## Candy Fractions

### Christy ClantonBay District Schools

#### Description

Candy Fractions is quite the treat for Fraction Fridays. Families donate bags of seasonal treats that the class estimates, counts, sorts on tree diagrams, names, and then graphs. Oh yeah, then they get to eat the treats!

#### Objectives

The student reads, writes, and identifies proper fractions with denominators including 2, 3, 4, 5, 6, 8, 10, and 100.

The student uses concrete materials to model equivalent forms of whole numbers and common fractions.

#### Materials

-Student copies of Candy Fractions Data Chart (See associated file)
-Math Journals
-Student pencils
-Colored pencils
-Tree diagram worksheets (one per team)
-Large poster-sized tree diagram
-Bag of wrapped candy (See procedure #2 for kind to bring)

#### Preparations

1. Gather materials

#### Procedures

(Divide the students into groups of 3 or 4. Groups rotate the responsibility of opening the bag of candy and dividing its contents fairly.)

Engage students by reviewing what a fraction means, ie. 4/6 means 4 parts out of 6 parts. Remind students of the definitions of numerator and denominator.

1. Give the Team of the Day the responsibility of opening the bag of candy. The team counts the total number of items in the bag and reports the total to the class. Each student records that number on their Candy Fractions Data Charts. (see associated file)

2. The Team of the Day gives each of the other groups an equal portion of the candies including themselves. Each group then sorts their portion and places data concerning their candy onto a tree diagram worksheet. Groups determine their own categories--color, size, etc. Group leaders place their candy information onto the class tree diagram chart, one team at a time, thus having to often adjust their categories as other teams add their candies before them.

3. When all teams have placed their candy information on the class tree diagram, students suggest category names that are then recorded by the teacher.

4. Students then record the category names and amounts on their Candy Fractions Data Charts.

5. Students then draw with colored pencils their own fractional models on their papers, displaying the sorted candy numbers and categories. Students write fractional descriptions of their data (i.e., 6 out of 25 gumdrops are red = 6/25 red gumdrops) This paper will be placed in the math journals after assessment.

6. Each student must create 3 fraction word problems from the data and include a colored diagram that supports the problem. For example, -What portion of the gumdrops are red or green?-
6/25 + 4/25 = 10/25 (diagram could be six red dots and four green dots over 25 clear dots)
These problems will be placed into the math journals after assessment.

7. As a whole class review the activity. Ask 2 or 3 students to share their word problems so as to help those who are having difficulty.

8. Let the groups eat their candy.

#### Assessments

Formatively assess the models drawn of the candy fractions. Make sure that students have correctly written the fractional representations. Each group's data may be different.

Also, formatively assess the word problems. Make sure that students have included all the information needed for the problems and that they have included the solutions and diagrams. Fractions, diagrams and discriptions included in the problems should indicate that the student can read and write the fractions, as well as provide a concrete model or diagram.

#### Attached Files

Candy Fractions Data Chart     File Size: 19456 bytes (0.019 mb)      File Extension: pdf