This activity involves a great deal of imagination while at the same time it allows them to use their ability to use fractions in order to complete this creative assignment. This activity will be sure to intrigue the students and convince some of them that maybe math isn’t all that bad afterall.

Materials:

270 miniature sugar cubes, (this is 18 sugar cubes per group of 2 at 15 groups if your class consists of 30 students)

Construction paper- 15 pieces

Instructions:

Teachers divide the class into groups of 2. Each group is then given 18 sugar cubes to construct their pyramid. Every time the students complete a row for the foundation of the pyramid they have to write a fraction down on paper, stating how many sugar cubes they used to construct the bottom layer. Let’s say they used 7 to construct the bottom layer. Since there are 18 total cubes for the assignment, the denominator will always be 18. Therefore, the faction for the first problem is 7/18.

The students would then continue this exercise and the construction of their pyramid until all of the sugar cubes have been used. Once they have completed the assignment, they can then add up all of the fractions they have written down. This would then equal the total amount of sugar cubes used to make the entire pyramid.  The students will not only have used fractions as a way to produce the pyramid, but they will also have something interesting to show for their work. This activity can also be adjusted to different grade levels by the complexity integrated.

Tips:

Once the students have made their own pyramid, they can also come together with another group and make a bigger pyramid which will test their fractions skills even more.

To make this activity even more interesting teachers can have the students create different shapes or objects with the sugar cubes and state how many sugar cubes were used in their design.

…..And for additional review, here is another pyramid fractions game using Chocolate!

http://www.math-lessons.ca/activities/chocolate.html

This game is ideal for students in grades 5-7.  Students will learn how to compare fractions with one another.

Materials:

Mini-smarties candy bag

Smarties lab worksheets

Markers or crayons -yellow, red, brown, pink, blue, orange

Poster Paper

The entire length of this lesson would take about 1 hour of time. You can also adjust the time to fit your needs.

1. Have students pair with another student so that there are groups of 2.

2. Have the students motivated about this game by asking leading questions, for instance:

-Tell me what your definition of a fraction is?

-How can we make fractions?

3.Explain to the students the purpose of the worksheets and explain the directions of the lab.

4.Ask the students if they need help or have any questions before you start.

5.Have the students separate  the smarties candy by color.

6.The students can then create their own fractions by using the amount of smarties they have in comparison to (whole) the different colors of the Smarties (part).

7.Have the students draw a circle and using their poster paper they can then divide the circle into the amount of Smarties that they have in their bag.

8.Once the students have completed their project, you can then go around the room and have an open discussion about their findings.

Tips:

Teachers can also allow the kids to eat the smarties candy after they have completed the project. This works as an added incentive for the students. Plus, they will be rewarded for a job well done!  Teachers can also reward the person with the most creative point of view and or the best explanation of their findings by giving them an additional box of smarties candy.

…and one other fun fractions game for Grades 5/6:

http://www.math-lessons.ca/activities/FractionsBoard5.html

Steps:

1. Take a sheet of fractions that you may have on hand that are just plain old fraction problems.
2. Let’s say that the first fraction of the first problem on the sheet is ¼
3. Let’s use that good ol’ imagination of yours and let’s write out that problem so the kids will enjoy reading the problem and learn something important at the same time.  Therefore, you would write something to this extent:

Tommy has four toy trucks. Of these four toy trucks, one is green. How many trucks does Tommy have that are green? Write this in a fraction. Answer- ¼

1. Now for the same problem, but the second number, let’s say it’s also ¼

You would write:

Jerry has four cookies.  Of those four cookies, one is chocolate chip. Write this in fraction form. Answer- ¼

1. Now you instruct them on the paper to take the first two you wrote out and have them make a fraction problem, therefore it would be ¼+¼ =

You can do this with as many problems as you would like. It would also be great to work in some topics that kids are interested in like snacks or candy or something fun.

By incorporating this technique, the students might be able to catch on a little better. They will also be able to grasp the beginning concepts of logic and probability, which they will need to be able to understand later in school.

