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Hershey Math is a just a fraction more fun than other equivalent lessons
Title – Hershey Math
By – Densie Cortez
Primary Subject – Math
Grade Level – 4
Texas Essential Knowledge & Skills Math Standards:
- Math (5.2.D) Number, operation and quantitative reasoning – use models to relate decimals to fractions that name tenths, hundredths and thousands.
- 1) The student will be able to use fractions in everyday situations.
- 2) The student will be able to find the equivalent fraction as 1/2 or 3/6 etc.
- 3) The student will be able to change fractions to decimals
- Hershey bar (one for each student)
- Have enough Hershey bars for each student at their table.
- Open the bar and set it on the napkin
- The students will stay at their desk. They will work individually with their own bar, but they will work together to solve a same problem.
- Ask students to tell where they see real life fractions (pizza, window panes, etc.)
- Make sure to reinforce that students are not to touch the candy bar until further instructions.
- Ask students to count how many Hershey’s pieces/parts the bar has. (8)
- Since the topic is fractions, ask class where the total parts number goes on a fraction? (Bottom)
- Then give the definition of a denominator .
- Ask what fraction represents a whole bar. (8/8 = 1)
- Ask what the equation would be if we broke the bar into two pieces. (4/8 = 1/2)
If they say 4/8, ask them what is 4/8 equivalent to.
- Go around the classroom to see if any students have any questions while continuing to ask class to break pieces off the bar, and tell its equivalence.
- You can also show a table of fractions with entries such as 2/8, and ask them to show you how it looks like with their chocolate, and then fill in the equivalent reduced fraction.
2/8 1/4 4/8 2/4 or 1/2 2/4 4/8 or 1/2 6/8 3/4 3/8 no equivalent 5/8 no equivalent 8/8 8/8 = 4/4 = 2/2 = 1/1 = 1
- Once the students have completely solving the problems given by you, you may let them eat the chocolate.
- Let them share what they liked the best about the lesson.
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