Black Box2 - Act 1
January 23, 2013
What will come out of the other side?
- Teacher noteI've included 3 images for the following reasons:
1) "Going in" is a simple unlabeled visual representation of what's going into the black box at the end of Act 1.
2) "Going in (labeled)" is a simple labeled visual representation of what's going into the black box at the end of Act 1. You might refrain from showing this slide as it suggests fractions are the only way to solve this task. Encourage students who want to use decimals or percents in solving this. Only show this after students have identified the half and the third.
3) "All 3 results" displays key frames from Act 1 to provide students with both a visual and numerical representation. This can be used to discover patterns and make conjectures.
*Encourage multiple representations when solving. Allow students to use any equivalent description (fractions, decimals, percents) of the images if this is how they connect and interpret the task. Challenge them to convert it to fractions once they successfully find a result as a percentage or decimal.
*Encourage students to draw as much as possible here. Always keep in mind, "How are we going to add one half and one third?"
Will students notice that the two "halves" kept the denominator and simply added the numerator?
Will students notice that the two "thirds" kept the denominator and simply added the numerators?
Will students see this pattern to make a conjecture about adding fractions?
- Image1 - Black Box2 - Going in
- Image2 - Black Box2 - Going in (labeled)
- Image3 - Black Box2 - All 3 results
- VideoBlack Box2 - Act 3
What two fractions could go into the box to produce five twelfths?
What would the result be if the following three fractions entered the black box? A third, a half, and a fourth?
What if five-sixths and one half went into the box?
What if five sixths and one-third went into the box?