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This means students will understand the meaning of the digits in a fraction, how the fraction can be written in numerals and words, or said, and the relative order and size of fractions with common denominators (bottom numbers). Fundamental concepts are that fractions are iterations (repeats) of a unit fraction, for example, 3/4 = 1/4 + 1/4 + 1/4 and 4/3 = 1/3 + 1/3 + 1/3 + 1/3 . This means the numerator (top number) is a count and the denominator tells the size of the parts, for example, in 4/3 there are four parts. The parts are thirds created by splitting one into three equal parts. This means that fractions can be greater than one, for example, 4/3 = 1 1/3, and that fractions have a counting order if the denominators are the same, for example, 1/3, 2/3, 3/3, 4/3... Note that whole numbers can be written as fractions, for example = 1. Fractions in everyday usage include halves, thirds, quarters (fourths), fifths, eighths, and tenths.
The purpose of this activity is to support students in equally partitioning a whole length into a given number of parts. Students learn to meet the three criteria for partitioning a whole: parts are equal in size the correct number of parts are formed the one whole (the strip) is completely used...
The purpose of this activity is to support students in creating a mental number line for fractions, particularly non-unit fractions with the same denominators.
The purpose of this activity is to support students understanding that non-unit fractions are counts of unit fractions. For example, 3/4 = 1/4 + 1/4 + 1/4, meaning three quarters is three counts of one quarter.
