Hot Stuff!

These activities provide a context for finding fractions of a whole and also introduce the idea of fractions greater than one. The prior knowledge that the students need for this activity is recognition of fractions and an understanding of how the symbols for fractions work. For example, 3/4 means there are four equal parts and three parts have been selected. Ensure that the students have been exposed to all fractions from halves to tenths. Learning to recognise fractions can be fun if they are learned through games such as bingo. Displaying fractions in your classroom would also help to make fractions more easily recognised symbols.

Activity One

Modelling what nine pieces of pizza looks like, using commercially available fraction kits or the circular fractions copymaster at the end of these notes, would be a good introduction to this activity. Ask the students to form one whole pizza and see how much is left over. Discuss ways to record this amount as 9/6, 1 and 3/6, 13/6, or 11/2.
Establish the fact that six pieces makes one whole (6/6 = 1), and so 7/6 is 1 and 1/6 or 11/6.

Activity Two

This activity asks students to add whole numbers and fractions. The students can model the cake slices using fraction sets or the circular fractions copymaster. It may be necessary to break this activity into smaller parts. Try making a model of Monday’s 1 and 5/8 cakes and Tuesday’s 2 and joining the two models together to make 3 and 5/8 cakes. Then gradually add on each day’s cakes after that.

Answers to Activity

Activity One
1. One whole pizza and three pieces
2. Paolo knows that 6 sixths make a whole pizza. There is one piece left over, which is 1 sixth, so he has sold 11/6 pizzas.
Activity Two
1. a. 2
b. 7/8
c. 13/8
d. 11/8
2. 7 whole cakes
3. 8 pieces