Fractions and Decimals

We are moving from theoretical probability, expressed in fractions, to fractions.  To begin with we looked at what fractions mean (in probability, and as part of a whole):

Then we activated our thinking by asking the students to express 3/8 in as many different ways as they could.  The answers they came up with could be divided into 3 different models, area models, set models and linear models.  So we looked at what they mean:

Then we asked today’s question (June 22):

Some students came up with one solution:

Some groups came up with several solutions:

Some groups explained their thinking very clearly:

Some groups organized their information very efficiently:

Some groups started thinking outside the box:

Some students worked on figuring out a formula to answer the question:

Our consolidation focused on the fact that the number of counters never changed, yet the fractions did.  This lead to a discussion around equivalent fractions.  The students then began to notice mathematical patterns between equivalent fractions, that if you doubled the numerator and denominator (or cut them in half) you ended up with equivalent fractions.





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