FRACTIONS
Content Description
Recognise and interpret common uses of halves, quarters and eighths of shapes and collections.
Elaborations
Recognise and interpret common uses of halves, quarters and eighths of shapes and collections.
Elaborations
- recognising that sets of objects can be partitioned in different ways to demonstrate fractions
- relating the number of parts to the size of a fraction
Fair Share
Firing up the Brain:
Preparing the Brain:
WALT: Identify equal and unequal groups
WILT: You can display and explain the difference between equal and unequal groups.
WILT: You can display and explain the difference between equal and unequal groups.
Engaging the Brain:
Stretching the Brain:
Organise students into pairs, then distribute a range of materials (e.g. string, blocks, pop sticks, paper) to each pair. Ask students to share each type of material fairly with their partners. Discuss: How do you know you have fair (equal) shares? When we share into two equal portions, what do we call each portion? Is it still a half if the portions are not equal? Use the word ‘half’ only when referring to equal portions.
Fair Share 2
Firing up the Brain:
Preparing the Brain:
WALT: Correctly use the language of whole, halves and quarters.
WILF: You connect a picture to the correct word.
WILF: You connect a picture to the correct word.
Engaging the Brain:
What is a ‘fair share’? Can you give me some examples? Discuss everyday examples, such as: family meals, where a ‘fair share’ may reflect age and food needs; the amount of pocket money paid for jobs done around the house; sharing sweets into equal numbers; sharing pieces of fruit into equal quantities. Brainstorm sharing situations where equality of quantity is important.
Stretching the Brain:
Collections and Wholes:
Draw an example of the following fractions:
- Halves
- Quarters
- Eighths
Draw an example of the following fractions:
- Halves
- Quarters
- Eighths
Function Machine
Firing up the Brain:
Preparing the Brain:
WALT: Divide groups of objects and shapes into equal part fractions.
WILF: Correctly group and identify fractions.
WILF: Correctly group and identify fractions.
Engaging the Brain:
1. Counters:
Red = halves
White = quarters
10 sided Dice:
Odd = set/group of objects
Even = shape
If red counter:
Odd 6 sided dice: 1/2
Even 6 sided dice: 2/2
If white counter:
1, 4 = 1/4
2, 5 = 2/4
3, 6 = 3/4
Draw an example of what fraction is being displayed.
Red = halves
White = quarters
10 sided Dice:
Odd = set/group of objects
Even = shape
If red counter:
Odd 6 sided dice: 1/2
Even 6 sided dice: 2/2
If white counter:
1, 4 = 1/4
2, 5 = 2/4
3, 6 = 3/4
Draw an example of what fraction is being displayed.
"Making" a Sandwich
Firing up the Brain:
Preparing the Brain:
WALT: Compare fractions of a whole shape.
WILF: You can create equal part fractions and compare these.
WILF: You can create equal part fractions and compare these.
Engaging the Brain:
Look at these two sandwiches....
Sarah cut the first one in half. Ella cut the second in half.
Ella says, "Sarah, you haven't cut your sandwich in half, you've cut it into triangles!"
Is she correct? How do you know?
Sarah cut the first one in half. Ella cut the second in half.
Ella says, "Sarah, you haven't cut your sandwich in half, you've cut it into triangles!"
Is she correct? How do you know?
Which of these pictures show a fraction? What is the fraction it shows?
Stretching the Brain:
Create a poster showing correct and incorrect examples of half, quarter, eighths and one of your choice.
You need to explain why the example is correct or incorrect.
You need to explain why the example is correct or incorrect.
Grouping
Firing up the Brain:
Preparing the Brain:
WALT: Problem solve with fractions as groups of a set.
WILF: You can correctly identify the fraction and group the objects into equal groups.
WILF: You can correctly identify the fraction and group the objects into equal groups.
Engaging the Brain:
Model the following questions with the students using counters......
I've asked this group some questions and found out the following information.
1) 1/2 (half) of the group drive a car to work.
2) 3/4 (three quarters) watched t.v last night.
3) 2/3 (two thirds) had a piece of fruit today.
4) 2/6 (two sixths) are wearing lace up shoes.
I've asked this group some questions and found out the following information.
1) 1/2 (half) of the group drive a car to work.
2) 3/4 (three quarters) watched t.v last night.
3) 2/3 (two thirds) had a piece of fruit today.
4) 2/6 (two sixths) are wearing lace up shoes.
Stretching the Brain:
Independant:
Take out 8 counters to represent 8 faces. Show the following fractions, redraw the faces for each question.
1) 1/4 (one quarter) of the faces have brown hair.
2) 3/8 (three eighths) have blue eyes.
3) 1/2 (half) of the faces are men.
4) 3/4 (three quarters) of the faces don't have glasses.
5) 7/8 (seven eighths) are smiling
6) 2/4 (two quarters) are wearing a clip in their hair
7) Make your own fraction statements using the words half, quarters and eigths...
Take out 8 counters to represent 8 faces. Show the following fractions, redraw the faces for each question.
1) 1/4 (one quarter) of the faces have brown hair.
2) 3/8 (three eighths) have blue eyes.
3) 1/2 (half) of the faces are men.
4) 3/4 (three quarters) of the faces don't have glasses.
5) 7/8 (seven eighths) are smiling
6) 2/4 (two quarters) are wearing a clip in their hair
7) Make your own fraction statements using the words half, quarters and eigths...
Strengthening the Brain:
Which of these are correct? How do you know?
WALT: Understand what fraction is, and why we use them.
WILF: recognise what 1/2,1/4 and 1/8 looks like when segmented and the relationship between all 3 quantities. You will be cutting and labelling fractions according to these steps.
Behaviour: attentive listening, especially during new content.
WILF: recognise what 1/2,1/4 and 1/8 looks like when segmented and the relationship between all 3 quantities. You will be cutting and labelling fractions according to these steps.
Behaviour: attentive listening, especially during new content.
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WALT:
- recognising that sets of objects can be partitioned in different ways to demonstrate fractions
Please have 20 counters each on your table, I am going to ask you to show me different fractions of these amounts.
Please show me half (1/2) of the 20 counters
put them all back, now show me a (1/4) of the 20 counters
Put them all back and now shoe me an 1/8 of the 20 counters
Please show me half (1/2) of the 20 counters
put them all back, now show me a (1/4) of the 20 counters
Put them all back and now shoe me an 1/8 of the 20 counters
WALT:
- relating the number of parts to the size of a fraction