Mathematics Active Learning

In class: 1. Give a card to each student. 2. Have students arrange themselves in order. 3. Then give commands that involve performing an operation on the number and have the students rearrange themselves, if necessary. For example: a. Add three b. Subtract negative two c. Multiply by negative one d. Divide by negative one e. You may introduce operations involving fractions and decimals as the skills of your class progress Included are cards that are integers, fractions and decimals with which y

Students cut apart small squares and then match the sides to form a larger square. Students match addition and subtraction of fractions added with the answer. All problems require finding a common denominator. Some answers are mixed numbers. There are no negative answers.

Students use fractions between 0 and 1 that are reducible by 1, 2, 3 or 4 to play a game of War. Students must not only be able to reduce fractions, but also decide which fractions are larger.

Students play the game of war with fractions from 1/2 to 9/10. Equivalent fractions such as 4/5 and 8/10 allow for wars.

Students cut apart small triangles and then match the sides to form a large hexagram. Students match two equivalent fractions, neither of which are reduced. All fractions can be reduced by 2, 3, 4, 5, 6, & 7. All denominators from 2 through 10 are represented (with the exception of 1/10). All fractions are proper fractions. (Note: Tried to get this all onto one sheet of paper, but it would not fit.)

Students cut apart the small triangles. Then they match each addition problem with its answer. A large triangle will be formed. All problems involve the addition of two numbers, with no like denominators. Carrying is required on all problems. A few of the problems involve adding a proper fraction and a mixed number. All problems add up to the same whole number plus a fraction so that students must actually do the fraction operation.

Students play the game of War with equivalents of fractions, decimals and percents. Denominators of fractions include 1 through 10, excluding 7.

Students arrange five decimals, fractions and/or percents from smallest to largest in value. Some questions involve all decimals, some involve all percents and some involve all fractions. The majority involve some combination thereof. This can be used as an individual activity or a small group activity.

Each Student is given a card with a fraction, decimal or percent. The objective is for students to arrange themselves in order from -1 to 1. Good transition or warm-up activity. May be used multiple times.

Students cut apart a 4 by 4 square with fractions and decimals. By lining up equivalent decimals and fractions, they create a new 4 by 4 puzzle. All numerators equal 1. Outer edges are blank, so the puzzle is easier.

Students cut apart small triangles. Then they match subtraction of two mixed numbers that do not involve borrowing to the answer. A large triangle is formed.

Students play the card game of War with cards that describe percent changes, both positive and negative.

Students cut apart small triangles. Then they match fractions with their decimal equivalents. A large hexagon is formed. Fractions with denominators of 2, 3, 4, 5, 6, 8, 9 & 10 are included along with odd numerators of fractions with denominators of 11.

Students cut apart small triangles and match improper fractions to their equivalent mixed numbers. There are a few denominators so that students must actually work out the problems. Whole numbers range from one to six.

Students cut apart some small squares. Then they match the addition and subtractions problems of improper fractions with their answer. A large square will be formed. Denominators range between two and six. Answers are mostly less than three. No borrowing is needed.

Students cut apart some small triangles. Then they match a proportion with the number that completes the proportion. The missing numbers are represented by "?" rather than x. All answers are whole numbers. There are an equal number of missing numbers between numerators and denominators. A large triangle will be formed.

Students cut apart some small triangles. Then they match a change phrase (the change from x to y) to the equivalent percentage. All changes are less than 100%. There are an equal number of increases and decreases. A large parallelogram will be formed.

Students cut apart small triangles. Then they match each division problem with its answer. A large parallelogram will be formed. All problems involve two proper fractions. All answers are proper fractions.

Students cut apart small triangles and then match the sides to form a larger triangle. Students match addition of two mixed numbers with the answer. All problems require finding a common denominator. Many answers involve improper fractions that must be converted to mixed numbers.

Students cut apart small triangles and then match the sides to form a larger triangle. Students match fractions multiplied with the answer. Half of the problems have three fractions and a quarter of them have two fractions and four fractions each. The problems are set up to expect reducing before multiplying.