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Diagnostic Test
Overview of
fractions
Note: This lesson gives teachers a lot of different models for showing
fraction equivalences as well as the algorithm of multiplying numerator
and denominator by the same number to generate equivalent fractions.
The models include fraction strips, fraction circles, paper folding,
counters, an area model, fraction dominoes and a fraction tower. The
teacher may decide to use some or all of these depending on students
prior knowledge.
Prior Knowledge
Learning Outcomes
Materials:
Did you know that if you were on the moon gravity would be 1/6 of what it is on earth so you would feel 6 times lighter!
Students Learning Tasks: Teacher Input Student Activities: Teachers Support and Actions Checking Understanding
Possible and
Responses
Review of the last days work Give each student a sheet of If students can reason
ordering fractions. fraction strips / fraction circles. correctly on ordering the
Write this as a heading in your copy. 7/6 >1 and is the Move around the room and fractions then they can
Order the following fractions from biggest check students work. move on to equivalent
smallest to largest and explain your Where there are difficulties fractions and the
reasoning. Work in pairs and discuss 1/17 is the smallest. ask: operations of addition
and write down your reasons. Eighteenths are Which is the smallest? and subtraction.
Do not use common denominators. smaller parts but 7/18 Which is bigger or
Use fraction strips/circles/number line to is close to but less 7/18? If they are having
help visualise the answers. than it (9/18 = ) Could you describe 4/8 difficulty they must use
3 1 7 7 4 6 whereas 1/17 is close any other way? drawings of fraction
, , , , , to 0. circles/ strips/ the
4 17 6 18 8 7 , Remind students to use 0,
and 1 as benchmarks. number line and get
4/8 is the same as . Teacher writes the fractions in more practice with these
order as given by the students. ordering types of
is bigger than Pictorial representations questions.
and should overcome
I want one person from each pair to give 6/7 is only 1/7 away Students who have good
an explanation for the ordering they misconceptions due to
from 1 whereas is a whole number reasoning. fraction sense should be
have used. quarter less than 1 able to mentally
Different viewpoints should be
which is more than discussed with the class. visualise fractions in
1/7. Students who think 6/7 is relation to 0, and 1.
1/17, 7/18, 4/8, , bigger than because 6 is
Does everyone agree with the final 6/7, 7/6
positions and reasoning? bigger than 3 and 7 is bigger
Students explain in than 4 could be asked for
their own words the example if 6/12 is bigger than
position of a fraction .
Draft 01 Created by Teachers Locally Page 4 of 23
in the final list.
If I cut a pizza into 8 slices and I ate 2 2/8 = Can students explain the
slices, give 2 equivalent fractions which rationale behind fraction
represent this situation. 2/8 2/2 = equivalence in different
Can you explain why 2/8 = examples.
Given that there are 20 dogs in a show, 4/20 = 1/5 Group work activity
4 of them are sheep dogs give two Can they come with an
equivalent fractions which represent this 4/20 4/4 = 1/5 example and explain the
type of dog in this show. rationale in their own
The number of total parts went from 4 8 Teacher writes the explanation Do students see that
to? on the board as given by the when the total number
The number of shaded parts went from 3 6 students. of parts is doubled the
to? Multiply both of them 3 3 2 6 number of shaded parts
What do you do to 4 and 3 to make them by 2 is also doubled?
4 4 2 8
into 6 and 8? Students record this in
their copies
Draft 01 Created by Teachers Locally Page 8 of 23
Fold the next paper strip into thirds and Teacher distributes strips of
shade 2/3. paper to each pair of students.
Fold the paper strip to find out how To make thirds fold the paper
many ninths in 2/3. so that you have 1 loops.
How did you fold the paper strip to make It was folded into 3 Going from thirds to ninths
ninths? parts first and then may cause some students
each part folded into difficulty. They tend to
3 or repeatedly keep doubling. If they
folding into thirds. double, ending up with 6
parts ask them what would
you multiply 3 by to get 6.
Then what would you
multiply 3 by to get 9?
The number of total parts increased from 9 Teacher writes the explanation Do students see that
3 to? on the board as given by the when the total number
6 students. of parts is X3 the
The number of shaded parts increased 2 23 6 number of shaded parts
from 2 to? is also X3.
3 3 3 9
Record this in your copies
Fold the paper strip into thirds and
shade 1/3.
Fold the strip to find the missing number Students fold the 1 4 1 4 4 Do students see that
in this equation: paper in 3 and if each when the number of
3 ? 3 4 12
1 4 third is folded in 4 Students record this in shaded parts is X4, then
parts they have 12 the total number of parts
3 . What denominator is missing? their copies.
parts altogether. is X4.
Some students may note
this as multiplication by 1
but if they do not it need
not be emphasised at this
point. It is important that
they believe why certain
fractions are equivalent
and are aware of
Draft 01 Created by Teachers Locally Page 9 of 23
multiplying the top and
bottom by the same
number will generate
equivalent fractions.
The number of shaded parts increased 4 Have students been able
by how much? to show with fraction
The number of total parts increased by strips that = 6/8, 2/3
how much? 4 =6/9 and 1/3 = 4/12?
