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TEKS:
§111.5. Grade 3, Adopted 2012. (b) Knowledge and skills. (3) Number and
explain fractional units. The student is expected to: (A) represent fractions
greater than zero and less than or equal to one with denominators of 2, 3, 4, 6,
and 8 using concrete objects and pictorial models, including strip diagrams and
number lines;
*I chose this activity because I like how they implemented fractions with
Source: https://www.pinterest.com/pin/210543351309592946/
Jatzmin Estrada
Concepts of elementary Mathematics III
Fractions and Algebraic Thinking Activities
Material:
A bin
Dominos
Process:
Dominos are perfect because they are already in fraction format. It is also
the perfect activity for teacher to work with individual students or small
groups. This game can also be played four different ways.
First way
Second way
1. Work with a partner (or the teacher) and play Fraction Domino War.
2. Each person places a domino on his or her side of the whiteboard,
and the student with the greatest fraction wins both dominos. The
student with the most dominos at the end wins.
Third way
Jatzmin Estrada
Concepts of elementary Mathematics III
Fractions and Algebraic Thinking Activities
1. Pull a random domino from the tin and make equivalent fractions.
Fourth way
Jatzmin Estrada
Concepts of elementary Mathematics III
Fractions and Algebraic Thinking Activities
1. Place the domino so that the higher number is on top (the numerator)
and make mixed numbers from the improper fractions.
Accommodations:
This activity can easily be accommodated to the student’s needs. Like seen
above this activity can be done 4 different ways which make it flexible to
accommodate each student’s needs just with one piece of material (the
dominos).
Jatzmin Estrada
Concepts of elementary Mathematics III
Fractions and Algebraic Thinking Activities
TEKS:
(b) Knowledge and skills. (3) Number and operations. The student applies mathematical
process standards to recognize and represent fractional units and communicates how they
are used to name parts of a whole. The student is expected to: (B) explain that the more
fractional parts used to make a whole, the smaller the part; and the fewer the fractional
parts, the larger the part;
I chose this activity because it uses Lego, which kids love and will bring out the
fun in fractions.
Source:
https://www.pinterest.com/pin/Aap8SJL_HN_HPZ03Z5E0hn7dyOD9W9GmvPVpa2
xoK9vAGkGA8vRZb8U/
Material:
Base plate
Index cards
Magic Marker
Jatzmin Estrada
Concepts of elementary Mathematics III
Fractions and Algebraic Thinking Activities
Process:
3. A single 1×8 will be placed two rows in front of each tower (this created an index
4. With the workspace completed the teacher will write various fractions of small
5. The student will create the part to whole fraction (that is written on the index car
https://jdaniel4smom.com/wp-content/uploads/Lego-Fraction-Games-for-Kids-
Fractions-Completed.pngd) with the 1 x 4 in logos (using one color Legos for the
6. Next the students will label the part to whole in the index card.
Accommodations:
This activity can be done vice versa (by creating the fractions with the logos and
the students can write the fraction on the index card as well as label the part to
and having theme create (with Legos) other fractions that are equivalent to it.