Fractions activities using Multiple Intelligences and ...



MULTIPLE INTELLIGENCES AND BLOOM’S TAXONOMY

Fractions

Complete one activity from each row and each column.

| |Knowledge |Comprehension |Application |Analysis |Synthesis |Evaluation |

|Linguistic |Read out examples of |One minute talk about different|Write your own newspaper |Calculate the fraction of a|Write your own |Compare and contrast the |

| |fractions in newspapers |uses of fractions |story that uses fractions |magazine page that is text,|advertisement that uses a |fractions of advertising |

| | | | |story and advertisements. |fraction. |space in at least two |

| | | | |Justify your results | |newspaper pages. |

| | | | |verbally. | | |

|Logical |Classify fractions into |Complete a table containing the|Modify a recipe. (eg |From 5 digits, create 2 |Create a fractional |Start with a number and |

| |groups ( improper, proper |headings ( fraction, decimal, |Recipe for 32 biscuits |distinct fractions. Using |dominoe game |halve it to create a |

| |and mixed |percentage and number line |used to make 80 biscuits) |all 4 operations, calculate| |sequence. What is the sum|

| | | | |all the different possible | |of the sequence? |

| | | | |answers | |Repeat to find a rule. Is|

| | | | | | |there a rule if sequence |

| | | | | | |is created by dividing by |

| | | | | | |3? or 4? etc? |

| |Knowledge |Comprehension |Application |Analysis |Synthesis |Evaluation |

|Spatial |Make a poster to show |Mark different fractions on a |Change a recipe so that |Draw a pie chart to show |Construct scale models to |On a poster evaluate the |

| |where we use fractions |number line. |you can cater for the |number of ways students get|compare the 3 tallest |advantages of fractions |

| | | |class. Represent it via a |to school. |buildings in the world |over decimals. |

| | | |poster. | |with Melbourne’s tallest. | |

|Kinaesthetic |Divide the class into |Make a model to show and |Share a liquorice strap |Build a fraction wall that |Make a poster that shows |Use an unknown length of |

| |fractions |describe a fraction |between different numbers |demonstrates equivalent |everything you know about |rope to estimate and |

| | | |of friends |fractions |fractions |justify a fraction |

| | | | | | |position if numerator >1. |

|Musical |List all the songs you |Break a song into fractions. |Introduce an instrument or|Determine the beat of a |Develop your own song with|Perform a song with |

| |know that contain | |beat to illustrate |current chart hit. |different beats. |different beats. |

| |fractions. | |different time signatures.| | | |

|Interpersonal |Play a fraction game show |Do a role play to illustrate a |Investigate the use of |Devise a game that |Invent a fraction kit that|Conduct a debate about the|

| | |use of fractions |fractions in the different|incorporates fractions, |can be used to teach |use of fractions |

| | | |media |decimals and percentages |fractions | |

|Intrapersonal |Write how you feel about |Write down the steps involved |Reflect on how you can put|Make up sequences of |Devise a fraction magic |Use the ‘6 Thinking Hats’ |

| |fractions. |in adding and subtracting |fractions in order. |fractions and show how you |square. |to explain how you are |

| | |fractions. | |deduced the sequence. | |coping with fractions |

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