My students enjoyed this activity and did well with it. It works best to provide each pair of students with a box lid or similar item to roll their dice in (random numder generaters we can??™t call them dice in school anymore). But for the purpopse of simplicity I will call them dice in this article!:) This helps stop the dice from rolling on the floor. Go over instructions first before handing out dice or else they will be all over every where making a lot of racket with no one listening to the instructions. Yeah, I learned the hard way on this one!:) Have a volunteer demonstrate the process with you and write the results on board before beginning. Early finishers ? Give them a challenge to Add, subtract, multiply or divie the fractions generated, order them from least to greatest or any other creative modification you can think of.
OBJECTIVES 1. Students will use dice to gain an understanding of how to reduce fractions to lowest terms Rolling Fractions
2. Students will: learn the difference between ???reducible fractions and non-reducible fractions
You will need: Pencil, paper, 3 dice and a partner.
1. One person will be the ???roller??? and one will be the ???recorder???.
2. Write both your names on the paper.
3. The ???roller??? rolls 3 dice. Consult with your partner and make a fraction using the numbers shown on the dice. Make sure the numerator (the number on top) is smaller than the denominator (the number on bottom.).
Example: three different fractions can be made if the dice are showing 2, 3, and 6.
3 = (3) or 5 = (2 + 3) or 2 = ( 2 )
8 = (6 + 2) 6 = ( 6 ) 9 = (3 + 6)
The roller chooses one of these to record.
4. You can not use the same fraction twice. It??™s the recorders job to check and make sure that a fraction hasn??™t been used before writing it down. Most of the time , more than one fraction can be made with the numbers that appear on three dice. If a new fraction can??™t be made, roll the dice again and make a fraction with the new set of numbers.
5. The recorder writes down the fraction.
6. Consult with your partner and determine if this fraction can be reduced. If the two of you decide it can??™t be reduced the recorder writes ???no??? next to the fraction. If the two of you decide it can be reduced, work together and determine what it can be reduced to and how. After the two of you have figured this out, the recorder writes the division equation used to show how the fraction is being reduced and then writes the fraction in its lowest terms on the far side of the equals sign.
7. Show your work. Write the equation you used to get your answer. For example: If the fraction is 5/10, and you are dividing the numerator and the denominator by 5 to get an answer of 1/2 write it out.
5 divide by 5 = 1
10 divide by 5 = 2
*Remember:* whatever you do to the top, You have to do the exact same thing to the bottom.
8. When 10 fractions have been recorded, switch jobs and continue until there are 20 different fractions written down with all the labels and work shown that each fraction requires