Ohio Resource Center > Record > Communicating about Mathematics Using Games: Playing Fraction Track

ORC Resource Number #1441

Communicating about Mathematics Using Games: Playing Fraction Track

http://standards.nctm.org/document/eexamples/chap5/5.1/index.htm

PROFESSIONAL COMMENTARY

In this game, students think about how fractions are related to a unit whole, compare fractional parts of a whole, and find equivalent fractions. In the second section of the website, The Role of the Teacher, two video clips illustrate communication about mathematics between a teacher and her students. The third section, Communication Among Students, shows how activities like this one allow students to use communication as a tool to deepen their understanding of mathematics. In the fourth section, Reflecting on Practice, the teacher reflects on her own mathematical learning that occurs in using activities like this game with her fifth-grade students. (author/sw)

OHIO STANDARDS

Mathematics Academic Content Standards

Number, Number Sense and Operations Standard

Benchmarks (3 - 4)

Recognize and generate equivalent representations for whole numbers, fractions and decimals.

Represent commonly used fractions and mixed numbers using words and physical models.

Use models, points of reference and equivalent forms of commonly used fractions to judge the size of fractions and to compare, describe and order them.

Add and subtract commonly used fractions with like denominators and decimals, using models and paper and pencil.

Benchmarks (5 - 7)

Use and analyze the steps in standard and non-standard algorithms for computing with fractions, decimals and integers.

Use a variety of strategies, including proportional reasoning, to estimate, compute, solve and explain solutions to problems involving integers, fractions, decimals and percents.

Grade Level Indicators (Grade 3)

Represent fractions and mixed numbers using words, numerals and physical models.

Compare and order commonly used fractions and mixed numbers using number lines, models (such as fraction circles or bars), points of reference (such as more or less than 1/2), and equivalent forms found using physical or visual models.

Grade Level Indicators (Grade 4)

Identify and generate equivalent forms of fractions and decimals. For example: a. Connect physical, verbal and symbolic representations of fractions, decimals and whole numbers; e.g., 1/2, 5/10, "five tenths," 0.5, shaded rectangles with half, and five tenths. b. Understand and explain that ten tenths is the same as one whole in both fraction and decimal form.

Use models and points of reference to compare commonly used fractions.

Estimate the results of computations involving whole numbers, fractions and decimals, using a variety of strategies.

10.

Use physical models, visual representations, and paper and pencil to add and subtract decimals and commonly used fractions with like denominators.

Grade Level Indicators (Grade 5)

12.

Use physical models, points of reference, and equivalent forms to add and subtract commonly used fractions with like and unlike denominators and decimals.

13.

Estimate the results of computations involving whole numbers, fractions and decimals, using a variety of strategies.

Grade Level Indicators (Grade 6)

11.

Perform fraction and decimal computations and justify their solutions; e.g., using manipulatives, diagrams, mathematical reasoning.

13.

Estimate reasonable solutions to problem situations involving fractions and decimals; e.g., 7/8 + 12/13 = 2 and 4.23 x 5.8

25.

NATIONAL STANDARDS

Principles and Standards for School Mathematics

Number and Operations Standard

RESOURCE TYPE

Content Resource

STANDARDS ALIGNMENT

Grades 3–7

TOPICS

Mathematics --
Numbers and Operations;
Fractions;
Technology;

KEYWORDS

applet;
equivalent fractions;
addition;
game

Publisher: National Council of Teachers of Mathematics

Author: Joan Akers, Cornelia Tierney, Claryce Evans, and Megan Murray

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