Prior to beginning the lesson: (1) Photocopy the Problem of the Day onto transparency paper for the overhead projector; (2) Photocopy Bingo Game Board (1 per student); (3) Photocopy Bingo Caller Cards (1 per small group).

Group Size: Small groups

Learning Objectives:

Students will be able to:

  • Read fractions and identify written fractions.

Problem of the Day (see attachment), Bingo Game Board (see attachment), Bingo Caller Cards (see attachment); paper markers or pennies, scissors, overhead projector


Lesson Introduction: Display Problem of the Day on the overhead projector. Ask students: What strategy should we use to solve this problem? Guide them towards drawing a picture. Solve the problem together as a class. Students can copy problem and solution into math notebooks.

  1. Distribute a Bingo Game Board to each student. Explain to students: Today you will be playing Bingo with fractions. First, we need to fill out our game boards.
  2. Call out fractions from Bingo Caller Cards and show students how to put a fraction inside each square of their game board. Make sure students understand to place fractions randomly around the game board and not in order so that each player’s board is different.
  3. Divide students into small groups of four or five. Give each group a designated area of the classroom to play the game.
  4. Distribute one set of Bingo Caller Cards, a pair of scissors, and a handful of bingo markers to each group. Direct students to cut apart Bingo Caller Cards.
  5. Remind students how to play Bingo if necessary.
  6. Give groups time to play the game. Each student in the group should have one turn to be the caller.
Modifications: For students with special needs, teacher can assist with writing in fractions. Students can be paired with another student to assist with playing the game.


Teacher should monitor student participation to ensure all students understand the concept.

Benchmark or Standards:

National Council of Teachers of Mathematics (NCTM) Number and Operations Standard:

  • Understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2.
National Council of Teachers of Mathematics (NCTM) Process Standard:

  • Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
Attached Files:

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