| OBJECT: |
To
recognize vocabulary words "numerator"
and "denominator" and "equivalent
fractions" |
| |
| MATERIALS
NEEDED: |
|
|
FraCard
sets |
|
|
"Fraction
Fun" Activity Book |
|
|
Pencils
and paper |
| |
| LEVELS: |
3rd grade
and up |
| |
| INSTRUCTIONS: |
|
( |
Put
students into groups of 2 to 6. |
|
( |
Let one
student shuffle the cards, deal 5 FraCards to
each player, place remaining cards in the center of
the table, and turn over the top card to become the
target card. |
|
( |
Each
player, in turn, plays a card from their hand which
matches the target card and names the match saying
"same numerator", "same
denominator", or "equivalent". This
card becomes the new target card. |
|
|
|
NOTE:
|
Failure to
name the match requires the player to draw a
penalty card from the deck, which he/she
cannot play until his/her next turn. |
|
|
( |
If the
player cannot play, he/she may draw one card from the
deck and play it, if it is playable. If it is not
playable, he/she just adds it to the cards in his/her
hand. |
|
( |
Play then
passes to next player and continues until there is a
winner, who is the first player out of FraCards. |
| |
| SUGGESTIONS: |
|
* |
Require
the students to tell what they must multiply/divide by
when they match with an equivalent fraction. |
|
* |
For
beginners or younger students: comparing pie or bar
graphs would help build skills and allow them to check
themselves. |
|
|
|
# |
For same
numerator with different denominator, graphs
show same number parts shaded, but the size
of each part is different. |
|
# |
For same
denominator, the total number of parts is
the same. |
|
# |
For
equivalent fractions, the same portion of
the graph is shaded. |
|
|
* |
For
advanced students: use only the fractional value on
the cards. |
|
* |
In
addition to FraCard activities, refer to Fraction Fun
Activity Book page 8, 9 and 10 for more equivalent
fractions practice. |
|
* |
Use the
Name It Practices 1 through 4, pages 1-4 to 1-8, to
allow students to internalize values attached to
fractions and the various ways they can be
represented. |
