# Educator Resources for Dig It!

In Dig It!, students remove dirt and collect jewels by identifying fractions on a number line. Students will apply their understandings of improper and equivalent fractions as well as mixed numbers and earn points for each jewel they uncover. This game is a great tool for teaching fractions on the number line as specified in the Common Core.

For more teacher resources, visit Illuminations

# Fractions and Mixed Numbers Lesson Plan: The Dig It! Game

In this lesson plan which is adaptable for grades 3, 4, and 5, students use BrainPOP resources to learn about key terms related to fractions, such as mixed number. Students will use a number line to explore fractional amounts in real life scenarios, as well as in virtual game play online.

Common Core State Standards Alignment:

CCSS.Math.Cont.3.NF.A.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

CCSS.Math.Cont.3.NF.A.2b Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

CCSS.Math.Cont.3.NF.A.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

CCSS.Math.Cont.3.NF.A.3b Recognize and generate simple equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

CCSS.Math.Cont.3.NF.A.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

CCSS.Math.Cont.4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

CCSS.Math.Cont.4.NF.A.1 Why a fraction a/b is equivalent to a fraction (n _ a)/(n _ b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

CCSS.Math.Cont.4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

CCSS.Math.Cont.4.NF.B.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.