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Link to Jamboard

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Students will be able to add simple fractions with unlike denominators using fraction strips in the game "Cover Up."

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An observational checklist is the best assessment tool for this activity. The goal is mainly for students to become familiar with fractions with unlike denominators. By observing and asking students questions about what they're doing, we would collect data that would be insightful for the next lesson. It's important to hear students think aloud and make observations of fractions to assess where they are.

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Students will be able to add simple fractions with unlike denominators to one whole.

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An observational checklist would be a great assessment tool for this activity. We would make different requirements that the students would need to meet (add simple fractions, figure out which fractions make one whole) and leave a column for notes. We will walk around the classroom observing students playing this game and filling out the checklist. This checklist is a great opportunity for us to see who would need a guided math group to improve fraction skills.

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1/2 red, 1/4 yellow, 1/4 green

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Students will be able to create three shapes using fractions with the color tiles.

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Students will be assessed using an observational checklist. Will students be able to create the shape with the criteria: using the correct fraction portions of each color.

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Students will be able to subtract simple fractions
with unlike denominators using fraction strips in the game "Uncover Version 1."

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To measure if a student can subtract simple fractions with unlike denominators using the game, Uncover Version 1, teacher will use a rubric. 3 points are warranted if a student can successfully play the game with no errors. 2 points are warranted if they make 1 or more errors, but is able to correct most of them. 1 point is warranted if the student makes 1 or more errors and cannot correct them.

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Students will be able to generate equivalent fractions to create the described pattern blocks.

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A FlipGrid would be a great assessment tool for this activity. We would have students pick a fraction puzzle, a new one or one from the group activity depending on their ability level, and solve it on FlipGrid. The students would show their work and explain their reasoning.

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Students will be able to exchange fraction strips for equivalent fractions in the game "Uncover Version 2."

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Students playing this game should write down or hand in their "exchanges" at the end of the game for the teacher to correct. She can use a simple answer key to make sure they found the right equivalent. A rubric will also be good here. 3 points warranted for those who have successfully exchanged all of the fractions without error, 2 points for those who had 1 or more errors and could correct most of them, 1 for those who had 1 or more errors and could not correct them.

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Students are determining whether a fraction card is less than or greater than 0, 1/2 and 1 whole. They are using this activity to realize how many fractions can be within 1 whole in a different representation skillset.

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Students will be able to determine if a fraction is less than or greater than 0, 1 whole and 1/2.

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Each individual student should play this independently, so they will hand that in when they finish. The teacher can use a rubric to see if students met objectives and goals.

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Link to Jamboard

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For this activity, students are practicing finding equivalent fractions. For example, if a fraction strip on one train is 1/4, a student would have to find another fraction that can be used repeatedly to equal 1/4. Two 1/8 strips or four 1/16 strips would suffice for this example. This activity also helps the students compare fractions with unlike denominators.

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Students will be able to
use fraction strips to write and solve equations of fractions with unlike denominators.

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We would use Jamboard for the assessment tool for this activity. The students would draw their two (or more) fraction trains and then write an equation that corresponds with the trains. The number of fraction strips in a train (2 or 3), as well as the amount of trains used would be determined based on the ability level of the students.

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In this game, students are practicing their critical thinking skills and applying what they know about the size of fractions to identify equalities or inequalities. They will write an equation that they believe is correct (<,>,=) between two fractions to try to communicate which one is bigger or if they are the same. They are practicing comparing/contrasting and quantifying.

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Students will be able to complete three rounds while correctly using the equality and inequality symbols to write an equation.

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Assessing these students with a rubric will be best. 3 points will be warranted if they can complete three rounds while correctly using the equality and inequality symbols to write an equation, 2 points if they can complete two rounds while correctly using the equality and inequality symbols to write an equation, 1 point if they can complete one round while correctly using the equality and inequality symbols to write an equation.