Task Description, Development, and Discussion (SMP 1, 2, and 6) out and cut apart the three pages of I Have, Who Has? game cards. Randomly distribute ALL of the cards. There are 24 cards. Some students may have more than 1 card. If there are not enough cards, partner students up so that at least all partners get 1 card. Begin with the 1st card that says First Card: I have Who has ? Students will read the card aloud. Each player must pay attention to his/her card to know when it is their turn. Continue to play until the last card is read. The last card says that it is the last card. While the pictures are in color, the cards will print clearly if printed in gray scale. FORMATIVE ASSESSMENT QUESTIONS How did you know what fraction you had? Why was it important to listen carefully? Is it possible to show each fraction in a different way? Show me your fraction in a different way. How could you help a friend who thought meant 1/3? DIFFERENTIATION Extension Students may recreate the game with their own illustrations. They could also create a board game using fraction cards similar to these. Intervention Students that struggle with fractions may need peer assistance during this game. Before beginning, give the student support by using questioning techniques to help them discover the fraction picture. They may need to write the fraction on the card or in their journal to help them remember the fraction as they play the game. It is possible to send a copy of this game home with the student to practice. First Card: I have I have . Who has ? Who has ?
Task Description, Development, and Discussion (SMP 1, 2, and 6) out and cut apart the three pages of I Have, Who Has? game cards. Randomly distribute ALL of the cards. There are 24 cards. Some students may have more than 1 card. If there are not enough cards, partner students up so that at least all partners get 1 card. Begin with the 1st card that says First Card: I have Who has ? Students will read the card aloud. Each player must pay attention to his/her card to know when it is their turn. Continue to play until the last card is read. The last card says that it is the last card. While the pictures are in color, the cards will print clearly if printed in gray scale. FORMATIVE ASSESSMENT QUESTIONS How did you know what fraction you had? Why was it important to listen carefully? Is it possible to show each fraction in a different way? Show me your fraction in a different way. How could you help a friend who thought meant 1/3? DIFFERENTIATION Extension Students may recreate the game with their own illustrations. They could also create a board game using fraction cards similar to these. Intervention Students that struggle with fractions may need peer assistance during this game. Before beginning, give the student support by using questioning techniques to help them discover the fraction picture. They may need to write the fraction on the card or in their journal to help them remember the fraction as they play the game. It is possible to send a copy of this game home with the student to practice. First Card: I have Who has ? I have . Who has ?
CCGPS_Math_3_Unit4Framework.docx