D. Rhannwch Afal

Aims
  • Exploration of part-whole relationships involving known simple fractions (halves and quarters).
  • Focusing on comparing sizes of fractions - involving intuitive ideas on equivalent fractions.
  • Resources Vocabulary
  • An apple
  • A knife
  • A glass
  • Equal sized strips of A3 paper
  • String
  • Share an apple notesheet – one per pair (optional)
  • half, quarter, three
    quarters, third, equal parts
    parts, part, whole,
    denominator, numerator
    Organisation
  • Near ability pairs on mixed ability tables
  • Whole class Preparation (about 10 mins)
  • How could we cut this apple into halves? Invite suggestions and agree the best methods, then cut the apple.
  • Draw apple halves on the board. How do we know that these are halves?
  • How would you write half in figures?
  • How could we cut the apple into quarters? What is important to remember about each part? Remind them that each part must be equal.
  • How do we write a quarter? What do the two numbers mean to you?
  • Discuss the fact that 1⁄4 shows 1 divided into four equal parts.
  • Explore the language the children use to describe fractions, e.g. a half is 1 out of 2 or 1 divided into two; a third one out of 3 or 1 divided by 3.
  • Paired work (10 mins)
  • Display a glass of apple juice, a £1 coin and a book. Give out the notesheet.
  • In pairs record how you would find:
    a half then a quarter of a glass of apple juice
    a half then a quarter of £1
    a half then a quarter of a book.
  • Are there different methods for doing this? Check with others on your table. Which methods could guarantee finding a half or a quarter? Which do you find easier? Why?
  • Class sharing (about 10 mins)
  • Children report back on how they worked out these problems.
  • Emphasis the idea of a quarter being half of a half.
  • How would you find three quarters of £1? Ask children to demonstrate notation on board. Discuss its meaning. 1⁄4 + 1⁄4 + 1⁄4. Which part of the fraction are you adding? The ones. Why?
  • Write 1⁄2 + 1⁄4 on the board. How does this work?
  • Paired work (about 10 mins)
  • Give out two strips of paper each.
  • How would you find a third of a strip?
  • How many parts will the strip be divided into?
  • What about the sizes of these parts?
  • Is one third bigger or smaller than one half? How do you know? What about two thirds?
  • If you fold each strip in half again, how many sections do you think you will have?
  • Given pairs of fractions, children justify and prove which one is bigger, for example, look at five sixths and seven eighths or three quarters and four fifths.
  • Given other pairs of fractions, children show when they add to more or less than one.
  • Class sharing (about 10 mins)
  • Children report back on their findings and demonstrate their answers using strips of paper. Record them on the board.
  • A challenge: Would it be possible for half my daughter’s pocket money to be less than one third of my sons?
  • License

    Gwersi PCAME a Dewch i Feddwl Mathemateg (9 i 11 oed) Copyright © by Ann Longfield, David Johnson, Jean Hindshaw, Linda Harvey, Jeremy Hodgen, Michael Shayer, Mundher Adhami, Rosemary Hafeez, Matt Davidson, Sally Dubben, Lynda Maple, and Sarah Seleznyov. All Rights Reserved.

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