….And of course, our other Fun Fractions Game for decimals, percentiles and money:

http://www.math-lessons.ca/activities/OneEquals.html

Everyone loves those cute complimentary crispy cookies when enjoying some delightful Asian cuisine. These cookies are not only uniquely aerodynamic, but they have a nice little message inside that is inspirational and uplifting. So why not combine this same concept to your teaching lesson by having your students learn more about fractions by making their own fortune cookies. Throughout the entire process of making these fortune cookies you will also be instructing the class on how to fold the paper which incorporates fractions. This technique will keep them busy, more interested in learning fractions, as well as give them a chance to express their creativity.

Materials:

- Plain white paper, paper color of choice, or color construction paper.

- Markers, crayons or color pencils.

Building Steps:

1) Begin with a piece of paper that is square in shape.

2) You can decorate one side if you would like to give it more color.

3) Fold the paper in half so it now forms a rectangle.

4) Unfold it, rotate it, and fold the paper at a right angle from the original fold, but in the direction of the identical side of the paper. Unfold it. Now the square has a vertical and a horizontal crease in the middle.

5) Flip the paper over so the decorated side is facing downward.

6) Take each corner of the square and fold it so it touches the middle point in the center.

7) Flip it over. (Notice that it is twice as thick as before.)

8) Fold the four new points so they meet in the center.

9) The end-result is a small thick square. Fold it again so it is a rectangle shape, and then fold it once more so that it is a square once again. Unfold the last two folds; all you need are the creases.

10) Extend the flaps with the less tighter points away from the body. This is so you can fit your index finger and thumbs underneath these flaps.

11) Now with your fingers below the flaps, condense the four outer corners together so you have a shape that resembles that of a flower. The middle part of the flower is now the bottom point.

12) Now for the creative part! Instruct your students to write different types of fraction problems on each of the sides on the outer part of the cookie. They can also draw pictures and jokes along with these fractions to make it more interesting. For instance, if you are instructing the students to create the fraction that is _ + _ = 1 whole, they can draw a heart that is split down the center and is composed of two parts. The inside part of the cookie will reveal the concealed answers to the fraction problems.

By incorporating this crafty project, students will be engaged, learn more about fractions as well as be able to interact with other students and solve each others riddles. What could be more fun then having the students participate in classroom activities as well as learn something new in the process?

1. A square is equal to one unit.
2. One unit is divided into ten sections so that the fraction of each section is one tenth (1/10).
3. Each of the ten sections is divided into ten more sections making 100 smaller units so that each is one-one hundredths (1/100).
4. There is therefore ten hundredths (10/100) which equal one hundred hundredths (100/100) which equals one unit.
5. 5.63 should be stated as five point six three – NOT five point sixty-three.
6. The tenths of a fraction is represented by the numeral six (6) and the hundredths is represented by the three (3).

Playing fraction games along with the graphics makes understanding easier for children to comprehend and will speed up the process of learning for each child. Any activity that shows them how to determine the values will make it fun as well.

In the example above you can state in words that 5.63 translates into five units, six tenths and 3 hundredths or 5-63/100 or 5.63 or five point six three. Give them a list of fractions and have them determine which one is the smallest unit to the largest unit. Provide one fraction such as 18-43/100 which translates into one ten eight units, 4 tenths and 3 hundredths or 18.43 or eighteen point four three. Once they see it visually it becomes easier to understand.

Learning to keep it simple will make your ability to cope easily with life’s mathematical problems! Think of it this way – 100% of any number is the actual number itself. Therefore 200% of a number is just two times the number and so forth. Any percentage of a number can be found by changing the percentage to a decimal

If you want to leave a 15% tip think of it this way – 15% equals 15/100 or multiply the bill by 0.15. It can be written as .15 or as 15% and still mean the same thing. If the bill is $29.85 you will multiply it by .15 since it is fifteen one hundredths out of one hundred percent. The amount equals $4.4775 or $.48 if you round it to the nearest penny. Likewise if the bill is $298.50 you will still multiply by .15 but the decimal will move over one place making the tip $44.775 or $44.78 when you round it up to nearest penny.

If your home has increased in value by 25% you would multiply the original value of $250,000 times 125% or 125 times $250,000 which equals $312,500. This means your home has increased in value by $62,500. You determine this amount by subtracting the new value of $312,500 minus its original value of $250,000 giving you the number.