# Fraction Trains

Purpose

These exercises and activities are for students to use independently of the teacher to practice number properties.

Achievement Objectives
NA3-1: Use a range of additive and simple multiplicative strategies with whole numbers, fractions, decimals, and percentages.
NA3-1: Use a range of additive and simple multiplicative strategies with whole numbers, fractions, decimals, and percentages.
NA3-5: Know fractions and percentages in everyday use.
NA3-5: Know fractions and percentages in everyday use.
Specific Learning Outcomes
• Identify that multiples of the denominator indicate that a fraction can be renamed as a whole number
• Convert improper fractions to mixed numbers
Description of Mathematics

Proportions and Ratios, AA (Stage 6)

Required Resource Materials
Practice exercises with answers (PDF or Word)

Homework with answers (PDF or Word)

Activity

### Prior knowledge.

• Recognise and explain the symbols for mixed numbers and improper fractions

### Background

Remember that students who have not reached stage 6 in the "basic facts" domain have not learned all of their basic multiplication facts, and are at stage 7 in this domain to be able to use these to solve division problems. This means they may not be able to develop the 'standard' division method for converting improper fractions to mixed numbers. However, their knowledge of skip counting should allow them to identify that É can all be renamed as whole numbers, and use this knowledge for the conversion.

Exercise 1
Asks students to work out how many halves, quarters, thirds, and fifths are in whoel numbers. For example, how many one-third carriages are in 4 carriage trains.

Exercise 2
Asks students to work out how many wholes are represented by a number of parts.  For example, a train is made up of 35 one-fifth carriages.  How many whole carriages does the train have?

Exercise 3
Asks students to work out how many wholes are left overs are represented by a number of parts.  For example, a train has 19 one-quarter carriages, how many whole carriages and how many left overs are there?

Exercise 4
Asks students to change improper fractions to mixed numbers. For example, 5/2 = 2 1/2.