The Shuttle B us and The Fraction

1. The Shuttle Bus and The Fraction By Li-Tung Chang 7th grade Mathematics

2. There is a Shuttle Bus Called “Whole Number” His task is to continually take the employee in a company from the parking lot to their working place.

3. Rushing Passengers However, these grumpy passengers don’t want to wait for other passengers to hop on the “Whole Number” because they are almost late to work. So, the “Whole Number” departs every 5 minutes and sometimes with untaken seats in it.

4. Forecast the Passengers The “Whole Number” has a special design, he can adjust the seats in any number, he called these available seats as the “Denominator.” If he thinks in between lunch hour will be pretty busy, then he may change the denominator to 200 seats. However, if it’s in the graveyard shift, then he will even change the denominator to only 2 seats.

5. Seats Taken On the “Whole Number,” passengers can only take seats that are not taken. Every occupying seat in “Whole Number” is called ”Numerator.” As the numerator increases within the available seats, denominator, the shuttle bus is filling up and ready to take off.

6. Unwanted Seats Nevertheless, sometimes, the “Whole Number” makes awrong decision and leaves empty seats before departure. He predicts the wrong numbers on the passengers and changes totoo many available seats. Therefore, the untaken seats are the difference between the denominator and the numerator to fill up the “Whole Number.”

7. Full There is an exception that “Whole Number” needs to leave immediately. Once all the seats are taken, the “Whole Number” must departseven it’s not 5 minutes yet. Because in this case, the “Whole Number” is mission completed.

8. A Whole Number Reward The employer will be happy to see the “Whole Number” gets a full passengersevery time because it shows that he is making profit. So the employer will reward him a “A Whole Number” prize every time when he gets the full passengers.

9. Criteria While you are observing in the filed trip, watch and think what math concept is reflected in the real life events Think of a story and put a math topic into the story Embeds the math terms to your story Name all the character in math terms Tell us in a story what is the relationship between those characters and who they are Highlights every metaphors and math term Using pictures in the story telling Explainto the class how this idea came out

10. Goals Be familiar with the math terminology and the specific concept Through writing, students will be able to practice writing in an organized storyline Practice using metaphors helps students to think in their own way to approach mathematics Develops imagination and creativity Presentation helps students to discuss with and learn from the class