numbers. Weeks 3-4: Extending and connecting fractions Investigation ideas: Use 3 JP.5 as a whole class to create representations for various fractions and place them on a number line. Each of the fractions should be accompanied by a visual representation, the written fraction, a decimal representation, and a percentage (if possible depending on the students). Targeted teaching: Resources: Regular tasks or indirect Homework suggestions: Fractions: half and quarter of a whole, writing learning: fractions with symbols. Go into other unit fractions if Back to Front Maths: you can, but make sure that halves and quarters are Blast C5: A quarter really solid before you try. If you don’t get to things Blast C6: One quarter of a group other than halves and quarters that’s ok as we can do Blast C7: Symbol for a quarter it in grade 4. Blast C8: Fraction names Other: Make sure that kids understand: Lots of practice at making halves, You can’t have a big half and a small half, and quarters (and eighths) of 3D objects, 2D likewise you can’t have a big quarter and a small shapes, groups and lines. quarter Fraction names refer to the size of the portion rather than what it looks like. The two halves may look different even though they are equal in size. Halves and quarters do not need to be symmetrical Watch for students who think that cutting paper makes more paper (not just more pieces – the two pieces of paper stuck back together would be bigger than the original) Watch out for kids who think that a vertical orientation is bigger than a horizontal orientation for an identical rectangle (rotating a shape makes it bigger or smaller apparently!) Weeks 5-6: Formal operations and inverse operations
numbers. Weeks 3-4: Extending and connecting fractions Investigation ideas: Use 3 JP.5 as a whole class to create representations for various fractions and place them on a number line. Each of the fractions should be accompanied by a visual representation, the written fraction, a decimal representation, and a percentage (if possible depending on the students). Targeted teaching: Fractions: half and quarter of a whole, writing fractions with symbols. Go into other unit fractions if you can, but make sure that halves and quarters are really solid before you try. If you don’t get to things other than halves and quarters that’s ok as we can do it in grade 4. Make sure that kids understand: You can’t have a big half and a small half, and likewise you can’t have a big quarter and a small quarter Fraction names refer to the size of the portion rather than what it looks like. The two halves may look different even though they are equal in size. Halves and quarters do not need to be symmetrical Watch for students who think that cutting paper makes more paper (not just more pieces – the two pieces of paper stuck back together would be bigger than the original) Watch out for kids who think that a vertical orientation is bigger than a horizontal orientation for an identical rectangle (rotating a shape makes it bigger or smaller apparently!) Resources: Back to Front Maths: Blast C5: A quarter Blast C6: One quarter of a group Blast C7: Symbol for a quarter Blast C8: Fraction names Other: Lots of practice at making halves, quarters (and eighths) of 3D objects, 2D shapes, groups and lines. Regular tasks or indirect learning: Homework suggestions: Weeks 5-6: Formal operations and inverse operations