Today we are going to continue to work on fractions and learning about the numerator and denominator.
We have used lots of shapes and number lines to represent our fractions/wholes. Today we are going to use a collection as our whole. Our collection of M&Ms is our whole.
Step 1: Before you open your bag of M&Ms, guess the total number of M&Ms in the package. My estimation is…
Step 2: Open your package and count the total number of M&Ms. What is the total? What is our denominator?
Step 3: What fraction represents the number of each colour in your pack?
Step 4: Answer the following questions:
1. Which colour M&M represents the largest fraction?
2. Which colour M&M represents the smallest fraction?
Step 5: What is the fraction of M&Ms that are not brown?
Step 6: What is the fraction of M&Ms that are red and blue?
Step 7: Can you split your M&Ms into half? If yes, draw them and circle one half. If no, explain why you can’t split it in half.
Step 8: Can you split your M&Ms into quarters (four equal groups). If yes, draw them and circle one quarter. If not, explain why you can’t split it into quarters.
Step 9: Eat all of your M&Ms.
Fractions can be part of our daily life, so it’s very important that we understand fractions and use them to learn information.
Today we are going to compare fractions within word problems. The problems will require you to compare two different fractions from a real life situation. Ensure you read the problems very carefully.
Follow the link below. Read each question very carefully and show your working out and answers in your book. Think about what strategies you might use to solve the problems.
Today we are going to play a fraction game that will make you think about fractions as an equal part of whole, numerators and denominators.
Play the game by clicking on the link below.
Explain what you know about fractions, numerators and denominators.
Your task today is to look carefully at the tangram and figure out the fraction for each part of the tangram. To do this you may need to compare fractions and change denominators like we have been doing in class.
You will each receive your own tangram, which you can cut up, compare and look at. When you think you have finished paste each of the pieces into your maths book and label its fraction. I will take some photos of some of your work samples to paste onto the blog.
LI: To understand fractions as an equal part of a whole.
Today we are going to look at fractions on number lines. Look at the number lines below. Each of the number line is counting from 0 to 1 but in between the number lines is counting by fractions.
The first number line is counting by thirds. What is the second and third number lines counting by?
Make your own number lines in your maths books.
1) 0 to 1 counting by quarters.
2) 0 to 1 counting by eighths.
3) 0 to 2 counting by halves.
4) 0 to 4 counting by quarters.
5) 0 to 4 counting by thirds.
Extension – Convert the fractions to decimals or percentages.
To convert fractions to percentages we divide the numerator by the denominator, than multiply the answer by 100.
Example: Converting 3/8 to percentage.
First divide 3 by 8: 3 ÷ 8 = 0.375,
Then multiply by 100: 0.375 x 100 = 37.5
Add the “%” sign: 37.5%
Here is a table of commonly occuring values shown in Percent, Decimal and Fraction form:
Fractions are an equal part of a whole. Look at this fraction wall or your own fraction wall.
– What fractions are equivalent and what fractions are bigger or smaller? Write 5 equivalent fractions and compare 5 different fractions and write down which is larger or smaller.