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K–12 teaching and learning · from the UNC School of Education

I have, who has...?

A chain review game involving teacher made cards on the skills of adding and subtracting fractions, and equivalent fractions. This lesson can serve as a review for many math concepts.

A lesson plan for grades 4–5 Mathematics

By Sherry Russell

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Learning outcomes

The learner will use prior knowledge of fractions to participate in a chain game as a review of the addition and subtraction of fractions, and equivalent fractions. Participation will lead to an increased understanding of fractions.

Teacher planning

Time required for lesson

30 Minutes

Materials/resources

  • Teacher made activity cards which can be on 3×5 cards, or construction paper, any size desired
  • “I have, Who has” attachment: doc | rtf

Pre-activities

Students will need previous instruction on the concepts of adding and subtracting fractions, and equivalent fractions. Also needed will be a brief description demonstrating how to play a chain drill game: Each student and their answers are a link in a chain. In order for the chain not to be broken, right answers must be given each time, or the game comes to a halt.

Activities

  1. Distribute the cards among students in random order.
  2. Select a student to begin the chain and read the card aloud.
  3. The next participant reads the only card that would correctly follow the progression because their card contains the right answer to the previous card read.
  4. If a wrong answer is given, play will stop because no student will have the next card that follows the progression.
  5. Discuss reason why answer is incorrect and work problem out with students.
  6. Once the correct answer is found, play will begin again with the student holding that correct answer card.
  7. Play continues until all the cards are read and the chain ends up back to the initial student.
  8. Students exchange cards and play begins again.

Assessment

Students have met goals when, as the chain progresses, students return to the starting point with no links missing (no wrong answers).

Supplemental information

Comments

This game may be adapted to multiplication facts, division facts, measurement, or many other math concepts.

North Carolina curriculum alignment

Mathematics (2004)

Grade 5

  • Goal 1: Number and Operations - The learner will understand and compute with non-negative rational numbers.
    • Objective 1.02: Develop fluency in adding and subtracting non-negative rational numbers (halves, fourths, eighths; thirds, sixths, twelfths; fifths, tenths, hundredths, thousandths; mixed numbers).
      • Develop and analyze strategies for adding and subtracting numbers.
      • Estimate sums and differences.
      • Judge the reasonableness of solutions.
    • Objective 1.03: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.

  • Common Core State Standards

    • Mathematics (2010)

      • Grade 4

        • Number & Operations—Fractions
          • 4.NOF.1Explain 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...
          • 4.NOF.4Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion...

      • Grade 5

        • 5.NOF.1Add 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. For example, 2/3 +...
        • 5.NOF.4Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations...
        • 5.NOF.7Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1 Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a...