1. Fractions Workshop J

2. Learning Outcomes  To show the connection between multiplication and division strategies to those used in fractions.

3. 216 ÷ 8 = Give a word problem for this equation. Note two different contexts Division strategies are critical for fractions 216 ÷ 8 = Give a word problem for this equation. Note two different contexts Division strategies are critical for fractions

4. Draw one half  Continuous model  Discrete model  Fractions as numbers on the number line ( Important to develop benchmarks like proximity to one half)

5. Part-Whole If this is ¼ what does the whole look like? What size fraction is this ? Changing the Whole Fractions by comparing lengths activity

6. Fractions on the number line Order unit fractions on the number line Taking a continuous model and making it discrete! Taking a continuous model and making it discrete! Chopping into countable pieces Chopping into countable pieces Place fractions on the number line. Note the relationships between fractions e.g. ¾ and ⅜ Note the relationships between fractions e.g. ¾ and ⅜Beep Squeeze- fractions, decimals Rocket!

7. Linking continuous and discrete models Cut a birthday cake into thirds. You have 15 candles. How many candles on each third? (Relationship to division 15÷3, 1/3 of 15) Four birds share a worm 20 cubes long. They each get ¼, how much of the worm is that? The teaching model-materials, imaging…. Play Chocolate Cheesecake

8. Multiplicative Thinking  Ordering fractions  Place fractions on number line.  Discuss 2/5, 3/8 Equivalent Fractions  Find and record different ways of making half. Why?  Problems using fraction strips