Fruit Loops with fractions

This activity provides access to using visual and hands-on practice in solving problems with fractions. By using cereal, each individual student will be able to work individually and as a group in using different methods of working with fractions, and practice their skills in addition, multiplication, division and subtraction. A prior knowledge of the basic multiplication tables and common multiples will be very advantageous in working through this activity.

A lesson plan for grades 5–6 Mathematics

By Deanne Davis

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Related topics

• Learn more about fractions, hands-on, and mathematics.

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Learning outcomes

• The student will grasp a better understanding of fraction concepts, using visual aid and group participation.
• Application of addition, subtraction, multiplication, and division of fractions will be used individually and as a part of group work.
• Practice will also be done with calculators, to check answers after problems have been written and solved.

Teacher planning

Time required for lesson

90 Minutes

Materials/resources

• Fruit Loop Cereal (amount according to group sizes)
• Baggies (enough for each individual student)
• Calculators
• Notebook Paper
• Pencils

Pre-activities

• Students will need to have prior knowledge of the multiplication tables and multiples of numbers.
• Each student will need to get a random handful of Fruit Loops, and place and seal them in a bag.
• Each student should count the number of pieces of Fruit Loops in each bag.
• The class should be divided into groups of no more than 4 or 5, giving each individual more hands-on time to work and practice.

Activities

1. Each student should see how many fractions they can make from their bags by grouping the cereal by colors. The teacher should explain that the amount of cereal in each bag will be the denominator, and the different individual colors will be the numerator.
2. The students will record their different fractions on their individual sheets of paper.
3. The teacher will ask each student to make addition, multiplication, and division problems with the fractions they have written down.
4. Each group will compare their problems and answers they solved.
5. Now, the group will compile a list of all the different fractions acquired from each individual and as a group. Divide the group, letting some solve the fractions with multiplication, some with division, and others with addition and subtraction.
6. Let the students compare the fractions and put all answers to the group problems in order from smallest to largest.
7. Compare the different answers with each group. What was the most popular color? What problem gave the largest fraction for an answer? How do you determine the largest fractions?
8. Each student may now use calculators to check answers.
9. Follow up with a discussion between the teacher and students, as to why learning fractions is important and how we use them in our life.

Assessment

• The teacher will determine the level at which the students are able to work with fractions and which areas are their strongest and weakest.
• The individual problems will be solved by each student within his/her own group. By interchanging other group members’ results, further problems will be solved.
• Each student should have shown work in addition, subtraction, multiplication, and division of fractions.

Supplemental information

• Handout of Multiplication Tables (1-12)
• Handout of Examples of Equivalent Fractions

Comments

• The Multiplication and Division Basic Facts seem to be a weak area with the majority of 6th graders that I have worked with, which makes working with fractions complicated for many.
• Turning fraction work into a game could possibly remove some of the “negative” attitude from students about the process of learning fractions, and show a visual relationship of putting fractions together.
• This is a lesson that could be used with many different food items or math manipulatives, if preferred. The food items seem to make learning a bit more exciting for the students.