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To complete this assignment, I first went online to search for fifth-grade fraction activities, with a focus on multiplication. After reviewing numerous potential activities I eventually landed on Fraction Flip-It, which is a game that allows students to create their own fractions depending on where they place the cards drawn. This was a large draw because the game could be played any number of times without students solving the same equation over and over. Once I had settled on the activity and how it would be set up, I began building a lesson around it. I wanted to make sure students had the necessary knowledge to succeed, which is why I included the pre-assessment Plicker quiz. This warm up would also students a chance to warm up their “math
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Students would then have the opportunity to show the multiplication fractions on their own by folding paper into a specified number of sections and coloring the fraction. Done both horizontally and vertically, students will see a small portion of both fractions is colored in by both colors, which is the answer. Students will practice this a few more times, with the teacher circulating the classroom and answering questions, before beginning on the Fraction Flip-It activity. Students will be given a stack of cards, which can be adjusted to increase difficulty, and have the opportunity to practice their new skills. They can complete the activity using the paper folding technique practiced earlier until they feel comfortable without it. Although I did not have the opportunity to participate in a structured practicum through NAU, I had the opportunity to do the activity with the fifth-grade child of one of my
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It also proves that an activity can be fun while integrating multiple skills and several levels concept knowledge. This activity not only helps students with their fraction multiplication and division skills but also reiterates vocabulary (numerator, denominator, etc.) and gets at the basics of understanding what fractions actually mean. By making the game into something of an activity where students are trying to get the largest (or smallest) number, they need to understand that where they place their drawn cards can greatly impact their final number. The greatest benefit of this activity, and many that I came across, was the opportunity it provided students to solve problems and work together. This, to me, makes a huge difference when engaging students and making learning fun. Allowing kids to practice their social skills while also learning from each other helps them both academically and personally. It seems pretty obvious to me that connecting concepts and subject knowledge to critical thinking and engaging activities is one of the most beneficial (and fun!) ways to help our students

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