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→Introduction
share''' and '''measure'''.'''
share''' and '''measure'''.'''
Although we use pairs of numbers to represent fractions, a fraction stands for a single number, and as such, has a location on the number line. Number lines provide an excellent way to represent improper fractions, which represent an amount that is more than the related whole. Instruction in fractions that focuses only on the mechanics of procedures and not on reasoning misses valuable opportunities to guide students in developing this core mathematical skill.
Although we use pairs of numbers to represent fractions, a fraction stands for a single number, and as such, has a location on the number line. Number lines provide an excellent way to represent improper fractions, which represent an amount that is more than the related whole.
Given their different representations, and the way they sometimes refer to a number and sometimes an operation, it is important to be able to discuss fractions in the many ways they appear. A multiple representation activity, including different numerical and visual representations, is one way of doing this. Sharing food is a good way to introduce various concepts about fractions. For example, using a chocolate bar and dividing it into pieces. This can be highly motivating if learners can eat it afterwards. A clock face shows clearly what halves and quarters look like, and can be extended to other fractions with discussion about why some are easier to show than others. We can find a third of an hour, but what about a fifth?
Given their different representations, and the way they sometimes refer to a number and sometimes an operation, it is important to be able to discuss fractions in the many ways they appear. A multiple representation activity, including different numerical and visual representations, is one way of doing this. Sharing food is a good way to introduce various concepts about fractions. For example, using a chocolate bar and dividing it into pieces. This can be highly motivating if learners can eat it afterwards. A clock face shows clearly what halves and quarters look like, and can be extended to other fractions with discussion about why some are easier to show than others. We can find a third of an hour, but what about a fifth?
part are coloured, this part represents the fraction 2/5.
part are coloured, this part represents the fraction 2/5.
[[Image:KOER%20Fractions_html_m30791851.gif]]
[[Image:KOER%20Fractions_html_m30791851.gif]]
'''Terms Numerator'''
'''Terms Numerator'''
[[Image:KOER%20Fractions_html_55f65a3d.gif]]
[[Image:KOER%20Fractions_html_55f65a3d.gif]]
# If you want to understand improper fraction , example 8/3. In the equal share model , 8/3 represents the share that each child gets when 8 rotis are divided among 3 children equally. The child in this case will usually distribute 2 full rotis to each child and then try to divide the remaining rotis. At this point you can show the mixed fraction representation as 2 2/3
# If you want to understand improper fraction , example 8/3. In the equal share model , 8/3 represents the share that each child gets when 8 rotis are divided among 3 children equally. The child in this case will usually distribute 2 full rotis to each child and then try to divide the remaining rotis. At this point you can show the mixed fraction representation as 2 2/3
[[http://www.superteacherworksheets.com/fractions/comparing-fractions.pdf]]
[[http://www.superteacherworksheets.com/fractions/comparing-fractions.pdf]]
== N-Distractors ==
== N-Distractors ==
== Multiplication ==
== Multiplication ==
[[Image:KOER%20Fractions_html_m66ce78ea.gif]]
[[Image:KOER%20Fractions_html_m66ce78ea.gif]]
[[Image:KOER%20Fractions_html_753005a4.gif]]
[[Image:KOER%20Fractions_html_753005a4.gif]]
== Division ==
== Division ==
It fits in 4 times in each roti, so
It fits in 4 times in each roti, so
There
There
[[Image:KOER%20Fractions_html_m60c76c68.gif]]To
[[Image:KOER%20Fractions_html_m60c76c68.gif]]To
[[Image:KOER%20Fractions_html_m22cda036.gif]]
[[Image:KOER%20Fractions_html_m22cda036.gif]]
Two
Two
=== Activity 2 Fraction representation and percentages ===
=== Activity 2 Fraction representation and percentages ===
=== Activity 3 Fraction representation and rational and irrational numbers ===
=== Activity 3 Fraction representation and rational and irrational numbers ===
'''''Evaluation'''''
'''''Evaluation'''''
