involving division representing Dice by a one digit the remainder Calculators number, in division Worksheets including those calculations that result in a sensibly for the remainder context. Explore the inverse relationship between multiplication and division CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMNA102 Fractions Option 1 Ordering and Comparing FISH problem solving kit What do we Compare and order represent know A 1500 go-kart race is Fractions: Ask students to number lines common unit numbers that Frayer Model: 13.5 laps around a short use a half, a third, a quarter Desk mats fractions and have their own Using the track. Show 13.5 on a and three quarters as Ropes locate and properties and Frayer model number line reference points to IWB number represent them on their own (template Option 2 determine the size of a Fraction cards - Fraction a numberline position on a attached) What is bigger 3/8 or 3/4? fraction, or to order and Umbrella’s number line. have students Draw a model to show your compare fraction numbers. Fraction - monkeys Each fraction work in reasoning For example, ask: Is Fraction cards - rectangular ⅝ can be learning Option 3 smaller or bigger than a Templates provided in resource associated with teams to Where would 1 and 2 ¾ half? Does knowing that folder ⅖ a unique point explore their go on the number line 4/8 is a half help? Use on the number knowledge what you know to say 5.1.6 line, but not all about whether 8 ¼ is more or of the points less than . . Have ‘Fractions’. ⅝ between Have each students use these integers can be team share strategies to order sets of named by their model fractions with unlike fractions. and discuss numerators and unlike Recognising the findings as a denominators; for connection class. Clarify example: 23, 45, 56, 9 10. between the any of unit fractions and Correctly their define any denominators required terms.
involving division by a one digit number, including those that result in a remainder representing the remainder in division calculations sensibly for the context. Explore the inverse relationship between multiplication and division Dice Calculators Worksheets TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.1.6 ACMNA102 Compare and order common unit fractions and locate and represent them on a numberline Fractions represent numbers that have their own properties and their own position on a number line. Each fraction can be associated with a unique point on the number line, but not all of the points between integers can be named by fractions. Recognising the connection between the of unit fractions and their denominators What do we know Frayer Model: Using the Frayer model (template attached) have students work in learning teams to explore their knowledge about ‘Fractions’. Have each team share their model and discuss findings as a class. Clarify any Correctly define any required terms. Option 1 A 1500 go-kart race is 13.5 laps around a short track. Show 13.5 on a number line Option 2 What is bigger 3/8 or 3/4? Draw a model to show your reasoning Option 3 Where would 1 ⅖ and 2 ¾ go on the number line Ordering and Comparing Fractions: Ask students to use a half, a third, a quarter and three quarters as reference points to determine the size of a fraction, or to order and compare fraction numbers. For example, ask: Is ⅝ smaller or bigger than a half? Does knowing that 4/8 is a half help? Use what you know to say whether 8 ¼ is more or less than ⅝ . . Have students use these strategies to order sets of fractions with unlike numerators and unlike denominators; for example: 23, 45, 56, 9 10. FISH problem solving kit number lines Desk mats Ropes IWB number Fraction cards - Fraction Umbrella’s Fraction - monkeys Fraction cards - rectangular Templates provided in resource folder
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