Fast+Fractions

= ** Fast Fractions ** = =   =

=  =

** Introduction :**

Students will use knowledge about adding, subtracting, multiplying, and dividing fractions, to play this game and become more proficient at these tasks. Students should already have prior knowledge about fractions and know how to add, subtract, divide, and multiply them. This game should be used to gain proficiency, to review, and to practice these concepts. Students can play this game with two or more people in a group. The most effective number of students per group would be 2-4.

**Objectives:**

Students will be able to add, subtract, multiply, and divide fractions with accuracy.

**Math Standards:**


 * 5.2.C Given two fractions with unlike denominators, rewrite the fractions with a common denominator.
 * 5.2.E Fluently and accurately add and subtract fractions, including mixed numbers.
 * 6.1.D Fluently and accurately multiply and divide non-negative fractions and explain the inverse relationship between multiplication and division with fractions.
 * 6.1.F Fluently and accurately multiply and divide non-negative decimals.

**Materials:**

Three Dice Game Board Player Pieces Paper or white boards and marke(one per student)
 * Two dice with fractions
 * One die with operations




 * How to Play :  **

The object of this game is to be the player with the most points at the end of a provided time limit. A ten minute time limit is a good time for a warm-up or wrap-up activity. The player with the most points is the winner.

Have students break into groups. This game should be played in groups of 2-4 students.

Each group should receive three dice; two with fractions printed on them, one with math operations on them (examples are provided below). Every student should either have paper and pencil or a whiteboard and marker.

One student (the teacher should decide how to determine who goes first), will roll all three dice. The students will then complete the mathematic problem that is rolled. For example, a student rolls 1/3, 1/4, and +. The students will have to add 1/3 and 1/4.

When dividing and subtracting, tell students to put the larger fraction in the front of their equation. This will ensure that every student is answering the same problem.

In order to get a point, the student must have the correct equation written and the correct answer (in simplest form). In order to get 2 points, the student must answer the equation correctly first. This will help all students gain points.

In order to ensure that all students are able to finish their math, have students say “Done” when they are finished solving the problem instead of saying the answer to the problem. This will give all the students a chance to finish the math problem while still giving a signal to see who completed the problem first.

**Questions:**


 * What do we know about fractions?
 * // Fractions are parts of a whole. If a fraction is a mixed number, it is a whole and a part of a whole //
 * // The denominator tells us how many pieces a whole is broken up into and the numerator tells us how many pieces of the whole we have //
 * In order to add/subtract fractions, what do we need to make sure we do?
 * // Have common denominators //
 * // Only add or subtract the numerator and carry over the denominator //
 * What are the steps we follow when we multiply fractions
 * // Multiply the numbers straight across, then reduce //
 * When we divide fractions, what do we do?
 * //// Flip the second fraction (find the reciprocal) and multiply straight across ////

** Adaptations: **

For younger students, this game can be played with addition, subtraction, multiplication, and division (or any combination of these operations) of whole numbers. If students have worked with adding and subtracting fractions, the dice can be altered to include just these operations. Also, fractions with common or uncommon denominators can be used depending on the student’s level.

Mixed numbers, numbers with uncommon denominators, improper fractions, and more difficult fractions can be included for older students.