### Posted by Miss Gardiner | Posted in Fractions | Posted on September 14, 2016

Students can use the menu to create a range of pizzas. Students can then create their own menu.

Students can use the menu to create a range of pizzas. Students can then create their own menu.

Students create their own Fraction Creatures/Animals using kinder squares. They need to make different fractions, depending on their ability, label the fraction and use it to make a creature. Students working at a high level can create fractions where more than one part is ‘shaded’, e.g. use 3/4 of a kinder circle, or 7/8 of a kinder square. Refer to student instruction sheets attached.

Funky Fractions Creature – pdf

Funky Fractions Creature – word document

__Using a grid, students create a picture that uses at least 6 different colours. Once completed, they have to work out the fraction, decimal and percentage of the different colours in the grid of the total squares in the grid.__

Students pretend that they have just moved to a neighbourhood where the streets are full of fractions. They need to use the following information to create a map of their new street.

Students use grid paper to create their own golf course. It can be linked to a variety of different math outcomes, including area and perimeter, shapes, angles, fractions, decimals and percentages.

This project allows students to develop their understanding of fractions. It is an open-ended task where students create and decorate a cake of their choice, skills are explicitly shown through a fish bowl.

Click on the link below for details of the task and how to differentiate from levels 1.0-3.0

The following activity is designed to encourage students to record fractions and display fractions.

Using the following modified ten-frame, students will add different flavours to the “chocolate.” Students will need to write the fraction and ingredients, for example 1/15 Peppermint under the ‘Ingredient’ heading and shade 1/15 in the chocolate bar. They can make any fraction they like different flavours, however cannot go over 15/15 or 1 whole.

This is a great, quick activity to get the learners into the mood for maths! You will need to play the song “* The Final Countdown*” by Europe to set the tone. (Air guitaring is acceptable and encouraged!) Learners work in their maths books, dating in the margin to allow teachers to track improvement over time. The teacher gives the class a starting point and tell them what they are counting by. (For example, starting at 0, count forward by 10s.) Students then have a set time (I usually give 2 minutes) to count as far as they can. At the end of the time they all stand up, start at the beginning point and count aloud together. When learners get to their finishing point they sit down.

To mix it up you can start at different points, count forwards or backwards and change the number you are counting by. You could even get the learners counting using fractions or decimals!

**A whole class game of chance**

Discuss the possible outcomes if you flipped two coins (heads and heads, tails and tails, heads and tails)

Prior to flipping the two coins, students stand up and predict the outcome. If students predict heads, heads – they place both hands on their head. If selecting heads, tails – they place one hand on their head and one on their lower back. If selecting tails, tails – students place both hands on their lower back.

After flipping the coins, students who were incorrect sit down. Keep playing until one student is left standing.

**Data and Statistics**

Results throughout the game can be recorded and used to calculate a fraction, decimal and percentage for each outcome.

Using a deck of cards. Allocate each corner of the room with a suite (hearts, diamonds, spades, clubs). Take out four cards of each suite from the deck giving you 16 cards in total. Record on the board the number of cards for each suite using tally marks.

Students then choose a corner to go to.

Draw out a card from your pile of 16.

The students in the corner that matches the suite of the card drawn out are out and move to a designated area. Rub out a tally mark for that suite on the board. The card drawn out is put aside, it does not get returned to the pile.

Students then move to a new corner and a new card is drawn out. Continue playing until you have a winner.

**During the Game**

After each round discuss the chance of each suite being drawn out using language appropriate to your students. If appropriate, work out the chance as a fraction, decimal and percentage.

Discuss strategies for corner selection with the students.