+ Numbers That Go Together 1/2, 1/3,1/4, 1/5, 1/6, 1/7 … 1/1, 2/2, 3/3, 4/4, 5/5… 6/5, 7/5, 8/5, 9/5
+ Human Number Line (important because they are creating and seeing the relationships between numbers = number sense) What are your objectives? What will be your endpoints? Recognize placement of fractions – size or amount? Within the whole number system Spacing of fractions by dividing into equal parts Unit fractions Equivalent fractions Mixed numbers Learn relationship and location to other fractions/numbers? (ordering fractions) Between the benchmark Closest benchmark Estimation of addition, subtraction fractions? Estimation of multiplication, division fractions? Understand that fractions are decimals and vise versa?
+ Find the Point Exs. This is 3, where is ½? Change the length of the lines and the placement of benchmarks
+ When Do I Use Fractions? Forced Choice – Could Use Must Use Can’t Use
+ Show the Rest… Here’s ¾ of a rectangle. Show 4/4: Here’s 3/8 of a rectangle. Show ¾: Here’s 3/6 of a rectangle. Show 2/3: Extensions: -Vary the size of the rectangle -Ask for parts that are smaller than the given -Ask for part that is larger than one
+ Sorting Numbers Sort fractions in at least three ways…. (Can use Venn Diagram) Is or can be whole number; fraction Less than 1; equal to 1; greater than 1 Close to 0; close to ½’; close to 1 Proper; improper Denominator is odd; reduced fraction
+ Agree or Disagree/ You Decide If both the numerator and denominator of a fraction are prime numbers, the fraction cannot be reduced. But if only one of them is prime, then it can be reduced. The more digits to the right of a decimal point, the larger the number. If you have two fractions with different numerators, the one with the larger numerator will belong to the larger fraction.