48 Mike & Ike Fraction Word Problem By: Lauren Mroz

Standards:
5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 by observing that 3/7 < 1/2.

Objectives:
1) TLW review basic concepts related to solving equations with fractions. 2) TLW engage in accountable talk while working collaboratively with peers to solve word problems involving addition and subtraction of fractions with unlike denominators. I can add fractions with unlike denominators by finding a common denominator using Mike & Ikes as a manipulative. I can solve a word problem using Mike & Ikes by adding fractions with unlike denominators when working in a group to solve the scenario. I can create a visual of the fractions in the scenario using a paper plate and construction paper. I can engage in accountable talk while working in a group to solve a fraction word problem.

Anticipatory Set (10 min)

1) Tell the students that today we will be reviewing solving word problems with fractions. 2) Each student will receive a green/red Popsicle stick. *Students should be instructed that this is not a toy and should not be played with or broken. 3) On the board, several different fraction math equations will be shown. After each equation, students must answer if it is true or false by displaying green or red on their Popsicle stick. 4) If the answer is false, a student will be asked to come up to the board and write the correct answer. *If students are not volunteering, number sticks will be drawn.

Input A. Task Analysis (20 min)

1) Tell students that today we will start a new method of solving math word problems that requires higher-level thinking. 2) Ask: Can someone explain what it means to use higher-level thinking? 3) Tell the students that they will also practice inquiry-based learning. 4) Ask: Can someone predict what inquiry-based learning? a. As a group you will work together to solve the word problem and create a visual. The teacher will not answer any questions directly, but rather respond with a question that will lead you to the answer. This requires you and your group members to work together and use your higher-level thinking skills to find a solution to the word problem. 5) Tell students that in groups they will be working together to solve a math equation related to fractions. They will be required to work together and use the accountable talk expressions. As the teacher walks around they will be listening for groups that are working together and using accountable talk. 6) Review guidelines for group work. Ask: What does good group work look like? 7) Tell the students that as a part of the activity, each group will receive a Math Bin. Inside the Math Bin are tools that can be used to solve the problem. These tools should not be shared between groups, eaten, broken, or lost. 8) Post the question on the document camera and read over the instructions. 9) Remind students of good group work skills and where they can find the accountable talk guidelines. 10) Divide the students into their Math groups. 11) Put a countdown timer on the board (30 seconds) for students to get into their groups and become silent. 12) Explain that this is also a competition, so students should maintain a low voice level so other groups do not overhear their good ideas. The group(s) at the end that show all their work, create a visual, have the correct answer, worked together cooperatively, and engaged in accountable talk will receive a special treat. 13) Tell students that they can use any of the tools in their group Math Bin to answer the question. Remind them that they must complete the entire activity guide and create a visual as this will be their exit card and a grade. 14) Put a timer on the board set for 20 minutes for students to complete the activity.

A. Blooms Taxonomy Thinking Levels

1) Comprehend: Can someone explain what it means to use higher-level thinking? 2) Apply: Show how to find the correct answer.

3) Analysis: Solve the equation to determine if the equation is true or false. Compare the two equations to determine which is correct. 4) Synthesis: Can someone predict what inquiry-based learning?

B. Learning Styles
1) Visual: Students will be required to create visual representation of their solution to the word problem. 2) Kinesthetic: Students will be using manipulates (Mike & Ikes, construction paper, paper plates) to aid in solving the word problem. 3) Interpersonal: Students will work in groups of 4 to solve the fraction word problem. 4) Mathematical: Students will be using their higher-level reasoning to solve the word problem and figure out a way to represent it visually.

C. Methods
1) Whole Group 2) Small Group

D. Materials
1) 2) 3) 4) Green/Red Popsicle sticks. Fraction Math Questions PowerPoint. 48 Mike & Ike activity Guide. Math Bin for each group. a. Bag of 48 Mike & Ikes b. Construction Paper c. White Paper d. Scissors e. Paper Plates f. Colored Pencils/Markers/Crayons

Modeling
1) The teacher will show the students how to use their green/red Popsicle sticks to answer questions.

Checking for Understanding (Throughout Lesson)

During the Anticipatory Set the teacher will use the green/red Popsicle sticks to gain an understanding of how well students remember basic fraction computations. During the activity the teacher will observe and listen for how well students are working together and using accountable talk. During the activity the teacher will listen to groups as they solve the word problem to gain an understanding of how well students can apply their knowledge of fractions to different situations.

 During the closure, the teacher and students will learn how well they can apply their knowledge of fractions to word problems based on if they answered the question correctly.

Guided Practice
1) The teacher will walk around the classroom as students are working on the activity to answer questions in an inquiry-based format. 2) The teacher will assist students in correcting questions that are incorrect in the PowerPoint, if necessary.

Closure (10 min)

1) Teacher will have each group present their answer and visual to the class. 2) Winning group(s) will receive additional Mike & Ikes.

Name: ___________________

Number: _______

48 Mike & Ike Task

Scenario: 2 children are sharing 48 Mike & Ikes. Jessica says, I want 2/4 of the set of 48 Mike & Ikes. Samuel says, I want 2/3 of the set of 48 Mike & Ikes. A. Is it possible for Jessica and Samuel to each have the fraction of Mike & Ikes they want? Show your work below.

B. If you respond yes, use equations and create a visual to explain how you know they can each receive the share of Mike & Ikes they want. If you respond no, use equations and create a visual to explain why the children cannot receive the number of gumdrops they each want.

Math Groups: 1. Brayan, Tory, Steven, Eryon 2. Coral, Naudhia, Anna, Hamish 3. Zach, Jose, Lily, Coco 4. Cam, Grace, Gracie, Morgan 5. Blair, Aaron, Kelis, Sammy 6. Adam, Aliyah, Avery, Pippa 7. Rowan, Benji, Josh, Emi