![]() Prompt students to formulate a rule to explain that if the numerator is doubled, so is the denominator. Ask students what has happened to the numerator and the denominator to make the equivalent fraction in each example. Students provide an equivalent fraction for ½. Have groups manipulate the shapes to demonstrate equivalent fractions.Įach group records the sets of equivalent fractions they have modelled, then reports back to the class.ģ. Divide the class into groups and provide each with a variety of shapes divided into fifths, tenths, eighths, quarters and halves. Discuss the pattern - if the numerator is doubled, so is the denominator.Ģ.Using cut up squares model that is equal to and that is equal to.Fold each square in half and model that is equal to and.interpret and explain the use of fractions in everyday contextsĪctivities to support the strategy Activity 1 - equivalent fractionsġ.Provide 3 squares of equal size, one divided in half, one divided into quarters and one divided into eighths.ĭiscuss the number of equal parts in each square.use estimation to check whether an answer is reasonable.explain or demonstrate the equivalence of fractions.compare and order decimals using strategies such as the number line and diagrams.Compare and order decimals using strategies such as the number line and diagrams explain or demonstrate the equivalence of fractions use estimation to check whether an answer is reasonable interpret and explain the use of fractions in everyday contexts Strategy ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |