1. Teacher Information

   Title of Lesson: Battle of the Fractions

   Standards:

   Math:

   Product: Addition of fractions with unlike denominators.

   Process: Problem Solving

   Integration

   Reasoning

   Communication

   Science:

   Product: Soil serves as a filtration unit.

   Process: Observing

   Learning Styles: Visual

   Interpersonal

   Logical/Mathematical

   Kinesthetic/ Tactile

   Verbal/ Linguistic

   Intrapersonal

   Objectives:

   1. Academic: Students will demonstrate their knowledge of adding fractions with different denominators by using Cuisenairo rods to win at least one time during the fraction battle game.

       

   2. Social Skills: The students will work on encouraging participation.

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   Looks Like Sounds Like

   Smiles What is your idea?

   Eye contact Awesome!

   Thumbs up Good idea!

   Pat on the back That's interesting!

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   Student Level: 5th grade

   Time Required: 30-45 minutes

   Background Information:

   • How to create a water filter. (see attached)
   • Knowledge on how to use Cuisenaire rods
   • The rules of the card game "War"

     The pair whose card value is the highest wins the other pairs' card.

   • How to add fractions with unlike denominators.
   • Good understanding of equivalent fractions.

   Prerequisite Information:

   • Students need to understand equivalent fractions.
   • Students need to know how to add fractions with the same denominators.

   Materials: Already made water filter

   To make the filter:

   Sand

   Powered Charcoal

   Empty Pop bottle

   Coffee Filter

   Container _ full of dirt

   Water

   Poster Board Cuisenaire Rods

   Cuisenaire Rods

   Fraction cards

   Monitoring checklist (attached)

   Student evaluation forms (attached)

   Paper fraction pieces to divide students into groups

   Tally sheet for recording winners

   Pencil

   Group Size: 4 students per group

   Roles: Materials Person

   Card Shuffler

Recorder

Clean-up person

II. Teaching Procedure

Introduction of lesson:

• Ask students to make predictions about what will happen to the muddy water when it went through the coffee filter.
• Pour muddy water into pre-made filter.
• Ask students to make predictions about what happened to the muddy water when it went through the bottle.
• Discuss the different fractions of sand and charcoal.

Development of Concept (Procedure)

1. Make water filter before class. (see attached illustration)
2. Pour water into dirt container and mix.
3. Allow students to make predictions describing what will happen when the muddy water is poured into the pop bottle.
4. Pour muddy mixture into the filter and allow time for mud to drain through.
5. Explain to students that this will be explained during science class.
6. Tell students to be thinking about why this happened like it did.
7. Discuss what fraction of the filter is made up of all the different types of dirt.
8. Review adding fractions with the same denominators.
9. Introduce the Cuisenaire rods. Reviewing equivalent fractions.
10. Set up a Cuisenaire train with poster board pieces on the chalkboard.

    Brown = 1

    Purples = _

    Reds = _

    Whites = 1/8

    (This would be an introductory lesson. We will only be adding 1, _'s, _'s, and 1/8's.)

11. Go over examples using the Cuisenaire rods on the board.

    Ex. _ + _ 2/8 + _ 3/8 + 2/4 4/8 + _ 2/4 +5/8

12. Explain fraction war game.
• Each student will have a partner. During the game we will be working on the social skill of encouraging participation.
• Each pair of partners will be playing against another pair.
• Everyone will lay down one card at a time. Then using Cuisenaire rods the pairs with add their fractions together.
• The pair with the largest sum gets the other pairs cards. You share your cards between your partner.
• The goal is to be the pair at the end of the game with the most cards.
• The recorder will write down the name of the pair that wins each hand.
• Each pair must win at least once.
1. Hand out the fractions to divide the partners up. Those with the same fraction will go together.
2. Students move to where they will be sitting.
3. Explain roles.

   Shuffler (pass out an equal number of cards to each person)

   Recorder (writes name of pair that wins the hand)

   Material person (gets Cuisenaire rods, tally sheet, pencil, stack of cards, and evaluation forms)

   Clean-up person (picks up and returns materials)

   Everyone will arrange Cuisenaire rods and do the addition.

4. Students move to where they will be sitting.
5. Students pick their roles
6. Materials person pick-up supplies.
7. Allow students time to play the game.
8. Monitor the students working together. Use the checklist to record students' interaction.
9. Clean-up person picks up supplies and hand in tally sheet
10. Students evaluate how well they encouraged each other.
11. Students will discuss what they learned during the lesson.
12. Tell students during some point of the day they need to make their prediction why the muddy water turned clearer.

Positive Interdependence: Each student will be expected to fulfill his/ her role.

Individual Accountability: The students will each perform their role and be able to answer any questions asked by the teacher.

 

Criteria for Success:

The students will encourage others participation in fraction war.

Expected Behaviors:

The students will each contribute to different parts of the game.

Monitoring Behaviors:

The teacher will use the checklist (attached) to monitor students' ability to encourage participation.

Processing:

The students will complete evaluation forms evaluating their partners and themselves.

Conclusion:

Students will discuss what they have learned during the lesson. Students will make predictions about the water filter.

Evaluation:

Students will turn in tally sheet that recorded which pair won. Each pair must win at least one time.

III. Extensions:

• Have students use Cuisenaire rods for fractions such as 1/3, 1/6, 1/9.
• Expose students to other manipulatives that can be used for adding and subtracting fractions.
• Use the water filter to teach different layers of the earth.

IV. Resources:

Teaching Science to Children pg. 211-215

175 Science Experiments to Amuse and Amaze your friends

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teacher Checklist

Student's Name ____________________

Yes No

1. Student asked others for opinions.

1. Student works with partner.
2. Student compliments partner on the

   job they are doing.

    

3. Student does not interrupt partner.

Name:

Please circle your response in the box.

1. I encouraged my partner. Yes No

2. I listened to my partner. Yes No

3. I complimented my Yes No

partner when they answered

Name:

Please circle your response in the box.

1. I encouraged my partner. Yes No

2. I listened to my partner. Yes No

3. I complimented my Yes No

partner when they answered

Name:

Please circle your response in the box.

1. I encouraged my partner. Yes No

2. I listened to my partner. Yes No

3. I complimented my Yes No

partner when they answered

Name:

Please circle your response in the box.

1. I encouraged my partner. Yes No

2. I listened to my partner. Yes No

3. I complimented my Yes No

partner when they answered

the problem correctly

 

 

 

 

 

 

 

Name of the pairs that win:

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2.

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5.

6.

Name of the pairs that win:

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2.

3.

4.

5.

6.

Name of the pairs that win:

1.

2.

3.

4.

5.

6.

Name of the pairs that win:

1.

2.

3.

4.

5.

6.

 

 

 

 

 

 

 

 

Filter Diagram