Students will build math models that correspond to fraction operations and solve four to six problems per standard. Game/Play NGSS courses STEM Project-Based Minecraft
Common Core Standards:
- CCSS.MATH.CONTENT.4.NF.A.1 Explain 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 recognize and generate equivalent fractions.
- CCSS.MATH.CONTENT.4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
- CCSS.MATH.CONTENT.4.NF.B.3.D Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
- CCSS.MATH.CONTENT.4.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
- CCSS.MATH.CONTENT.4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
- CCSS.MATH.CONTENT.4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
- CCSS.MATH.CONTENT.4.NF.C.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Teachers should play the world in preparation for the classes so they can get familiar with the math models. Each level represents one class period.
Below are questions to begin a discussion about fractions:
1) What is the great 1? (a fraction that equals one such as 4/4)
2) How does ¾ equal 6/8?
3) What is an equivalent fraction?
4) How do we compare the size of fractions?
5) How do we add and subtract fractions?
6) How can we multiply fractions to whole numbers?
7) When do we need to use equivalent fractions?
8) What is the relationship between fractions and decimals?
9) How can we compare decimals?
To being download and start the attached Minecraft world focused on Fractions.
Students will enter a single player world, build math models and answer questions pertaining to the 4th grade numbers and fractions standards. It is recommended students save their world and use to the same world file for each lesson.
The first room is a HUB, where you either begin Level 1, or you can warp to any level. (NOTE: You can return to the Hub by using the command /tp @s 23 5 5 at any time).
Students will document their learning by taking pictures of their math models and their scores will be recorded by the NPC’s. Video tutorials are included to additional explanation.
- Level 1 4.NFA.1 Creating Equivalent Fractions with the “Great 1”.
- Level 2 4.NFA.2 Comparing Fractions.
- Level 3 4.NFA.3 Adding and Subtracting Fractions with Like Denominators.
- Level 4 4.NFA.4 Multiplying Whole Number to Fractions.
- Level 5 4.NFA.5 Adding fractions with denominators of 10 and 100.
- Level 6 4.NFA.6 Converting Decimals to Fractions.
- Level 7 4.NFA.7 Comparing Decimals.
Students will turn in a portfolio with their math models and track their scores in the “Score Room”. The game will track how many correct and incorrect answers they scored for each standard. Several rooms include a structure block. You’ll need to be in Creative Mode to use these. This tutorial can help you use this optional resource.
1) The student was able to create an equivalent fraction by multiplying it by the “great one” (a fraction that equals 1 such as 4/4 or x/x).
2) The student was able to compare fractions with different denominators by creating math models.
3) The student was able to build math models, add, and subtract fractions with equal denominators.
4) The student was able to build math models that show how to multiply whole numbers to fractions.
5) The student was able to build math models that show how to add fractions with denominators of 10 and 100 such as 3/10 + 54/100.
6) The student was able to build math models that convert decimal numbers to their equivalent fractions.
7) The student was able to compare decimals up to the 100th place.