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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