Number+and+Operation+Activity+Share

Number and Operation Activity Share []
 * __Adding Fractions with Unlike Denominators__**

This activity allows students to get extra practice at adding fractions where the students have a visual diagram of the fractions they are adding. The diagram is a good way for students to conceptualize how fractions are added by finding a common denominator and then determining what the numerators are based on in regard to the new denominators. The equation line at the top allows students to understand what goes into adding fractions as they are forced to type their work out. Also, this activity allows the students to be able to work multiple problems and get immediate feedback. Another feature of this activity is that it forces students to put the final answer in terms of the denominator where the whole(s) have to be taken out. This allows the students to really have knowledge in that area, one where many students usually have misconceptions.

This activity should be used in middle school classrooms where students need to conceptualize how finding denominators are necessary to add fractions. Also, this activity is appropriate for older students who need to refresh and review their knowledge of adding fractions.

Shared by: Landon Jordan

__**Number and Operation Sense: Rational Numbers **__

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This activity makes use of a calculator and charts to collect data by looking for patterns from that data to be able to make conclusions about numbers and operations. The chart is a good way to introduce the various forms in which a fraction can take. Also with the chart the student will fill in all the various forms and parts of a fraction for several numbers so that they can compare these numbers and take notice of patterns. When the students begin to use the calculator this can be helpful for addressing the difference between a negative and a subtraction sign. The main objective of the calculator use in this activity is for the students to compare fractions and notice patterns with different operators. There are also a list of several other activities at the bottom of the first file that could help the students become more hands on to address number and operations.

This problem could be used at the beginning of an Algebra class as a refresher to make sure numbers and operations are fully understood or this activity could very well be used in lower grades to introduce or reinforce numbers and operations.

Shared by: Rusty Oakley

__**Flash Cards: Fractions**__ []

This activity is good to use when you are trying to give more examples and help when teaching your students about adding, subtracting, dividing, and multiplying fractions. Students can write in their answers in, and the interactive activity will let you know if you got the answer right or wrong. You also have the option to only do one of the operations in case a student or your whole class needs help just dividing for example. Mostly a great activity for middle school unless your upper level students need practice. You will have to create a log in in order to get to the many applications that SAS offer. Your school may already have a log in set up for students as well so you can sign in with a general student account. Shared by: Kevin Flynn

__**Counting Beans: Addition of Integers**__ http://www.ncpublicschools.org/docs/curriculum/mathematics/middlegrades/grade07/goal01/objective1.02/1.02-tasks/1.02-countingbeansadd.pdf

This activity is appropriate when you've already introduced integer addition to your students and they are ready to practice. The activity asks students to create numbers from a given list of positive and negative integers. By using beans, buttons, or other manipulatives, students work with tangible representations of both positive and negative numbers. They then keep a record of the addition problems they've created by writing the corresponding equations on a worksheet. This connects the visual representations with concrete equations. Shared by: Sara Taormina

__**USING TECHNOLOGY TO EXPLORE ADDING INTEGERS**__ []

When introducing adding and subtracting integers a number of students get lost in when you solution has a negative value or positive and when to add and subtract at in some instances. This online activity is great practice for students and also notes to help students organize their thoughts on the topic. This link opens a handout that deals with adding and subtracting integers. I thought this activity was a great resource because it used a website that provides online virtual manipulatives to help students discover how to add and subtract integers. The activity has guided notes for the student to remember the rules involved in adding and subtracting integers. I think this will help address students common misconceptions on when to use what sign when adding a positive and a negative integer because as they are completing the problems they can see what rule to use throughout. It is also helpful for the teacher because this handout could be a resource that a student could refer back to if they are still having trouble with the topic. Shared by: Jamillia Lackey

Adding Integers - A Modeling Approach This lesson is an introduction to adding integers similar to that modeled in class using the algebra tiles. It is unique in that it comes ready with a handout that describes fairly well that process of adding integers using some type of math tile. Although the activity is focused on just adding integers, it could easily be extended to include subtracting integers and other operations shown visually using the algebra tiles. Although the handout could be a useful resource for students to refer back to when completing classwork or homework on their own, the lesson itself is not very dense. It would need a bit more "meat" to actually be implemented in the classroom which could be a good time to add the subtraction, multiplication, etc. portions of integer operations. Shared by: Christopher Limer **__10 Practical Tips for Making Integers Come Alive and Make Sense__** [] This article gives tips to teachers for helping students to gain a better sense of what it means to be a fraction, and how students can interpret fractions with operators. This activity splits the class up into groups and helps students to visually represent fractions by drawing pictures and by using a number line. The students are first asked to come up what they think it means to be a fraction on their own first before discussing their ideas with the group. Once students have discussed their ideas with the group, then the group will proceed to complete the worksheet on differing fraction representations. There are several different representations of how fractions can be perceived alone, and also by using operators with fractions. This activity would be appropriate for students to participate in after they have already been introduced to fractions. This activity assesses student learning because it shows teachers whether or not students interpreted the meaning of a fraction, not if they only know how to algebraically use them through taught procedures. I think this activity will further a student's understanding of fractions, which will make it easier for students to use fractions later on when they work with them again. Shared by: Cora Shull

__**Multiplication and Division Fraction Puzzle**__

[] This activity allows students to get to put together a puzzle while simultaneously multiplying and dividing fractions. As most puzzles work, students are almost forced to have to redo the same problems numerous times in order to correctly match up the right answers to the right problems. Such repetition allows students to practice manipulating fractions to gain more familiarity. The activity is designed for students to work in groups of 2-3 students which further encourages conversations and deeper thinking about these fraction operations. This activity would be best used as an in class activity so that students are able to use their peers to sort out any struggles or confusion that may arise with such fraction operations.

