Fractions Capture the Flag with Sarah McGough

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Learning Objectives

Fractions Capture the Flag with Sarah McGough:

CCSS.Math.Content.3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Guiding ideas for the Fractions Capture the Flag


Math notebooks and pencils (colored pencils and graph paper are good for this too)

Slideshow file

Whiteboard and markers

Use the slideshow (see Supporting Files) to teach students how to build and explain the math models. Once you have figured this out, you can build these models and project them on the board while your students take notes and write the math in their notebooks.

Student activities in Fractions Capture the Flag

1) Build the Map

All players will enter the world and get in their team’s skin (Gold Team’s skin or Purple Team’s skin). The teacher will push the build the map button, all players will be teleported into the team choosing room. After the players go to the Gold or Purple side they will enter the map. Each student should be able to create one to three math models. Models should not touch.

2) Peer Review

Have each student peer review at least 3 math models. Once all math models have been peer reviewed start the game.

3) Play Capture the Flag

The teacher will hit the “Play Game” button and the players will be teleported into their team locker rooms. The players will choose their characters and enter the game and try to destroy their opponents flag.

(See Game Rules Sheet in Supporting Files)

The first team to break all blocks of the other teams flag wins .

Once all the blocks of the team’s flag have been destroyed a message will say the winner and kill at the players to end the game.

Debrief Questions

1. What patterns did you see in the equivalent fractions?

2. Why is ½ the same thing as 4/8ths?

3. What is the difference between a number and an amount?

Performance expectations in Fractions Capture the Flag

1. The student was able to build and explain two Minecraft math models that show the relationship between equivalent fractions.

2. The student was able to label their Minecraft math models with correct fractions on signs.

3. The student was able to peer review the Minecraft math models and slates of others to check for accuracy and add another equivalent fraction.

4. The student was able to document their models with pictures in their portfolios.

5. The student was able to add design purpose to their Minecraft math models by using them strategically in the game.

6. The student was able to demonstrate higher level thinking by:

a. Finding number patterns such as: equivalent fractions move in multiples

b. Explaining the difference between a number and an amount



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