![]() How do you know that 7/8 is closer to one than 5/6? Next ask them to name another fraction that is closer to one than that.How do you know that fraction is close to one? Ask the students to name a fraction that is close to one but not more than one.In this session the students continue to develop their sense of the size of fractions in relation to the benchmarks of zero, half and one by coming up with fractions rather than sorting them. At the conclusion of the session, pairs of students could be challenged to solve the questions created by other pairs of students. ![]() During this task, take the opportunity to work with smaller groups of students and rectify any misunderstandings. This opportunity to investigate fraction benchmarks, in a relevant and meaningful context, will help to reinforce students’ understandings and can be used as formative assessment. ![]() Students could use the fractions provided in the earlier questions, or come up with a new list of fractions to use (or for another pair of students to use). Challenge the students to work in pairs, and develop a story that demonstrates how different fractions are close to 0, close to 1/2 and close to 1.Locate the 'between' fractions on the number line you created previously. Use Fraction Strips to support students to understand why these fractions are exactly in between the benchmarks. Ask the students which group each fraction fits into. Add 1/4 and 6/8 to the list of fractions.Once more encourage the students to explain their decision for each fraction. 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.connecting lengths from zero with the number line, and recognising that the space between zero and one is always visible on a number line for whole numbers.cubes, counters, etc.), so students can see the relative sizes of fractions providing a physical model, particularly Fraction Strips (length model), or regions and area models (e.g.Students can be supported through the learning opportunities in this unit by differentiating the complexity of the tasks, and by adapting the contexts.
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