This time use fractions that are further away from the zero, one half, and one benchmarks so students need to think more carefully about their decisions:ģ/10, 5/6, 5/9, 4/9, 18/20, 13/20, 2/8, 9/12, 1/5 ![]() Repeat with another list of fractions.Locate the fractions on a number line using the one unit as the space between 0 and 1. Use Fraction Strips to physically model each fraction, if needed.For example, "9/10 is 9 parts and the parts are tenths. If we had one more tenth it would be 10/10 or 1 so 9/10 is very close to 1". As the students explain their decisions encourage them to consider the size of the fractional parts and how many of these parts are in the fraction.Why do you think 6/10 is close to half? How much more than a half is it? Why do you think 1/20 is close to zero? How much more than zero? Why is 11/12 close to one? Is it more or less than one? How much less? As the students sort the fractions, ask them to explain their decisions. ![]() Ask the students in pairs to sort the fractions into three groups: those close to 0, close to 1/2 and close to 1.Write the following fractions on the board:ġ/20, 6/10, 10/8, 11/12, 1/10, 3/8, 2/5, 9/10.Īs the difficulty of this task depends on the fractions, begin with fractions that are clearly close to zero, half or one.In this session students begin to develop benchmarks for zero, half and one. Students might also appreciate challenges introduced through competitive games or through stories. The concept of equal shares and measures is common in collaborative settings. Fractions can be applied to a wide variety of problem contexts, including making and sharing food, constructing items, travelling distances, working with money, and sharing earnings. The contexts for this unit are purely mathematical but can be adapted to suit the interests and cultural backgrounds of your students. Begin with fractions, such as halves, quarters, thirds, and fifths that students may be most familiar with. altering the complexity of the problems by simplifying the difficulty of the fractions and whole numbers that are used.encouraging students to work collaboratively (mahi-tahi) and share their ideas.discussing, and explicitly modelling the use of mathematical vocabulary and symbols, particularly the role of numerator as a count, and the denominator as giving the size of the parts counted. ![]()
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