WEBVTT

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[Music]

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My name is Cara Crist.

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I am a third-grade teacher
at Spalding Elementary,

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Meridian School District,
Boise, Idaho.

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I chose fraction strips as an 
introduction today for our lesson.

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I would think that coming into
third grade, students have a lot

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of experience with being able
to tell what is half of a group,

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but looking at one as a unit and
looking at that fraction strip

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as the unit and that
fractions make up that unit

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and the different types
of fractions that can make

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that unit or that
one as a whole.

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I started with halves,
fourths, and eighths today

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because I really wanted the
students to see the relationship

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between those three fractions

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and how they relate
back to each others.

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(Crist to students): Everyone look
at your orange piece of paper.

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We are going to call this one.

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With your yellow, I
want you to fold it

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so both sides are matching,
and I want you to crease it,

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and I want you to
cut that crease.

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So two halves will equal one.

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I want you to fold your blue in 
half, and I want you to crease it.

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I want you to fold it again,
making sure those edges meet.

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Okay, go ahead and unfold
it, and cut on those creases.

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How many blues will it take to
fill up that orange or that one?

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I want you to do it.

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So one whole equals
four one-fourth pieces.

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Now I want you to
take your green.

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You're going to fold in half.

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You're going to fold it again.

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Then you are going to fold it
one more time, and you are going

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to cut exactly on the creases.

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Go ahead and clear off your one,
or your whole, and I want you

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to fill that with your
green pieces of paper.

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One is the same as
eight one-eighth pieces.

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We are going to use our
orange as our game board.

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The goal for Cover Up is
that you are going to cover

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up your game board completely.

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You can't have any
pieces hanging over.

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You can't be short any pieces.

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You have to cover up that orange 
piece of paper from side to side.

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Cover up the entire thing, okay.

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I am going to give you a dice
and with the dice,

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it will have our fractions.

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It will have one-half.

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It will have one-fourth,
or it will have one-eighth.

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And you are going to
playing with a partner.

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You each get your
own game board.

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And then I roll the dice, and
my partner rolls the dice,

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so we're going to take turns.

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(Student): Where's the dice?
Thank you.

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One-fourth.

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(Student):One-eighth.

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(Student): Ones...
That is yellow.

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I won!

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In this lesson the students had
lots of different opportunities

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to talk about their
strategies and talk

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about their different ways
of solving, and even some

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of their problems
that they came across.

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I was able to go over
and question and kind

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of spark the conversation
between them.

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(Crist):You have how
much more than Seth?

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(Student): I have
one-fourth more than Seth.

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(Crist): What are
you guys looking for?

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(Student): We're
looking for one-eighth.

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How much is it off
your game board?

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(Crist): Who right now
is ahead in Cover Up?

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What would RayLynn have to get
in order to win Cover Up?

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Some things that surprised me
with the lesson, them being able

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to really see those unit fractions
and their relationship between,

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so seeing that two one-eighth
pieces equaled a fourth.

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Something else that was really
exciting is having the students

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be able to see how much more
did this one student need

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to be tied, and they could
say, "Oh, I need one-fourth,

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or I can have two
one-eighth pieces."

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And we'll come back to it in the
future lessons and we will play

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Uncover, where they fill their
board and by rolling the die,

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they'll uncover using whatever 
combination of pieces they would like.

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And then we will play Trade
Up, which gets into the idea

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of equivalent fractions, so if they 
have two one-eighth pieces then

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they can trade up to a one-fourth, 
and if they have two one-fourths,

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so the idea of trying to get
the least amount of pieces

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on their board as possible.

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I had many students
that are starting

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to explore the numerator and the
denominator and what those mean.

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We just do so much
with this game.

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It's a real staple for
a really long time.

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There's just so much
you can do within it.

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[Music]