This Term we have been 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)
Our class then took on a problem solving activity called Bryony’s Triangle. This was a challenging problem solving activity that incorporated origami and fractions. Mrs Baldwin showed us a video that a teacher had created. This involved us making a flower. The challenge question was…
What fraction of the original square of paper is the shaded triangle?
Check out the video here
A few of us were a little confused on how to approach this question. Mrs Baldwin only gave a small amount of guidance but encouraged us to chat in groups about strategies. We had to make sure that we could explain our thinking by recording our working out and how we calculated the answer. Some questions that helped us to solve the answer included…
How might you use the folds of your flower to help?
What fractions of the piece of paper can you see using the folds?
How could you split the paper in half using the fold lines?
One important thing that some of us needed to remember during this problem solving activity was that a fraction is equal parts of a whole. Check out some of our working out and explanations below.
Most of us in the end were able to use a successful strategy to try and solve the problem. Some of us were so keen to complete the task that we stayed in for some lunch time and also took it home for homework to try and solve it. This activity allowed us to share our understanding of fractions with each other as we worked to solve the problem.
The answer was