Fraction

Question 1

How can fractions be used in at least five different ways?

Answer 1

To represent a proportion of a whole or of a unit
To represent a point on a line
To represent a proportion of a set
To model a division problem
As a ratio

Question 2

How is proportion used in maths?

Answer 2

Proportion is used in two different ways…
1) Refer to share or part of something
2) The fraction three eighths which is symbol is 3/8.

Question 3

What structures and representations is there?

Answer 3

The bar model continues to be a vital tool to use throughout this unit. It is a clear representation for equivalent fractions, which helps children understand fractions in their simplest form.
(Illustration of a bar model). In this example, you can see how 2/6 is equivalent to 1/3. The fraction number line is also an important tool used in this unit.
(Illustration of a number line)
This number line shows equal parts between the whole numbers 2 and 5. Children need to count up in thirds to fill in the missing parts. A blank number line requires children to understand different fractions in relation to each other. (Illustration of a blank number line)
Taking away the regular intervals and using fractions with different denominators requires children to have a sense of the relative size of each fraction and its place on the number line.
The part-whole model continues to be used throughout this unit. Here, we can see how 2 3/4 can be split into two different parts: 1 5/6 and 11/12. (Illustration showing the above numbers in a part-whole model)
The part-whole model then goes further by showing how 11/12 can be further split into 1/5 and 5/12. (Illustration showing the above numbers in a part-whole model). A fraction wall can show many different types of fractions in relation to each other and helps identify multiple equivalent fractions.

Question 4

What are the key vocabulary in fractions?

Answer 4

This unit includes key vocabulary that will be very familiar to children from previous units, such as whole and part.
(Bullet list of words: whole; part; numerator; denominator)
Children will also be required to use other key vocabulary that has been introduced more recently, such as simplify, highest common factor, lowest common multiple, proper and improper fractions, mixed number, and convert.
(Bullet list of words: simplify; highest common factor; lowest common multiple; proper and improper fractions; mixed number; convert).

Question 5

What are the different misconceptions and interventions?

Answer 5

There are some key misconceptions to plan for when teaching this unit. Children may try to use additional subtraction when converting to a common denominator, as this happened with this question.

Question 6

What do you do when you are multiplying a fraction?

1/2 x 2/5 =

Answer 6

Multiply the top numbers first 1 x 2 = 2
Multiply the bottom numbers 2 x 5 = 10
2/10
Simplify the fraction 1/5

Question 7

Dividing fractions

1/2 divided 1/6=

Answer 7

1 . 1/2 divided 6/1

2. 1/2 x 6/1 = 1 x 6 = 6/2 (multiply top & bottom)
   2 x 2
3. Simply the fraction 6/2 = 3

1) Turn the second fraction the one you want to divide by upside down this is now a reciprocal.
2) Multiply the first fraction by that reciprocal
3) Simplify the fraction (if needed)

Question 8

Adding fractions

2/3 + 1/5 DO TOMORROW

Answer 8

1) Look for common multiple …. first fraction
3 6 9 12 15 - 15
5 10 15 - 15

2) 2/3 (x 5) answer 10/15

1) Look for common multiple….second fraction
1 2 3
5 10 15

Question 9

Subtracting fractions
3/4 - 1/2 = SAME SITUATION

Answer 9

3/4 - 1/2 = 2/8

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