Objective:

Students will physically model adding and subtracting fractions with unlike denominators by using fraction strips. They will break down problems into smaller steps and collaborate on solving them, reinforcing both math and computational thinking concepts like problem decomposition.

Materials Needed:

• Fraction strips (or paper strips cut into fraction parts)

• Word problems involving fraction addition and subtraction

• Pencils and paper for solving problems

Steps:

• Introduction:

  • Ask the class, “What do we need to do if we want to add or subtract fractions with different denominators?” 

  • Discuss how we convert fractions to equivalent forms with like denominators. Introduce fraction strips as a visual tool to model this process.

• Group Activity:

  • In small groups, students will work on solving fraction word problems using fraction strips. 

  • For example, if the problem is 2/3 + 5/4, students will use fraction strips to model and find equivalent fractions. 

  • They will physically line up strips representing 2/3 and 5/4 and then find equivalent strips with the same denominator to add them together.

• Creating and Solving:

  • Students will decompose the problem into steps: finding common denominators, creating equivalent fractions, and adding or subtracting. 

  • They will write down each step on paper as they physically manipulate the fraction strips to find the answer.

• Testing and Refining:

  • After solving the problem, groups will share their answers with another group to test their solutions. 

  • If any errors are found, they will work together to revise their steps and correct the problem, reinforcing the concept of iterative problem-solving.

• Presentation and Discussion:

  • Each group will present their solution, explaining how they used the fraction strips and broke down the problem to arrive at their answer. 

  • The teacher will lead a discussion on how breaking problems into smaller steps is a key strategy in both math and coding.

Real-World Application:

Connect this to scenarios where fractions are used in real life, such as dividing a pizza among friends or calculating the amount of fabric needed for a project.

CS Practice(s):

• Recognizing and Defining Computational Problems: Students break down fraction problems into smaller steps to make them easier to solve.

• Developing and Using Abstractions: Students use fraction strips as a physical abstraction to solve problems with fractions.

Standard(s):

• CA CCSS Mathematics 5.NF.A.1

• CA CS 3-5.AP.13

Objective:

Students will program robots (e.g., Ozobot, Sphero) to move along a grid that represents fractions. By programming the robots to travel distances equivalent to fractional sums or differences, students will visually and physically model adding and subtracting fractions with unlike denominators, integrating computational thinking and algorithmic problem-solving.

Materials Needed:

• Robots like Ozobot or Sphero

• Gridded mats or large chart paper marked with fractional increments (e.g., 1/12, 1/4, 1/3)

• Fraction word problems (e.g., 2/3 + 5/4)

• Tablets or computers to program robots

Steps:

• Introduction:

  • Start by reviewing the process of adding and subtracting fractions with unlike denominators. 

  • Explain how the robots will help students visualize fractions by moving specific distances based on their programmed instructions. 

  • Show students the grid mat, which has fractional increments marked along a number line.

• Group Activity:

  • In pairs or small groups, students will receive a fraction problem (e.g., 2/3 + 5/4). 

  • They will first convert these fractions into equivalent fractions with a common denominator. 

  • Using this information, students will program their robot to move along the grid. 

  • For example, they may program the robot to move 8/12 of the grid for 2/3 and 15/12 for 5/4.

• Programming and Movement:

  • Using block-based or simple coding commands, students will program the robot to move incrementally along the grid. 

  • As the robot reaches specific fractions, it will stop, allowing students to observe how the distances relate to the fractional parts.

• Testing and Refining:

  • Students will run their program to see if the robot moves the correct distances according to their calculations. 

  • If the robot doesn’t stop at the right place or overshoots the distance, they will debug their code by adjusting the robot's movement instructions.

• Presentation and Discussion:

  • Each group will demonstrate their robot’s movement along the fractional grid and explain how they solved the fraction problem. 

  • Encourage students to discuss how breaking the movement into steps (fractions) helped them visualize the problem. 

  • Highlight how the robots modeled real-world problem-solving by following a sequence of precise commands.

Real-World Application:

Connect the robot’s movement to real-world scenarios, such as how robotics is used in industries like manufacturing or logistics to perform tasks with precision. Discuss how visualizing fractions helps in fields like engineering, construction, or culinary arts.

CS Practice(s):

• Creating Computational Artifacts: Students program the robot to represent and solve a mathematical problem.

• Testing and Refining Computational Artifacts: Students test and refine their robot’s movements to ensure accurate representation of the fraction problem.

Standard(s):

• CA CCSS Mathematics 5.NF.A.1

• CA CS 3-5.AP.12