fractions", then for example 1/2 = 4/8" I also made them write it in words: one half equals four eighths. Another teacher copied my idea, but her kids colored the plates to look like pizza slices, which was much cuter in the hallway than my plain old plates.
It would be easier to run off circles (and more accurate). I'd make them about 2-3 inches in diameter. Also, be sure to tell them only match one fraction type to another. S...
--I don't think kids have to know their multiplication facts to understand equivalent fractions. They just have to know how to "count by." If the fraction is 1/4, they have to be able to count by one in the numerator and four in the denominator.
--Another thing I did was draw fractions number lines (about seven inches long) on a piece of paper, one under another with enough space between lines so my students could label the points. The first line was not divided. The points were labeled 0 and 1.
The second line was divided into halves. The students labeled the points on the line 0/2, 1/2, and 2/2.
The third line was divided into thirds. The students labeled the points 0/3, 1/3, 2/3, 3/3.
You probably get the idea. The remaining lines were di...
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 ...
One activity that went over pretty well with my class was putting fractions in order. After completing a lesson on comparing fractions, each student was given a fraction on a 3x5 card and asked to tape it to their chest. Then they were instructed to line up in order from greatest to least. After they had completed the task, after much deliberation, I informed them of the correct order. They did pretty well considering there were fifteen students.
I teach 5th but this is what I show them. Let's say the mixed number is 3 1/4. I tell them that changing it into an improper fraction is really putting the whole thing into fraction form. I remind them that the denominator tells me how big the pieces are and the numerator tells me how many of those pieces I have. Then I draw four circles on the board. (We also use individual white boards a lot, so sometimes I have them draw the circles and do this process.) Then I tell them to think of these as pizzas (or pies - whatever). I tell them I have 3 whole pizzas, so I shade in three of the circles - and I also have 1/4th of a pizza, so I divide the 4th circle into 4ths and color in one of the pieces. I show them how this represents 3 1/4. Then I ask, how many pieces would we have altoget...
I created an interactive fraction number line from 0 to 2 on my wall. I have about 40 fraction cards with different fractions and I have students take turns putting the cards on the number line. They get the chance to see that some of the fractions are equivelent to others.
We use jelly beans and m&ms for fractions. I take and divide them into baggies and give each student a bag. We then write down all the numbers for each color and total overall. We then write the fractions like if there are 15 in a bag and 3 red ones then the fraction is 3/15. They love it because when we finish they get to eat all of it.
You can use a multiplication chart to find equivalent fractions and also to reduce fractions. Example: Find 1 and 3 in the first column follow your fingers over to the next number in the row- 2 and 6, then to the next numbers 3 and 9 etc. This might help with the multiplication problem as well!!! I hope I explained this ok and I hope this helps.
I teach second and we just finished our Fractions unit. We made a Fraction Man (similar to Gallon man but with fractions) and this was a great activity. I also found some Fraction BINGO sheets that were great. Here is a link http://www.mandygregory.com/guided_math_groups.htm#Fractions
decimals percents and fractions
Posted by: love2learn #130868
Make up index cards before hand. Group them in 3's (.25 on one card, 1/4 on another, 25% on the third) make up however many sets of three you need to give a card to each of the students in your class. Once the cards have been shuffled, pass one to each student. Have them find their 'family' WITHOUT MAKING A SOUND. When .20, 1/5 and 20% find each other they have to put their cards on a large number line in the front of the class. It's a great way to get them all involved, and gets them up and around the classroom.
I'm not sure about multiplying the denominators but cross multiplication works but they will have to simplify if needed. Cross multplying is like using the product of both denominators as the LCM. 18 20 3 5 4 6 Since 18 < 20 then 3/4 < 5/6.
It would be the same as saying that the lowest common denominator is 24 because you would be multiplying 3x6 and 5x4. It's hard to explain in written form.
My 7th graders prefer this method, too. If they can't see an obvious relationship between the 2 denominators (x/5 and y/20) where they can just multiply the numerator, then they cross multiply. The important thing is remembering that you go from bottom and cross up. So if it were 4/7 and 5/6, you'd multiply the 7 up to the 5, then that product stays on the right. You multiply the 6 up to the 4, and it stays on the left side. With 24 on the left, and 35 on the right, you can compare the fractions.
As mathtch said, it's essentially just finding a common denominator by multiplying the numbers times each other. But it's faster for comparing 2 individual fractions than going through the steps for an LCD.
3 5 4 6 works every time. In this example 6x3=18 & 4x5=20. The 18 (ends up on left side) is less than the 20 on the right, so 3/4<5/6. This method gives kids a fighting chance when comparing fractions.
Procedural vs. Conceptual
Posted by: Tatha #131208
I teach 5th grade as well. I think you need to allow your students to explore a variety of approaches, starting with a conceptual approach. Have you tried drawing/using visual models of different fraction amounts when comparing? In my opinion, students should not solely be taught a procedure and expected to memorize steps and/or any "short cuts", like cross multiplying, without first having a good understanding of the actual concept or skill. There will be those students who prefer a procedural approach and will do well with it, but we shouldn't expect all students to use one method. We need to show kids a variety of "tools" or methods they can use when approaching a problem. Then we can guide towards evaluating different methods and reasoning why one method may be a "better" method (more ...
