Student+Activity+Page

= Mrs. Anderson’s 3rd Grade Math Class  =

 This page lists the assignments due from April 25th to the 29th. All of the following material is due Monday, May 2nd. This is including all group work as well. = Monday- __Introduction to Fractions__ =

Imagine that you have a pizza and want to share it with seven of your friends. How would you divide the pizza so that all of you would have an equal amount? Today we will be learning about how to divide something into equal parts by learning about fractions. You will be able to try making your own fractions with a birthday cake by clicking [|here]. Here is a video that will introduce more about fractions and how they work. Make sure you pay attention to what the numerator and denominator is! media type="youtube" key="VxpbMg_WASs" height="390" width="480"

Now that you know a little more about fractions grab a partner. One partner should be partner A and the other partner is partner B. Partner A should take a sheet of plain white paper and fold it in half. Now I want partner B to color in one of the two equal parts. **SAVE THESE PAPERS** ( we will use them again in the middle of the week) Then partner A should then go to the board and write out the fraction on the board. Remember that the difference between the numerator and the denominator. One tip that is very helpful to remember is downward and denominator both start with a D. Partner B will then define which one is the numerator and which one is the denominator.

After you have completed the task with your partner and you both understand how everything was done.Enter the following site and read over the [|what is a fraction] section ONLY.

Now, on your own, list three things you learned about fractions today. This assignment will be due on Thursday before class begins.

= __Tuesday-Getting to Know Fractions__ =

Today we are going to go through a power point to review some of the concepts we used in class yesterday! We are going to do this by playing the Whisper Quiz! Everyone get into groups of four and spread out throughout the room. This power point will ask a few questions and as a team you will work together by whispering to each other what you think the answer is. When everyone agrees on a answer you will write it with a marker on a dry erase board and hold it up so that the rest of the class can see



Hopefully that helped as you were able to work together to brainstorm the answers.

Now we are going to get back with the partners we had yesterday and work with more difficult fractions. Perform the same activity with pieces of paper to describe fractions such as 1/4, 3/4, 1/8, and 2/3. In between each of these fractions make sure you are altering between partner A and partner B and who is folding the paper, coloring, going to the board, and defining weather it is a numerator or denominator.

Now with the individual laptops. Participate in this [|game] online. Complete all ten questions and then put the laptop away so that I know you are ready for the next assignment.

Today for lunch, I ordered pizza! I ordered a lot more then we have students in the class. We are going to eat as much pizza as we can as a class. With the leftover pizza, we will evaluate how much pizza we have in a word document. When you are finished answering these questions, be sure to save it as pizzapie_yourlastname.

For homework, read Chapter 5 in the "Math Strategy for Third Graders" textbook and come back prepared to be working with equivalent fractions.

= __Wednesday- Equivalent Fractions__ =

Each student will take out the paper you used on Monday to demonstrate the 1/2 fraction. Fold it again to divide the paper into fourths. Unfold the paper and talk amongst your neighbors about what you notice. To find out the right observation to this click on the word document below. Continue for the next ten minutes to make as many equivalent fractions as you can. The person with the most equivalent fractions will get four points of extra credit!

Now we are going to learn more about equivalent fractions through a lecture power point.

Now that we have some sort of knowledge about the topic of equivalent fractions, lets see what the internet has to say. We are going to do a scavenger hunt through different math sites to gain more knowledge on equivalent fractions. Please record your answers on your own sheet of paper and turn it in at the end of the day.

1) [|Equivalent fractions] can be created by multiplying or dividing both the numerator and denominator by the same number. This number is referred to as

a) Divider b) Numerator c) Denominator d) Multiplier

2) Equivalent fractions are at the same place on the [|number line] a) True b) False

3) Is the fraction 5/10 and the fraction 4/8 [|equivalent]?

a)Yes b) No If so, then explain why....

4) To [|simplify] a fraction, both the numerator and denominator must be _ by the same number

a) Added b) Subtracted c) Divided d) Multiplied

5) What do you multiply in order to make a [|fraction equivalent] to another fraction. ( This is a fun and short 3 minute film) a) Numerator b) Denominator

= __Thursday- Adding fractions with the same denominator__ =

The first thing we are going to do is review what we have learned earlier in the week by answering the question I posted in [|my blog]. Using the laptop computers, respond as a post on my blog and put the laptops back whenever you are finished.

We are going to take ten minutes as a class and read about [|greatest common factors.] After reading all about greatest common factors. Take out a piece of paper and define it on your own. Make sure to hand it in by the end of the day.

Now we are going to watch a video on how to add fractions with the same denominator. Be sure to listen because in the video he is looking to find the greatest common factor. media type="youtube" key="EJjnEau6aeI?version=3" height="390" width="640"

Lets put this video into practice now! Get in groups of two and work out the following problems together. Put both of your names on a piece of paper and hand it in when you hand in your definition of greatest common factors at the end of the day.

 1/5 + 2/5 =

3/5 + 1/5 =

4/5 + 1/5 =

2/5 + 3/5 =

There are 20 kids in the classroom. The ages range between 9 and 11 years old. This is a graph made on Microsoft Excel of all of the students in this class and their ages. 

On a dry erase board, make a fraction of all the students in the class that are 9 years old and hold it up when you are finished. Now show a fraction of all the students that are 10 years old. Now show a fraction of all the students that are 11.

Now add the fraction of the students that are 9 years old and all the students that are 10. In other words, what are the fraction of all the students that are 9 and 10 years old?

Now add the fraction of students that are 10 and 11 years old.

=__Friday- Adding and subtraction fractions with different denominators__ =

Yesterday we learned about the greatest common denominators. Today we are going to learn about the Least common denominator. The least common denominator is defines as [|(click here)]

I want one student in the class to volunteer to read this helpful website out loud. Whoever volunteers will receive three extra credit points.

You guys are really going to enjoy this next assignment. This is an [|online game] that is a ton of fun and will help your practice with fractions!

Take this [|quiz] and make sure you raise your hand when you are done so I can see your final grade! Be sure to click "click here to take test" button when you get to the site!