A- skittles - aspiring2inspire

 Taste the Fraction
Rainbow
Activity: Taste the Fraction Rainbow Sources: shttp://math.buffalostate.edu/~it/projects/Henry.pdf http://www.superteacherworksheets.com/fractions/fractions-­‐of-­‐
groups1.pdf http://www.superteacherworksheets.com/fractions/fractions-­‐of-­‐
groups.pdf Goals: 1. The students will understand how to form fractions and decimals from data. 2. The students will be able to visually represent data using different types of graphs. 3. The students will be able to find fractions of groups. Objectives: 1.Given the skittles and chart, the student will record the fraction and decimal form of each different color skittle, with 80% accuracy. 2. Given the skittles and chart, the students will use their data to construct a bar graph and a pie graph with 80% accuracy. 3. Given the fractions of groups worksheet, the students will answer the questions, scoring at least a 9 out of 13. Age Level: 4th grade Evaluation: This activity is appropriate for fourth graders because they will be able to use skittles as manipulatives for finding fractions of a whole. This will also help them to understand that the addition of fractions refers to joining and separating parts of the same whole. This activity also allows the students to connect the concepts of fractions and decimals, which is appropriate for fourth grade math. New York State Standards NYS Standard 3: Students will understand the concepts of and become proficient with the skills of mathematics; communicate and reason mathematically; become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and operations, algebra, geometry, measurement, statistics, and probability Common Core Standards Number & Operations-­ Fractions 4.NF Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Understand decimal notation for fractions, and compare decimal fractions. 5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/10 Materials: Paper Pencils Fun-­‐size skittle packages Math Journal Worksheets Object of the Activity: For the students to be able to find the fraction and decimal representations for each color skittle. Process: Opening Activity Ask the class if they can give you any examples of fractions. Ask them to think about fractions from everyday life. If they cannot give you any examples, suggest apple pie. Have them think about slicing the pie up in pieces. Draw a big circle on the board imitating a pie. Ask the following questions pertaining to the pie drawing on the board: a. There are 16 slices in the pie and Charlie ate 5 of them. What fraction of the pie is left for his brother to eat? b. Out of the remaining slices left for Charlie’s brother, the dog at 3 of them, what fractional representation did the dog eat of the remaining apple pie? Main Activity 1. Hand out one bag of fun size skittles packets to each student. Tell each student to open their packages and separate each bag of skittles into colors. 2. Once they have done this, have each student write their results for each color in the chart handed out to them (it is shown below). Ask for one of the students data and fill in the chart on the overhead 3. Have the students graph their data by drawing a pie chart and a bar graph on the given worksheet. 4. Have the students compare their fractions for each color with those of the other students at their table. Give the students a few minutes to write the similarities and differences that they notice in their math journals. 5. Have the students answer the questions corresponding with their charts. Some questions the student might ask: 1. What if we don’t have any skittles of a certain color? 2. Should the fractions and decimals in the same row be equal? 3. Should we reduce fractions when possible? Application: This activity will allow students to look at a whole in a different way, as in the “whole” package of skittles. It will also allow the students to convert fractions to decimals. Modifications: Visually impaired students: Can be given worksheets with larger fonts. They will also be seated near the board for the opening instruction. Hearing impaired students: The teacher can wear a microphone or locate him/herself near these students while giving directions. ELL students: The students can work with a partner who can help him/her read the directions that correspond with the charts. Early mastery students: these students can be challenged to find the fractions for each color skittle from their entire table Visual Learners: Will benefit from having the chart and graphs Auditory Learners: Will benefit from the opening problem being discussed orally. Tactile Learners: Will benefit from separating out their skittles so that they can see the fractions. Literature Connection: A Hershey's milk chocolate bar is made up of 12 little rectangles that provide perfect opportunity to teach fractions. A bunch of comical cows, some cocoa pods, and stalks of sugar cane join the fraction fun. Full-­‐color illustrations. Worksheets: Skittles Chart and Questions Graph Worksheet Math Journal Math Journal: 1. Write down a few similarities and/or differences you see between your chart and your partners. What are the reasons for them? 2. Make up 2 word problems using the information in your chart. Technology: http://illuminations.nctm.org/ActivityDetail.aspx?ID=11 Fraction Models: Explore different representations for fractions including improper fractions, mixed numbers, decimals, and percentages. Additionally, there are length, area, region, and set models. Adjust numerators and denominators to see how they alter the representations and models. Use the table to keep track of interesting fractions. Name _______________________________________ Color Skittle Number of Skittles Fractional Representation Decimal Representation Red Orange Yellow Purple Green Total Answer the following questions using the data from the above chart. 1. What is the total number of skittles? ______________________________________________ 2. What is the fractional form of the total red and orange skittles? 3. What is the decimal form of the total number of purple and yellow skittles? 4. If there were no green skittles in the package, what would be the fraction of orange skittles? 5. Why should the totals of the fractions and decimals both equal 1? Name ____________________________________________ Graphing Data Pie graph: Bar Graph: :
Name _____________________________
Math Journal
1. Write down two similarities and or/ differences that you notice between the fractions on your chart and your partners. Why do you think these similarities or differences exist? _____________________________________________________________________________________________
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_____________________________________________________________________________________________ 2. Make up 2 word problems using the information in your chart. Draw a picture to show how you would solve each problem. Problem #1 _____________________________________________________________________________________________
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_____________________________________________________________________________________________ Picture: Problem #2 _____________________________________________________________________________________________
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_____________________________________________________________________________________________ Picture: