Teacher will combine students in groups of 3 and send them to a basketball hoop. Each group will receive a ball of their choosing, a pencil, 2 pieces of paper on which to tally, and a template/worksheet. Have groups decide who will be Player A, Player B, and pPlayer C and write their names in the correct spot on the work sheet. (If they are having trouble deciding, I always suggest Rock, Paper, Scissors.)

On the teacher's signal (whistle), Player A will begin shooting the ball at the basket. The Player may choose any shot (lay up, set shot, jumper, 3 pointer), and continues to shoot for one minute. The teacher will signal when the minute is up, and Player A must stop shooting.

Player B will have one of the tally sheets record a tally for every basket that Player shoots, whether made or missed.

Player C will use one of the tally sheets to record how many baskets Player A actually made.

At the end of the minute all three players come together to make a fraction indicating Player A's success in shooting. Player B's tally indicates the denominator; Player C, the numerator. The fraction is written in the Player A's column for later comparison.

Once finished recording Player A's fraction, all Players switch jobs. Player B becomes the shooter. Player C records all shots taken by Player B. Player A records all shots made by Player B.

Repeat the process for Player C.

Once each player has had an opportunity to record their fraction, have all three students work together to decide if their fractions are greater than, less than, or equal to the other fractions, and write the symbol in the column provided.

The process may be repeated as time allows.

Allow students to choose a different type of ball to ensure success in shooting.

Have students shoot into a trash barrel or a target on a wall instead of a regulation hoop.

As the groups are making their fractions, and comparing them to each other, the teacher should be moving among the groups to ensure accuracy.

At the end of class, have students share what they noticed about the activity. For example, did they notice particular shots that seemed to be more successful for them? Did they change the types of shots they took to make more baskets? Etc.

PE teacher may want to share the worksheets with the classroom teachers, so that they may use real data as they continue with their lessons on fractions.