2017-2018 11/30/2017 - 11/30/2017

Mrs. Danielle Bozung Day View

Thursday 11/30/2017

Math 9:50am - 11:00am

Simplifying Fractions
Today's SOL Focus
MA.4.5.b Add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12,
and simplify the resulting fractions, using common multiples and factors

I CAN correctly simplify a larger fraction

BY correctly answering the exit ticket question
SO THAT I better understand fractions
Success Criteria for Today
Correctly answering the exit ticket question
What is the difference of 7/12 and 1/4 in its simplest form?
Long Term Assessment
Fractions Assessment Dec. 6th
Procedure/Activites
When you read the I CAN statement, remind people (emphasize) simplifying fractions and that students should use that to
find the answer to the warm up question.
Warm Up Question:
What is the sum of 1/4 and 5/12?
A. 4/6
B. 6/12
C. 2/3
D. 8/12
• If students choose D, explain that that is not the right answer because it needs to be in simplest form. If students
answer A, explain that they did simplify the fraction, but that it is not in the simplest form.
• Work through the problem together and show how your two matching numbers in the T charts need to be the
GREATEST common factor, so they should be the two GREATEST matching numbers in the charts.
• If you do not choose the greatest number, then your fraction will not be in simplest form.

Bump Games (attached)

1. Rules included in the attachment
2. There are four of these games (2 for adding fractions and 2 for subtracting fractions, with one of each having like
denominators and the others have unlike denominators)
3. Need dice and counters for students to play
4. Students will roll the dice and add the numbers they roll together (if they roll a 4 and a 5, then they will add that to get
9)
5. They will look at their board and solve the problem that matches the number they rolled (using the same example, the
student would answer the addition/subtraction problem matching the number 9)
6. They will put a counter on their board on top of the answer to the question (if number 9 is 7/12 - 1/4 and they get the
answer 4/12, they will put their counter on the box that has 4/12).
7. If another student answers the same question and gets the same answer, they can bump off the first student's counter
and put their counter on the box instead.
8. Once a student has answered the same question twice and has been able to stack two counters on the same answer,
their counters cannot be bumped off the board anymore by other players.
9. Once all answers have a stack of two counters on them (i.e. the board is full), the students with the most counters on
the board wins the game.
10. The denominators of the last fraction problem on each of the four cards needs to be changed to match the standards,
as well as the answer to those problems (ex. on the first addition sheet, 5/14 and 3/14 could be changed to 5/8 and 2/8
with the answer of 4/7 becoming 7/8)
Exit Ticket
What is the difference of 7/12 and 1/4?
A. 1/5
B. 8/12

Page 1 of 2
2017-2018 11/30/2017 - 11/30/2017
Mrs. Danielle Bozung Day View

C. 2/10
D. 4/12

Spiral Review: Reflex Math

Attachments
AddingFractionsBumpGames.pdf
SubtractingFractionsBumpGames.pdf
Nov30Math.pptx

Page 2 of 2