A Learning Activity is a strategy a teacher chooses to actively
engage students in learning a concept or skill using a digital tool/resource.
You may save this Learning Activity to your hard drive as an .html file by
selecting “File”,then “Save As” from your browser’s
pull down menu. The file name extension must be .html.
Phase:
After/Explain/Elaborate
Activity:
Begin by giving each student a dry erase board and a marker. (If you don’t have enough materials for each student, they can work in partners or just use paper/pencil.)
Explain that the students will be answering questions involving fractions with a denominator of 10 or 100. Remind students that one-tenth is the same as ten-hundredths, three-tenths equals thirty hundredths, etc. You can use a 10x10 grid as a model to review the equivalence with students.
All students work the problem and hide their answers on a dry erase board.
The teacher will pick one student at random (using equity sticks, a shuffle app, a checklist, etc.)
The chosen student must show their answer. You can have the student explain how they got their answer for students who might need the review.
Before revealing whether the students’ answer is correct, have the other students show a “me too” hand symbol if they have the same answer.
If the student has the correct answer, they get to pick a playing card from the deck. They will not know what the card means until the end of the game.
Continue displaying math problems until all students have had a chance to answer (or as long as time allows).
At the end of the game, students turn in their cards for a “prize”. Here is an example of the prizes:
Red cards = high five from the teacher
Black cards = one dojo point
Face cards = one skittle
Wild Card (ex: 4 of diamonds) = choose your seat at lunch
You can change up the prizes for the cards every time you play, so the students never know what they’ve won until the end of the game. You can also have only the wild card get a prize -- all of the students will hope to be the winning student!
Assessment Strategies:
The teacher should check student answers to be sure they are adding correctly. Look for the strategies they use to add the fractions, such as making equivalent fractions or drawing a model. You can use a student checklist to keep track of which students are solving the problems correctly.
a set of dry erase boards and markers for each student
A small bag of candy or erasers to use as “prizes” (optional)
Some of the answers to the questions will create a mixed number, so students will need to be familiar with this concept.
Variation Tips (optional):
This game can be played with questions from any topic or subject.
You can differentiate by choosing specific students to answer appropriately-leveled questions. For example, choose a struggling student to answer an easier question or choose a student who needs a challenge for a difficult question.
Notes or Recommendations (optional):
17. Express, model, and explain the equivalence between fractions with denominators of 10 and 100. a. Use fraction equivalency to add two fractions with denominators of 10 and 100.