Pair Lesson Plans | Fox and SCES, Year One
PAIR Activities: SNOWBALL, DATA PROCESSING
Learning Objective/Exit Outcomes:
Students will be able to identify and explain equivalent fractions through visual representation and categorizing.
Integration Area/Subject: Math
MGSE4.NF.1: Explain why two or more fractions are equivalent by using visual fraction models. Focus attention on how the number and size of the parts differ even though the fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
TAES4.8: Integrating various art forms, other content areas, and life experience to create theatre – C. Examines other core content areas through theatre experiences.
Large scrap pieces of paper, pencils, SMARTboard and dry erase board, fraction signs. Desks will be moved to make more space at the center of the room.
Description: What is an equivalent fraction?
- Students will answer the question –
- What is an equivalent fraction? A: Different fractions that name the same number
- What is the numerator? A: The top number of the fraction – tells us how many parts of the denominator we have.
- What is the Denominator? A: The bottom number of the fraction – tells us how many parts of a whole they are (divisor of numerator)
- Snowball: Students will be asked to write a fraction down on a large piece of scrap paper. After they write it down, they will make a snowball with the paper and throw it into the middle of the open space. Students will pick up a piece of paper that is not theirs and write on their white boards an equivalent fraction to that on the paper. Select and share with the group.
- How did we get to these numbers? Show work on board. (Division Problem, multiplication problem) Repeat the process out loud and on feet.
- Data Processing/Grouping: Students will receive a fraction sign – they are not to look at it until they hear the secret word. Without talking, they will group into their equivalent fraction groups. Students can help each other and “cheat” by looking at the steps on the SMARTboard.
- After they are grouped together, they are to sit down with their group. Students will then explain to the class, why they are grouped together either showing their work on the board or just through verbal explanation.
- Evaluation: What did we just do? What did we learn? What do we wonder?