This Term we have begun learning about Fractions.
- Investigate equivalent fractions by exploring the relationship between families of fractions (halves, quarters and eighths or thirds and sixths) by folding a series of paper strips to construct a fraction wall.
- Count by quarters halves and thirds along with using mixed numerals and locate and represent these fractions on a number line.
- Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator.
Firstly we discussed what we thought a fraction was…
A fraction is a part of a whole.
We call the top number the Numerator, it is the number of parts you have.
We call the bottom number the Denominator, it is the number of parts the whole is divided into.
You just have to remember those names! (If you forget just think “Down”-ominator)
We then participated in a number line activity where we were given different simple fractions and we had to use a peg to place on the number line where that fraction would be. This gave us a visual of what a fraction can look like when it’s separated into parts.
We have also looked at equivalent fractions.
Equivalent Fractions are fractions that can look different but are really the same amount.
We were then given a fraction wall and we had to investigate how many different equivalent fractions we could make. This seemed like a simple task to begin with, however as less and less pieces were left to use, it soon became a challenge to find all the equivalent fractions.
Next week we will be looking at improper fractions and mixed numbers along with adding and subtracting simple and more complex fractions. We will be looking forward to undertaking our next Math’s Investigation which will involve another problem solving activity relating to the real world. The Investigation will be a Fraction Party!
What activity have you enjoyed doing so far when learning about fractions and why?
What have you learnt about fractions so far?
When have you seen or used fractions to solve a problem in life?