The purpose of this activity is to engage students in carrying out a division, where the solution is not a whole number.
In readiness for this problem, the students should have familiarity with each of the following components of mathematics. The problem may be solved with different combinations of these components.
- counting strategies
- grouping strategies to partition whole numbers
- using equal sharing fractions
- addition of basic fractions (½, ¼)
- find fractions of a value
This activity may be carried out with guidance, or by allowing the student to follow their own method of solution. The approach should be chosen in sympathy with students’ skills and depth of understanding.
The arithmetic approach (show more)
- The student is able to partition a whole number to form evenly sized sets involving fractions.
Prompts from the teacher could be:
- How many whole bags will each bed get?
- How many bags are left over after sharing?
- Imagine cutting these left over bags up to share around the four beds. How much of a bag will each bed get?
- How many bags of compost does each bed get?
The visual approach (show more)
- The student is able to represent a partitioning problem, with a diagram and/or materials, to find a solution.