Shared by: Erika Alpeter

Fractone (Adding Fractions the have the Sum of 1) http://www.coolmath-games.com/0-fractone/index.html This is a little game that has a bunch of tiles with different fractions on them. The player must click on pairs of tiles so that the sum of the fractions is one. This would be a tool to use if you have just a couple of students that are continually struggling with adding fractions but the class needs to move on. It also has a time, so it could be used as a tool to monitor progress for the student as well. Shared by: Jesse Willard

__ Adding Real Numbers __ [] This gizmo is a real-time interactive number line that conceptually demonstrates addition of real numbers. It uses adobe flash player and you can get a free 30 day trial for all the gizmos. It utilizes colored arrows to represent each number and their sum. It has assessment questions at the end to evaluate student understanding. This gizmo would be appropriate for middle school students learning about adding negative numbers either as an exploratory activity or a follow up activity to enhance understanding. It would also be good for remediation for high school students struggling to understand negative numbers. Shared by:Stuart Gordon

__**Adding and Subtracting Fractions**__
http://www.geogebra.org/en/upload/files/english/Megan/Fractions/Adding%20and%20Subtracting/Add_Sub_Fractions.html

In this activity, you use Geogebra to explore the operations of fraction addition and fraction subtraction. There are sliders that allow you to create illustrations representative of each fraction, one blue and one red. You then overlay the two rectangular representations, lining up the rectangles representing the "whole," allowing the colors to overlap. Students then answer a series of exploration questions that allow them to create their own rule for adding and subtracting fractions. This would be appropriate for students who have difficulty seeing the need to find a common denominator before performing such operations, as well as a student who may not see a fraction as an actual number.

Shared by: Molly Wright

__**Ratio: A comparison of two numbers by division**__ []

(Click on Number 19)

This is a great online interactive tool/activity to help students get a better understanding of ratios. It allows students to understand that ratios are not always necessarily written in fraction form with a division sign down the middle. This activity also asks students to look for patterns in a sequence of rations and complete it. Students type in their answers, and the software will check student work. There are several different examples presented in different formats in a fun and exciting way for students to learn about ratios.

Shared by: Ranya Samara

__**Integers with Geogebra**__ []

This activity is a great tool for Pre-Algebra to Algebra classes. This hands-on technological tool introduces the concept of negative numbers and their relationship to whole numbers (or integers). By using a number line and mobile tabs, the student and manipulate the tabs to see the relation and the meaning of the opposite (or negative) number. This tool could benefit those students that struggle with the conceptual understanding of negation as it refers to the properties of addition, subtraction, multiplication, and division. This includes but is not limited to their misrepresentation of signs and their correct operation. Also, it help students better understand the meaning behind negative numbers. This would be beneficial when students start working with formulas that have the opposite property embedded within it, such as the quadratic formula ("-b" in the quadratic formula means the opposite of "b" and not negative "b"). This website is a great website that will facilitate the proper basic components a student need to understand numbers and their operations in mathematics.

Shared by: Stephanie Bennett

__**Locating Fractions on a Number Line**__ http://www.geogebra.org/en/upload/files/english/duane_habecker/locate_fractions_2.html

This is an activity from Geogebra that helps students determine the location of fractions on a number line. In this activity, students are presented with a number line and two fractions with the same denominator. The number line will be partitioned according to that denominator. One of the fractions is red and one is blue, and there are dots next to each of the fractions. The student has to drag the dot down to the number line and place it at the location of the fraction on the number line. The main idea of this activity is that students will be able to understand that fractions are numbers, and they have a value just like any other numbers. This activity will also help student to understand mixed numbers.

Shared by: Leah Vaughn

__**//The Land Problem://**__

@http://www.geogebra.org/en/upload/files/milan/Land_Problem.html

This problem is a challenge and would be best used with an advanced class or a class that likes a challenge. This interactive diagram presents two parcels of land that have been divided. The challenge is to figure out what fraction of the land each person owns. Note: The pieces of land are not divided up evenly or even nicely. Students have the capabilety to move tiles representing the land sections around and over lap them as well. This would make a great exploration activity for students.

The Land Problem is found on the Geogebra website which has tons of different interactive tools for all areas of mathematics. These can be found neatly organized at the link below. http://www.geogebra.org/en/wiki/index.php/English#Number_Sense

Shared by: Ellen Anne Curtis

=__Fractional Clothesline Activity__= []

This activity is a follow up to a lesson This Fractional Clothesline Addition game is a way for students to combine different amounts that are represented on the clothesline using estimation. Students should start the game by flipping over 2 cards from a face-down pile of fraction cards (these cards are located on the second page of the activity sheet), and then estimating what they think the sum of the 2 cards will be. The students should be reminded to look at the lengths each fraction is represented by on the clothesline and to picture those lengths being placed end to end to create the sum. Once students agree on the answers, they repeat the process. If any students struggle, allow them to use calculators to double check their estimations. Students can perform the operations according to a time limit or until the deck runs out of cards. This activity should reinforce the idea that all (proper) fractions are numerical quantities that are less than 1 and should help students who are struggling with adding fractions and mixed numbers. This activity should also help students with estimating fractional quantities and their sums. This activity is actually part of a detailed fractional clothesline lesson that strings a real clothesline across the room and has students clip fraction index cards on it in order. If interested in that lesson, it can be found here: []

Shared by: Latoya Clay