Least Common Multiples Game | |
File Size: | 302 kb |
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Subject: Math
Grade: 4th
Rationale:
The purpose of this lesson is to review finding common denominators in order to compare fractions. Students should be able to find common denominators using the least common multiples. This lesson will allow students to move from comparing two fractions to comparing three fractions and putting them in order from greatest to least based on their least common multiples. Fractions are a challenging topic for students so the more they get to work with them and get to understand them, the better they will grasp the fraction content. It is important that students understand comparing fractions in order to understand fraction values.
Common Core Standards:
CCSS.MATH.CONTENT.4.NF.A.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model.
Objective:
Given three fraction cards, students will be able to find the least common multiples, compare the fractions, and put them in order from greatest to least.
Lesson Progression:
Introduction:
· Have students complete a do now activity
· Explain the game and how to complete the tasks
o Each student will pick a fraction card
o The students will find the least common multiple for all three fractions in the work space provided
o Students will multiple to complete the fraction
o Students will put the fractions in order from greatest to least
o The student who selected the greatest fraction card is the winner and takes all the cards
· This lesson allows students to work with fractions and create an even greater understanding of fractional value. Fourth graders should work on developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers. In order to do addition, subtraction, and multiplication of fractions, students need to understand and know how to make the fractions all have the same denominator.
Middle:
· I will have each student select a fraction card
· I will have the students work independently to find the least common multiple and complete the fractions
· I will have students compare the fractions and put them in order from least to greatest
· We will do this for 3-4 rounds depending on how long each round lasts
o If students are able to work quickly, we can do more round than 3-4
o If students are working at a slower pace, we may only be able to do a few rounds
o If students are struggling with the activity we will not have time to complete 3-4 rounds
Closure:
· When we get to the end of the time block, I will give students their homework and collect their packets. We can continue the game at any point to review common denominators or least common multiples.
Assessment:
· Students will be assessed by how well they are able to complete the activity. It is important that each student is able to find the least common multiple and then use multiplication to complete the fraction. Students should be able to complete each problem and put them in the proper order.
Other Considerations:
· Material: Fraction cards, packets, pencils
· Possible questions to ask:
o How do we compare three fractions?
§ Is it the same procedure? Is it different?
o How can we set up our least common multiple framework to accommodate for three fractions instead of two?
o Is there an easier way to find the least common multiple?
§ What are some strategies?
· Classroom management:
o Have all students pick a card facing down
o Make sure all students are on task and know what to do once they have completed the problem
o Make sure all student complete their own work
o Make sure all students have an opportunity to pick a card first
o Make sure all students are able to share their work so all participants can check their work
· Student responses
o First time working with three fractions
o First time having to put three fractions in order and find common multiples.
Grade: 4th
Rationale:
The purpose of this lesson is to review finding common denominators in order to compare fractions. Students should be able to find common denominators using the least common multiples. This lesson will allow students to move from comparing two fractions to comparing three fractions and putting them in order from greatest to least based on their least common multiples. Fractions are a challenging topic for students so the more they get to work with them and get to understand them, the better they will grasp the fraction content. It is important that students understand comparing fractions in order to understand fraction values.
Common Core Standards:
CCSS.MATH.CONTENT.4.NF.A.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model.
Objective:
Given three fraction cards, students will be able to find the least common multiples, compare the fractions, and put them in order from greatest to least.
Lesson Progression:
Introduction:
· Have students complete a do now activity
· Explain the game and how to complete the tasks
o Each student will pick a fraction card
o The students will find the least common multiple for all three fractions in the work space provided
o Students will multiple to complete the fraction
o Students will put the fractions in order from greatest to least
o The student who selected the greatest fraction card is the winner and takes all the cards
· This lesson allows students to work with fractions and create an even greater understanding of fractional value. Fourth graders should work on developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers. In order to do addition, subtraction, and multiplication of fractions, students need to understand and know how to make the fractions all have the same denominator.
Middle:
· I will have each student select a fraction card
· I will have the students work independently to find the least common multiple and complete the fractions
· I will have students compare the fractions and put them in order from least to greatest
· We will do this for 3-4 rounds depending on how long each round lasts
o If students are able to work quickly, we can do more round than 3-4
o If students are working at a slower pace, we may only be able to do a few rounds
o If students are struggling with the activity we will not have time to complete 3-4 rounds
Closure:
· When we get to the end of the time block, I will give students their homework and collect their packets. We can continue the game at any point to review common denominators or least common multiples.
Assessment:
· Students will be assessed by how well they are able to complete the activity. It is important that each student is able to find the least common multiple and then use multiplication to complete the fraction. Students should be able to complete each problem and put them in the proper order.
Other Considerations:
· Material: Fraction cards, packets, pencils
· Possible questions to ask:
o How do we compare three fractions?
§ Is it the same procedure? Is it different?
o How can we set up our least common multiple framework to accommodate for three fractions instead of two?
o Is there an easier way to find the least common multiple?
§ What are some strategies?
· Classroom management:
o Have all students pick a card facing down
o Make sure all students are on task and know what to do once they have completed the problem
o Make sure all student complete their own work
o Make sure all students have an opportunity to pick a card first
o Make sure all students are able to share their work so all participants can check their work
· Student responses
o First time working with three fractions
o First time having to put three fractions in order and find common multiples.