FractWard+Game

Michelle Dayley, LaDonna Winkler, Kelsey Craft, Heidi Palmer Math 486 K01 Group Game

=FractWards Game: = Retrieved and modified from http://www.nctm.org/uploadedFiles/Conferences/Annual_Meetings/pdfs_for_jumpstarts/SarahNSarahMiddle.pdf

=Teaching Strategies/ Math Concepts: = This is a great game that allows students to become more comfortable with fractions. This game can also be used for not only addition of fractions, but subtraction, multiplication, and division of fractions as well. The recording sheet allows for the teacher to assess the students and how well the game is going. This recording sheet may even reveal common errors amongst students and can be addressed after the game. Fractions are prevalent in all types of math and students tend to get bogged down when fractions are involved. This game is geared towards getting students excited about fractions while learning in the process. =Standard: = 7.NS.1.D. Apply properties of operations as strategies to add and subtract rational numbers. =Learning Target: = I can create two fractions from four numbers and add them together to create a strategic move in the FractWards Game. Academic Language discussion: Students will need to know equations, numerator, denominator, equivalent, fraction, and whole number. To develop academic language students will have a daily journal where they take vocabulary words, define them, and show examples of each. Also, I will have incorporated a word wall into my classroom where I would place academic language and the words that will build off of other words learned from previous lessons. Having a word wall is a great resource to use and refer back to while teaching. =Scaffolding/Support: = Teacher will model game to class. Teacher gives step by step instructions. Teacher will monitor the room and offer support. =Special Needs: = <span style="font-family: Arial,Helvetica,sans-serif;">As said previously, this game can be directed around addition, subtraction, multiplication, and division. Also, it is a great hands-on activity for the kinesthetic learners. It is a social activity for the intrapersonal learners. It can also be turned into a team activity where two students have the chance to work together and decide what combination of numbers may be their best move. See below for game modifications that will provide challenges for advanced students and assistance for struggling students. =<span style="font-family: Arial,Helvetica,sans-serif;">Materials: =
 * <span style="font-family: Arial,Helvetica,sans-serif;"> 4 dice from template
 * <span style="font-family: Arial,Helvetica,sans-serif;"> game board
 * <span style="font-family: Arial,Helvetica,sans-serif;"> game directions
 * <span style="font-family: Arial,Helvetica,sans-serif;"> recording sheets
 * <span style="font-family: Arial,Helvetica,sans-serif;"> challenge questions
 * <span style="font-family: Arial,Helvetica,sans-serif;"> anchor cards
 * <span style="font-family: Arial,Helvetica,sans-serif;"> procedure cards
 * <span style="font-family: Arial,Helvetica,sans-serif;"> challenge question cards
 * <span style="font-family: Arial,Helvetica,sans-serif;"> up to 4 player tokens
 * <span style="font-family: Arial,Helvetica,sans-serif;"> up to 4 different color coins that match the moving pieces

=<span style="font-family: Arial,Helvetica,sans-serif;">Game Directions: = <span style="font-family: Arial,Helvetica,sans-serif;">1. On each turn, students will roll all four dice (provided). You can make any two fractions, using all numbers facing up as either numerators or denominators. <span style="font-family: Arial,Helvetica,sans-serif;">2. If you decide to make one of your fractions a whole number, you must make this number negative. The whole number cannot be positive. <span style="font-family: Arial,Helvetica,sans-serif;">3. Write these two fractions of your choice on the worksheet (provided), and add them. <span style="font-family: Arial,Helvetica,sans-serif;">4. Move forward the sum of your fractions, or backward if your result is negative. On the first round, since you are starting off of the board, you will find the sum on the Game Board (provided). For the following rounds, you will have to add the sum of fractions from the dice to your ‘Old Spot’ on the Game board. Hence, the last two columns on your worksheet. If you have to move so far back it takes you off of the board, consider yourself starting over and starting at zero again. <span style="font-family: Arial,Helvetica,sans-serif;">5. If you can create two equivalent fractions, you win another turn! Roll the dice again before passing the dice to your opponent. <span style="font-family: Arial,Helvetica,sans-serif;">6. If you get the same number on all of the four dice, you must move your piece to the beginning (zero) and start over. <span style="font-family: Arial,Helvetica,sans-serif;">7. If you land on one of the special icons (smile, heart, sun or cube), you must move to the matching icon. This will sometimes mean you advance, and sometimes mean you digress. So be clever in the fractions you create! <span style="font-family: Arial,Helvetica,sans-serif;">8. The winner is the player that gets to the end of the Game Board first. You do not have to land exactly on the last square (16) to win; your sum may take you past. =<span style="font-family: Arial,Helvetica,sans-serif;">Game Modifications: = <span style="font-family: Arial,Helvetica,sans-serif;">Additional Materials: <span style="font-family: Arial,Helvetica,sans-serif;"> Challenge question card <span style="font-family: Arial,Helvetica,sans-serif;"> Up to 4 different color coins that match the moving pieces <span style="font-family: Arial,Helvetica,sans-serif;">Procedures <span style="font-family: Arial,Helvetica,sans-serif;"> Each student who needs additional challenge will place a coin that matches their own moving piece on a position on another player’s board. <span style="font-family: Arial,Helvetica,sans-serif;"> Proceed with the game as usual. <span style="font-family: Arial,Helvetica,sans-serif;"> As the players land on the places where the colored coins have been placed, the player whose color was landed on uses the challenge question card to assist the moving player to complete their turn. <span style="font-family: Arial,Helvetica,sans-serif;">Challenge Questions <span style="font-family: Arial,Helvetica,sans-serif;"> Flip the second fraction and add – record the work on the tracking worksheet <span style="font-family: Arial,Helvetica,sans-serif;"> Flip the second fraction and subtract – record the work on the tracking worksheet <span style="font-family: Arial,Helvetica,sans-serif;"> Flip the first fraction and add – record the work on the tracking worksheet <span style="font-family: Arial,Helvetica,sans-serif;"> Flip the first fraction and subtract – record the work on the tracking worksheet

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