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Maximum Chocolate Party
Transcript of Maximum Chocolate Party
By Danesa Serns
What processes did you use to understand fractions during this activity?
Lois --Equivalent fractions
How could this activity be more challenging?
Lois --Different numbers of chocolate bars
Lauren --Different amount of tables
Jakob --more rounds/guests
Did this activity help you understand fractions better?
Lois --I'm really good at fractions
Lauren --Different perspective
What else did you enjoy about this activity?
Lois --Good practice, good discussion
Lauren --Made sense
--What do we already know about fractions? (ie-larger denominator=smaller piece size, 3/7<3/5)
--Discuss/explain to other classmates
--Activity involves individual and group effort. Differentiated for the visual, auditory and kinesthetic learners. Fun, unique, doable.
Uses UCARE model
Teaches problem solving
Fun, innovative (involves food:)
Individual and Group work
More mind work, no calculators
Students may get discouraged
Students may get distracted
Students may get bored
Facilitate well and prepare students
MAXIMUM CHOCOLATE PARTY
~sweet work with fractions
Sweet Work with Fractions by Natalya Vinagradova & Larry Blaine.
Teaching Mathematics in Middle School, Vol. 18 Issue 8, April 2013.