## Distance Learning: Fraction Interaction

It’s the fraction game show! Find out how much you know about fractions by becoming a game show contestant—can you survive three rounds of fraction challenges?

- Grade level: 3 – 5
- Cost: $160 (+ $20 shipping*)
- Available: Year-Round

*Additional cost for international shipping

**Each Distance Learning program includes:**

- A 50-minute interactive program.
- A kit with materials for interactive experiments for 30 students.
- A Teacher’s Guide to prepare you, your classroom, and your students before the experience.
- Extension activities and resources for further exploration.\

To make your program an enjoyable and memorable experience please be sure to review the Videoconferencing Tips

**Please note:** If your school does not have video conferencing equipment, please let us know when booking the program.

**Click here to schedule your Distance Learning Program today!**

### U.S. National Curriculum Standards NM-NUM.3-5.1

- Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

### U.S. National Curriculum Standards NM.-ALG.3-5.3

- Use mathematical models to represent and understand quantitative relationships.

### Michigan Grade Level Content Expectations, Math v.12.05

- Understand that fractions may represent a portion of a whole unit that has been partitioned into parts of equal area or length; use the terms “numerator” and “denominator.” (N.ME.03.16)
- Understand that any fraction can be written as a sum of unit fractions, e.g. ¾ can be written 1/4+1/4+1/4. (N.ME.03.19)
- Understand fractions as parts of a set of objects (N.ME.04.20)
- Understand the relationships among halves, fourths and eighths and among thirds, sixths and twelfths. (N.MR.04.23)
- Compare and order up to three fractions with denominators 2, 4, 8 and 3, 6, 12, including improper fractions and mixed numbers. (N.MR.04.26)
- Add and subtract fractions less than 1 with denominators through 12 and/or 100,in cases where the denominators are equal or when one denominator is a multiple of the other. (N.MR.04.27)
- Solve contextual problems involving sums and differences for fractions where one denominator is a multiple of the other (denominators 2 through 12 and 100). (N.MR.04.28)
- Multiply fractions by whole numbers, using repeated addition and area or array models. (N.MR.04.30)
- Understand a fraction as a statement of division...using simple fractions and pictures to represent. (N.ME.05.10)
- Given two fractions...express them as fractions with a common denominator, but not necessarily a least common denominator; use denominators less than 12 or factors of 100. (N.ME.05.11)
- Find the product of two unit fractions with small denominators using an area model. (N.ME.05.12)
- Divide a fraction by a whole number and a whole number by a fraction, using simple unit fractions. (N.ME.05.13)
- Add and subtract fractions with unlike denominators through 12 and/or 100, using the common denominator that is a product of the denominators of the 2 fractions. (N.FL.05.14)

### Common Core State Standards: Mathematical Practice

- CCSS.Math.Content.3.NF.A.1- Understand a fraction 1/
*b*as the quantity formed by 1 part when*a*whole is partitioned into*b*equal parts; understand a fraction*a*/*b*as the quantity formed by a parts of size 1/*b*. - CCSS.Math.Content.3.NF.A.2- Understand a fraction as a number on the number line; represent fractions on a number line diagram.
- CCSS.Math.Content.3.NF.A.3- Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
- CCSS.Math.Content.4.NF.A.1- Explain why a fraction
*a*/*b*is equivalent to a fraction (*n*×*a*)/(*n*×*b*) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. - CCSS.Math.Content.4.NF.A.2- Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
- CCSS.Math.Content.4.NF.B.3 Understand a fraction
*a*/*b*with*a*> 1 as a sum of fractions 1/*b*. - CCSS.Math.Content.4.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
- CCSS.Math.Content.5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
- CCSS.Math.Content.5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
- CCSS.Math.Content.5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
- CCSS.Math.Content.5.NF.B.3 Interpret a fraction as division of the numerator by the denominator (
*a*/*b*=*a*÷*b*). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. - CCSS.Math.Content.5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction
- CCSS.Math.Content.5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
- CCSS.Math.Content.5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions