Educaching Fractions Lesson

Fractions Lesson

by Adam Shelton, Taking Math Outdoors Inquiry Series, Rossford, OH 3/24/11 1. Objectives/Standards • Connect physical, verbal, and symbolic representations of fractions, decimals, and whole numbers.

• Round numbers to given place value 2. Background Knowledge • Identify fractions from picture representation • Add and subtract fractions with like denominators • “Fraction of” problems: ½ of 34= 3. In the Field • Students will be given a set of coordinates. The first coordinate is for a starting point. They will then save the location and travel to the second pre-designated coordinate for a hidden cache. The cache will have a mathematical problem to solve.

• The mathematical problem will be the fraction or percent of the distance from point A to point B. The distance from starting coordinate to the distance to the second coordinate. Example: ¾ of 50ft (distance from A to B). The answer will be saved to be used for the final activity.

• Final activity after answering 2-3 problems using various pre assigned waypoints and caches.

4. Back in the Classroom • Students take answers from previous cache finding activity involving mathematical problems and use them to find a website.

• The answers will have to be predetermined in order to create a website for the students to locate. Websites can be created using Google and then given a made up URL using tinyurl.com • Example: tinyurl.com/13.14.15 or tinyurl.com/teacher.13.14.15 5. Preparation/Materials • This lesson will need to be accomplished outside in an open area or field.

• Supplies include: Calculators, clipboards, clues, containers, GPS units, pencils • Coordinates will need to be pre assigned with known answers to mathematical problems.

• • •

Caches with mathematical problems will need to be placed in those exact pre-assigned coordinates.

A generic website will need to be created using Google account and then assigned a web address using Tinyurl.com The assigned web address will be created using the answers to the mathematical problems.

6. Clues/Field Sheet • Coordinates will need to be planned and put into a field worksheet to be used as a guide for the group.

• Caches will need to be created with mathematical problems placed in them.

• Coordinates will need to be designated ahead of time with location on handouts.

• A field worksheet will be needed to keep track of their work.

• Each group should consist of 2-3 students. Group numbers will depend on number of GPS units available.

7. Post-discussion/Assessment • Being able to enter correct web address will be considered a success. If address is not correct, the teacher will need to look at the set of numbers used and determine which one is not correct.

They can look at their field worksheet to see where a mistake was made and correct it.

• Discuss as a class what was difficult and what was learned.