Black Box2  Act 1
skips
questions
Act One
Act Two
 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
Act Three
 VideoBlack Box2  Act 3
Sequel
 1.
What two fractions could go into the box to produce five twelfths?
 2.
What would the result be if the following three fractions entered the black box? A third, a half, and a fourth?
 3.
What if fivesixths and one half went into the box?
 4.
What if five sixths and onethird went into the box?
show 63 more questions

Trying to think of something more clever than the obvious but can't... What is the black box doing to the objects that enter it?









Will there be just one square coming out since this time the colors aren't the same?

























What kind of program did they use? What does it have to do with anything? Why does it make microwave sounds? Why that? What does that mean?























Why does nothing come out of the black box on the last one with the different color boxes?





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