Multiplying by the identity 4/4 etc
Why was the amount 1/3 unchanged We multiplied it by Do students see that it is
even though we multiplied it by 4/4 which is 1 and only when you multiply
something? What did we multiply it by? when we multiply by the numerator and the
one we dont change denominator by 4 that
the value. the value remains
unchanged?
What else could we have multiplied by to 5/5, 6/6 or using any
generate equivalent fractions? number as long as we
multiply by the same
number top and
bottom.
Can you use the rule for generating The bottom line was Teacher writes some Are students able to
equivalent fractions to find equivalent multiplied by 3 to equivalent fractions on the reduce a fraction to a
12 give 18. Hence you board with missing numerators simpler form using the
= would divide by 3 to or denominators. rule they generated for
fractions to the following: 6 18 ?
go from 18 to 6 and equivalent fractions.
also divide 12 by 3. Ask the class and then ask an
individual student to explain,
writing the solution given on
the board.
The numerator and Circulate while students work Do students see that
6 24 denominator must be out the equivalent fractions in students need to work
= = multiplied or divided their copies. out the pattern given
9 3 ; 36 12 3
by the same number whether either the
to give and numerator or
How many equivalent fractions can Students each Write up all the fractions on Do students realise that
be generated from 1 fraction. e.g. generate a different the board as they are given by there are an infinite
how many equivalent fractions is it fraction equivalent to students. number of equivalent
possible to write down for 2/3? Can I 2/3 by multiplying the fractions for any one
have one for everyone in the class? numerator and fraction?
denominator by the
same number.
They realise that they
an infinite number of
equivalent fractions
can be generated
from any one fraction.
Can 2/3 be reduced to a simpler form? No, it is not possible Best to avoid the word Do students see that
Explain. to find a whole cancelling as students often although a fraction
number which will use it erroneously. Here they cannot be reduced
divide evenly into the see why the procedure is being further, e.g. 2/3, it can
numerator and done. however have an
denominator. infinite amount of
equivalent fractions.
Student Activity
**A student claims that she can show The whole or unit is Teacher shows these 2 strips
that is the same as 7/8 using the different in both on a transparency or using uni
fraction strips below. cases. of one unit fix cubes.
is the same as 7/8 of
a different sized unit,
1. Find the equivalent fraction in each case. Show on the fraction strip why your
answer makes sense.
3
5 15
2
3 12
5
6 24
9
12 4
2. Find
equivalent
fractions using the
multiplication
rule:
2 ; 1 ; 3 ; 2=
7 14 2 10 8 16 3 12
3. Fill in the missing numbers in these equivalent fractions
1 2
Write down 6 fractions equivalent to 2 Write down 3 fractions equivalent to 3
1 = 5 =
12 4
Q: Jane got 10 out of 15 for her test and Mark got 15 out of 20 in his test. Anita
said that they both did equally well because they both got 5 wrong. Is Anita
correct? Explain your answer.
Shade in the same fraction in each rectangle using vertical dividing lines. E.g.
slice each square in fourths using vertical dividing lines. Shade in the same
fraction in each rectangle e.g.
shaded
in all
rectangl
es
Now slice each square into an equal number of horizontal slices. Each square is
sliced with a different number of horizontal slices anything from 1 to 8. The
same amount is still shaded.
For each sliced square write an equation showing the equivalent fraction of the
shaded part
Homework
1 1
1. Are there fractions between 7 and 8 ?
1 1
(Hint: Make a list of equivalent fractions for 7 and 8 )
2.
R
S
T
One fraction between 2/14 and 2/16 is 2/15 which is therefore between 1/7 and
1/8
Or students might get common denominators 1/7= 8/56 and 1/8 = 7/56 i.e.
16/102 and 14/102 and 15/102 lies between these 2.
To do:
1. Find as many ways as possible to make 1 using 2 and 3 fraction
bars .e.g. 4/8+3/12 +1/4 etc. Use the fifths as well as the others.
2. Use the fraction bars to make inequalities e.g 5/6 < 7/8 etc.
1 1
2 2
1 1 1
3 3 3
1 1 1 1
4 4 4 4
1 1 1 1 1
5 5 5 5 5
1 1 1 1 1 1
6 6 6 6 6 6
1 1 1 1 1 1 1
7 7 7 7 7 7 7
1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1 1
9 9 9 9 9 9 9 9 9
1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10
1 1 1 1 1 1 1 1 1 1 1
11 11 11 11 11 11 11 11 11 11 11
1 1 1 1 1 1 1 1 1 1 1 1
12 12 12 12 12 12 12 12 12 12 12 12
1 unit or 1 whole
1 1
2 2
1 1 1
3 3 3
1 1 1 1
4 4 4 4
1 1 1 1 1
5 5 5 5 5
1 1 1 1 1 1
6 6 6 6 6 6
1 1 1 1 1 1 1
7 7 7 7 7 7 7
1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1 1
9 9 9 9 9 9 9 9 9
1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10
1 1 1 1 1 1 1 1 1 1 1
11 11 11 11 11 11 11 11 11 11 11
1 1 1 1 1 1 1 1 1 1 1 1
12 12 12 12 12 12 12 12 12 12 12 12
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
15 15 15 15 15 15 15 15 15 15 15 15 15 15 15