Share Strategies for Fraction Fill. After students have played both Fraction Fill 1 and Fraction Fill 2, ask them to share some of the strategies they used to decide how to place their fraction pieces on the game boards.
- Why is it useful to know how to break fractions into the sum of smaller fractions? (Possible response: Knowing how to break fractions into the sum of smaller fractions gives you more options for filling the circles on the game boards.)
- How does understanding equivalent fractions help you? (Possible response: When you know equivalent fractions you are able to find more ways to name the same quantity. For example, if you know 1/2 is the same as 3/6 you can break the half into 3 equal pieces.)
Introduce Fraction Fill 3. This game combines the pieces and the game boards from the first two games. Encourage students to use the same strategies they did for Fraction Fill 1 and Fraction Fill 2 as they play this new game.
Assign the Fraction Quiz in the Teacher Guide to students. This quiz covers fraction concepts from the first four lessons. Before students begin working, refer them to the Math Practices page in the Reference section of the Student Guide. Tell students that as part of the quiz they will be asked to show or tell how they arrived at their solutions. Explain that in order to provide a clear explanation they will need to focus on Math Practices Expectation 2, Find a strategy, and Math Practices Expectation 5, Show my work.
After reading each Expectation, ask:
- What tools can you use to help solve problems involving fractions? (Possible response: You can draw pictures to show the problem or use circle pieces.)
- What different strategies have we used to solve problems involving fractions? (Possible response: We broke fractions into the sum of smaller fractions. We used math facts and number sentences to help us find equivalent fractions or to change improper fractions to mixed numbers and mixed numbers to improper fractions.)
- What would you include in your explanation that would help someone else understand your thinking? (Possible response: You can include drawings and words to show how you found a solution. If you use any number sentences you should also include them. You should label your drawings so someone can understand them.)
Ask students to complete the quiz independently.
Use the Fraction Quiz Assessment Masters with the Feedback Box in the Teacher Guide to assess students' abilities to represent and identify fractions (e.g., proper, improper, and mixed number) using area models, drawings, symbols, and number sentences [E1]; recognize that equal fractional parts of a unit whole are the same size [E2]; identify the unit whole when given a fractional part [E3]; find equivalent fractions using tools (area models) and multiplication and division strategies [E4]; decompose fractions into the sums of smaller fractions [E5]; find a strategy [MPE2]; and show work [MPE5].
To provide targeted practice, place circle pieces, copies of the directions, game boards, and spinners for Fraction Fill 1, Fraction Fill 2, and Fraction Fill 3 in a center for students. Students can play these games for additional practice with decomposing fractions into the sum of smaller fractions, representing fractions with area models and number sentences, and finding equivalent fractions.
