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# Number and Operations - Fraction, Photon Finds the Equivalent Fractions

Mathematik
Duration time:
60 min.
Robots:
x3+
Programming interface:
Photon DrawPhoton BlocksScratch 3.0 Back to scenarios Share
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## Reference to the core curriculum

```Common Core Math Standards:
- CCSS.MATH.CONTENT.3.NF.A.3.B: Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3.
- CCSS.MATH.CONTENT.4.NF.A.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. ```

## Class goal:

Objectives:
• To select equivalent fractions.

• Group work.

## Required items:

• One Photon Robot and devices for programming per every two to three students.
• Fractions written on index cards - each fraction should have an equivalent fraction (each group will need a set of index cards).
• Students should have access to pencil and paper or some other way to show their work.

## Lesson scenario:

Programming Interface: Photon Draw, Photon Blocks or Scratch via the Photon EDU App or the Photon Magic Bridge.

Preparation:

• The teacher will prepare the fractions on index cards. (one set per group)
• The teacher will instruct the students on equivalent fractions.
• Break the students into groups of four students.

Lesson Sequence:

• Have each group get a Photon and coding device and go to a space where they can place their fractions on the floor and discuss their answer as they program Photon.
• Within each group, have the students form two teams.
• Direct the groups to lay out their fractions on the floor in a grid pattern with enough room for Photon to drive onto each number.
• Explain the steps of the game:
• Each team within the group will take a turn.
• They must program Photon to drive to a fraction.
• Then, they should program Photon to drive to another fraction that is equivalent.
• The other team should check to see that they agree the fractions are equivalent.
• If both teams agree that they are equivalent, then the team picks up the two cards and keeps them as a pair of equivalent fractions.
• If the teams disagree about equivalence, they must show their math and reasoning until they come to a consensus.
• The other team takes their turn.
• Proceed until all the numbers have been made into pairs of equivalent fractions.
• When the teams have completed their game, the class should come back together. The teacher should ask each team to share one of their sets of equivalent fractions. Check for understanding and clear up any misconceptions. Note: Depending on the fractions chosen, there may be multiple possibilities for pairs.  Be sure students understand why this can occur in the wrap up.