1. partitioning paper
Firing up the Brain:
Preparing the Brain:
WALT: Partition (split/fold) a piece of paper into equal lengths
WILF: a) create equal parts b) use mathematical language to describe those parts
Social: Whole body listening
WILF: a) create equal parts b) use mathematical language to describe those parts
Social: Whole body listening
Engaging THE BRAIN:
Are these pieces of paper divided into equal parts?
Key words to define:
- divided
- equal
Key words to define:
- divided
- equal
What mathematical language would you use to label each part?
Using number and words, how would I explain if I had more than 1 of these parts?
Using number and words, how would I explain if I had more than 1 of these parts?
Stretching THE BRAIN:
Task:
Rally Robin #1: 1. Both partners grab a strip of paper. 2. A tells B how many times to fold it in half, once, twice or three times. 3. B folds paper following A's instructions. 4. A checks folds are equal 5. A labels each section using fractions and glues onto poster. Rally Robin #2: 1. Both partners grab a strip of paper. 2. B tells A how many times to fold it in half, once, twice or three times. 3. A folds paper following B's instructions. 4. B checks folds are equal 5. B labels each section using fractions Extension: Tell your partner how many sections to create, e.g. 3, 5, 10, 9 or 6! |
Strengthening THE BRAIN:
10- 8 = ? 10 - 3 = ? 10 - 4 = ? 10 - 7 = ?
2. Collections
FIRING UP THE BRAIN:
a) What is the next number?
b) What is the previous number?
Extension: What is 100 less than this number?
b) What is the previous number?
Extension: What is 100 less than this number?
PREPARING THE BRAIN:
WALT: Explore fractions as part of a collection.
WILF: Explain using mathematical language, what a fraction of a collection is.
Social Goal: We follow instructions
WILF: Explain using mathematical language, what a fraction of a collection is.
Social Goal: We follow instructions
ENGAGING THE BRAIN:
STRETCHING THE BRAIN:
fraction_collections_challenge.docx | |
File Size: | 261 kb |
File Type: | docx |
STRENGTHENING THE BRAIN:
Share your findings in 'stand up, hand up, pair up'
3. Halving grids & Pizza (imaginary)
FIRING UP THE BRAIN:
PREPARING THE BRAIN:
WALT: Explore different fractions in relation to each other.
WILF: Can you explain which is bigger, 1/4 or 1/3 and why.
Social Goal: Be prepared to negotiate.
WILF: Can you explain which is bigger, 1/4 or 1/3 and why.
Social Goal: Be prepared to negotiate.
ENGAGING THE BRAIN:
I have 3 (imaginary) pizzas. I cut each one up into equal sized slices.
Sarah Ben Jack
Mum says that each person can only have 3 pieces of pizza. Each whole pizza is the same size.
How could you eat more than me?
How could you eat more than me?
If we each eat one third of our pizzas, how could I eat more slices than you?
STRETCHING THE BRAIN:
Challenge:
Jane is really hungry. Mum gives her two choices.
"Jane, you can have 1/4 or 1/3 of the pizza. Which would you like?"
Jane replies "1/4, because 4 is bigger than 3"
Did she make the right choice? Explain why...
Jane is really hungry. Mum gives her two choices.
"Jane, you can have 1/4 or 1/3 of the pizza. Which would you like?"
Jane replies "1/4, because 4 is bigger than 3"
Did she make the right choice? Explain why...
STRENGTHENING THE BRAIN:
Share your findings.
Three colours & Equal portions
FIRING UP THE BRAIN:
PREPARING THE BRAIN:
WALT: Investigate the different ways we can divide up a group into equal parts.
WILF: You use fractional language to express your findings.
Social: We are prepared to negotiate.
WILF: You use fractional language to express your findings.
Social: We are prepared to negotiate.
ENGAGING THE BRAIN:
STRETCHING THE BRAIN:
You have 24 counters.
How many different ways can you split these into equal groups. Write down your solutions e.g. 2 groups of 6.
How many different ways can you split these into equal groups. Write down your solutions e.g. 2 groups of 6.
STRENGTHENING THE BRAIN:
frog and the flea
FIRING UP THE BRAIN:
Double the following numbers:
20, 30, 5, 2, 8, 9, 12, 11,
20, 30, 5, 2, 8, 9, 12, 11,
PREPARING THE BRAIN:
WALT: Skip count in fractions
WILF: You can use your knowledge of skip counting in fractions to answer problem solving questions.
Social: Ignore distractions
Materials: Graph book, ruler, pencil, highlighter
WILF: You can use your knowledge of skip counting in fractions to answer problem solving questions.
Social: Ignore distractions
Materials: Graph book, ruler, pencil, highlighter
ENGAGING THE BRAIN:
Create number lines showing the fraction on a line that is 12 cm long.
a) halves
b) quarters
c) thirds
d) sixths
e) twelfths
a) halves
b) quarters
c) thirds
d) sixths
e) twelfths
STRETCHING THE BRAIN:
The Frog and the Flea
A frog and a flea had a jumping contest. Each of the frog’s jumps was one third of a unit long. Each of the flea’s jumps was one quarter of a unit long. The winner was the one who reached four units in the fewest jumps.
Predict which creature won and explain why.
Represent the jumps on a number line to check their predictions.
What if the race was longer?
A frog and a flea had a jumping contest. Each of the frog’s jumps was one third of a unit long. Each of the flea’s jumps was one quarter of a unit long. The winner was the one who reached four units in the fewest jumps.
Predict which creature won and explain why.
Represent the jumps on a number line to check their predictions.
What if the race was longer?
STRENGTHENING THE BRAIN:
Share your findings.