Close Fraction Game

Close Fraction Game

(NF-Intermediate)

You need: a partner

a recording sheet

fraction pieces

Directions:

1. One student names a fraction close to, (but not greater than) 1 and records it in their column of the recording sheet, using the fraction pieces to represent as needed.
2. The next student names a fraction even closer to (but not greater than) 1 and records it in their column of the recording sheet.
3. Students continue to take turns until they can think of no more fractions.
4. The student who names the fraction closest to one wins.
5. Ask students what pattern is emerging.

Close Decimal Game

(NF-Intermediate)

You need: a partner

a recording sheet

place value mat (optional)

decimal towers

Directions:

1. One student names a decimal close to, (but not greater than) 1 and records it in their column of the recording sheet, using the decimal towers to represent as needed.
2. The next student names a decimal even closer to (but not greater than) 1 and records it in their column of the recording sheet.
3. Students continue to take turns until they can think of no more decimals.
4. The student who names the decimal closest to one wins.
5. Ask students what pattern is emerging.

Number Line Relations- Decimals

(NF-Intermediate)

You Need: Dry erase board, marker, and eraser, or some other type of writing materials

Directions:

1. Label two decimals on a number line, not necessarily the ends.
2. Label various other marks on the number line with letters.
3. Ask the students what they think the decimals could be or what range they could be in. (They might say it is less than ___ but greater than ___.)

Other Ideas: Ask where another number might fall or how far apart two of the letters might be.

Number Line Relations- Fractions

(NF-Intermediate)

You Need: Dry erase board, marker, and eraser, or some other type of writing materials

Directions:

1. Label two fractions on a number line, not necessarily the ends.
2. Label various other marks on the number line with letters.
3. Ask the students what they think the fractions could be or what range they could be in. (They might say it is less than ___ but greater than ___.)

Other Ideas: Ask where another number might fall or how far apart two of the letters might be.

Adapted from Teaching Student-Centered Mathematics

Grades 3-5 by John Van de Walle Adapted from Teaching Student-Centered Mathematics

Grades 3-5 by John Van de Walle