Fractions-Links to lessons, online games
Posted by: Risa #131424
I had my students work with circle fractions and actually compare the shapes to see that they are equivalents.
Next I had them use this printable page of 'fractions strips' to compare fractions and/or find equivalents. (I used to have them make their own fractions strips but it took too long for the amount of use they got...and they ended up losing some of the pieces.) Printable Fraction Strips Page http://www.teachervision.fen.com/fractions/graphic-organizers/44644.html
I also use some of the ideas suggested in this thread... Here's a list of websites that might be helpful. I use many of the interactive activities with my students for practice and/or reinforcement.
****Fractions, Percents and Decimals**** Lessons/links for various aspects o...
Well, you are not alone. Fractions lessons sometimes need repeating over and over until they understand the CONCEPTS. Try giving them a mnemonic device to help them remember what to do. My kids decided to use GCF as Greatest Calories n Fat so that's why you REDUCE!! This just helped them to know when to use the GCF but it still needs lots of practice. Also, do a lot of hands-on activities that show equivalency in fractions. Make fraction strips using construction paper, and the kids can show all the equivalent fractions by matching up the strips. Or try the pizza fraction pieces that you can buy. I believe that it just takes lots of fun practice as well as drills on the procedures. Take your time and don't rush through it or you'll be sorry to see that they won't remember any of i...
Have boxes drawn onto paper. Have one box for 1/4, 1/2, 1/8 etc. Then, they roll the dice and fill in the box they have rolled. The first person to get a black out wins (whole paper filled in.)
If you have little fraction pieces already cut out or made of plastic (pizza slices?) they can roll and draw the corresponding piece. The kids have to make 1 whole with the pieces they drew.
I believe there are some fraction games at http://www.mathwire.com/index.html. They may require fraction dice. Just type "fractions" or "fraction dice" in the search box at the top of the screen at this site.
Otherwise, I have used fraction dice to build a pizza. Make circles. Cut them into different fractional parts (1/2, 1/4, 1/8, 1/12 or 1/3, 1/6, 1/12), roll the dice, and build a pizza. The person who builds the whole pizza first is the winner.
A few weeks ago I made a quickie table for my fourth grade students when we were studying the relationships between fractions, decimals, percents and money. Now that I've had more time, I took another look, made some changes and reprinted it.
Knowing that others may be able to use such a table with their students I'm posting two versions. (1) Color version (2) Blackline version
If you find any errors, please feel free to let me know. I've come to realize that when we look at something for a long time, we THINK we caught all the mistakes or typos, but inevitably there always seems to be one more little thing that got past us! :confused: (I hate when that happens!;)) Sheesh! Even just a minute ago, as I was reviewing it just to make sure, I found a typo! Arggh!
Fraction Vocabulary for LaTina
Posted by: Risa #908
It just occurred to me if you're working on fractions right now, maybe you can use these 'Fraction' vocabulary cards that I made, as well. Each word and definition is a full page. (I had them on a large sized bulletin board.)
Also, I have a two paged document that I made when we worked on Prime numbers. Then, I'll attach a 1 page version of the same information.
You can take a look and decide which of those might be useful to you. (Hopefully, there's be something there you can use!;))
I made these pages for Prime/Composite numbers, after we went through the numbers up to 100 to decide if it was prime or not. One of the pages, here, is a small size that I gave to each student to use as reference.
equiv.fractions
Posted by: amyteaching #132789
Hi, im student teaching right now and the fourth grade teacher I am with taught them to find equivalent fractions by multiplying the original fraction by a number over itself ... or a whole basically...
for example the fraction is 1/2 then you multiply that by 2/2, 3/3, 4/4, 5/5 and so on... and it will give you equivalents.
Here's a smaller version of the Fraction/Prime/Composite Vocabulary on 1 page. Students can cut it up to use as flashcards, or they can keep the entire page in their notebooks.
(I had to re-copy the table and put it all on a new document so that it would upload.) Hope someone can use it! ;)
It looks like lots of us are teaching fractions (and related concepts) at this time of the year so I'm posting my fractions bookmarks, in case anyone can use them.
For those who haven't seen them, I also posted a thread with fraction-decimals-percent table, fraction vocabulary cards and prime/composite numbers vocabulary cards. http://www.proteacher.net/discussions/showthread.php?p=427788#post427788
Fractions Websites
Base 10 Blocks: Exploring Whole Decimal Numbers with Blocks http://arcytech.org/java/b10blocks/b10blocks.html
Visual Fractions-Models Fractions A fraction tutorial that models fractions with number lines or circles. Identify, rename, compare, add, subtr. multiply, divide http://www.visualfractions.com/
Online numberline for decimals
Posted by: AussieBird #133320
This online numberline is visually very clear and may help. Can you link a laptop to a data projector for a class lesson?
http://www.freewebtown.com/weddell/mw/decimals/tenths-hundredths.swf
There are some good interactive teaching programs ( ITP) available - again you would need to hook up to a Smartboard or data projector for a class lesson.
Go to this address to see some decimal ITPs:
http://www.standards.dfes.gov.uk/primary/teachingresources/?subject=S_900361&yeargroup=&term=#11928
