Capture the Circle (A Fraction Game)

Designed by: Tamra Paschal   School: Satchel Ford Elementary School 

Grade Level: Third      Subject: Mathematics

Core Curriculum Objective: Compare and order fractions (like denominators, mixed numbers, or decimals by using order symbols <, >, =). (3NR6-2)

Overview: Students will play a game that requires them to add fractions with like denominators and compare fractions. They will then create posters on which they will compare and order fractions using order symbols.

Focus Question(s): What combination of halves, thirds, fourths, or fifths, are greater than one half?

Time Frame: Three 1 hour class periods

Resources and Materials:

Activity Sheet 1 (one copy per student and one copy per of students)

Activity Sheet 2 ( one per student)

Two 0-5 cubes per pair of students (These can be made by putting masking tape on regular dice and writing in the numbers.)

Construction paper (light colored) 1 per student

Crayons

Scissors

Glue sticks

Overhead, marker

Overhead fraction circles

Fraction circles (If not available, copying Activity sheet 1, laminating it and cutting out the pieces can make them, or, if available, Ellison cutters.)

Math Companion (software) by Visions, or other software able to create practice worksheets

Culminating Assessment: Students will create a poster that shows that which halves, thirds, fourths and fifths are greater than one half. It will also show that one whole is greater than one half. The teacher will assess it according to the following rubric.

* Students receiving a D or below should be reviewed to aid their understanding of this concept and given the opportunity to improve their grade.

Correct posters should have the fractional representations as follows:

1 > 1/2 

1/2 = 1/2     2/2 > 1/2     2/2 = 1 

1/3 < 1/2     2/3 > 1/2     3/3 > 1/2     3/3 = 1 

1/4 < 1/2     2/4 =1/2      3/4 > 1/2      4/4 > 1/2      4/4 = 1 

1/5 < 1/2      2/5 < 1/2      3/5 > 1/2      4/5 > 1/2      5/5 > 1/2      5/5 = 1

Instructional Activities:

Activity 1:

(Students should be familiar with the concept of fractions being parts of a whole. Students should also have prior knowledge of greater than, less than, equal to, and their symbols.) Review what students know about fractions. Use the overhead to remind them that the bottom number or denominator tells us how many equal pieces our whole thing is made of. Draw or show them a real world representation of a pizza or pie, etc, with 5 pieces. Shade in a piece of pizza to show that we are talking about one part of that pizza. Write the fraction explaining that the 1 (the piece we are talking about) goes on the top of the fraction and is called the numerator. If we shade in two pieces we are talking about 2/5, and so on. Continue, asking students for feedback, until you have shaded and written the fraction 5/5. Ask how much of the pizza is shaded. Tell students that 5/5 is equal to one whole pizza and that anytime a fraction has the same number in the numerator and denominator we are talking about the whole thing. Do other examples of this, asking appropriate question as you go. Be sure to write 2/2 =1, 3/3=1, 4/4=1, 5/5=1, etc.

Review the concept and symbols of greater than and less than. Some children have a hard time with this - a helpful hint for them is that the open part of the mouth is always trying to eat the bigger number. When reading the signs they should remember to always read the signs from left to right like they are reading words; if they see the pointy side first as in 3< 4, it is read 3 is less than 4, not 4 is greater than 3.

Explain that some fractional parts are > or < others. Using overhead fraction circles demonstrate this several times. Give students the opportunity to answer which are > or <. Using the fraction circles, show that 2/2=3/3=4/4=5/5. Explain the term equivalent fractions. Show them the fraction pieces that show 1/2=2/4. Connect this to the real world by telling the students a story about baking a cake and needing 1 cup of water but only having a 1/4 cup measuring cup. How many 1/4 cups would you need to make 1 cup?

Take questions and try to clarify any misunderstanding. Students should be using fraction circles at their seats, creating fractions with the teacher. Allow students time to explore with fraction circles. Keep each individual set of fraction circles marked (with a child's name or initials if paper, or with different color dot stickers if plastic) and bagged.

Homework: Assign homework that reinforces the concepts in Activity one. Math Companion software allows the teacher to create appropriate activity sheets such as identifying fractional parts and comparing fractional parts. Appropriate activities may also be found in Math texts and supplemental materials.

Activity 2:

Go over homework briefly. Review previous day's lesson.

Introduce the game Capture the Fraction. Put students in groups of two, three, or four. Give each group a copy of Activity sheet 1. Explain the rules. Each student in a pair should have a different c color crayon. Allow students to choose their colors. Each group will get a pair of 0-5 cubes(don't hand out cubes until you have explained and demonstrated the game).

How to play: Students in a group take turns rolling both cubes. If, for example, a student rolls a 2 and a 4, they must color in 2/4 of one of the circles divided into fourths. The smaller number is always the numerator. In case someone rolls a zero, he/she will roll that cube again. The first student in the pair to capture (color in) more than 1/2 of a circle, captures the circle. That student must write whatever the fraction is, is greater than 1/2. For example, 3/4 > 1/2. The student with the most circles when there are no free circles or when time is called wins the game. Demonstrate the game several times and monitor the students closely while they play. The fraction game can be adjusted to be used with larger fractions as students become advanced by using pairs of 5-10 cubes and by dividing the circles into fifths, sixths, sevenths, eighths, ninths, . and tenths. Also, by rolling one cube, either 0-5 or 5-10(the student's choice), and using decimal bars divided into tenths, the students can play Capture the Decimal. For example, if a student rolls a 6, he/she will shade in 6 tenths. The student must shade a designated amount (all 10 tenths, for example) to capture that decimal bar. Students must use problem solving strategies to decide which cube to roll.

Homework: Find examples of fractions used at home.

Activity 3:

Allow students to share homework. Discuss with students the previous day's game. Review what was learned.

Explain the culminating activity. Pass out a copy of Activity sheets 1 and 2 to each student. Have them lightly color the whole, the halves, the thirds, the fourths, and the fifths, each a different color. Allow students to choose their colors. Have them first cut out the whole circles and place them together, then the halves, then the thirds, and so on. Pass out construction paper and glue sticks. Tell the students they are doing the same thing they were doing while playing the game. Have them start with the circle and a half piece. Ask if a whole is greater than a half. They should answer that it is. Show them how to glue the pieces to the construction paper showing that 1> 1/2. Demonstrate through 2/3>1/2. Ask students how to be sure a fraction is greater or less than 1/2. Show them how to put the 1/2 piece on top of the fraction parts you are not sure about. Let them complete the rest on their own, while the teacher monitors closely. The teacher will evaluate according to the culminating assessment rubric.

Student work can be displayed in the classroom or the hall.

Activity Sheet 2