Fractions

Rational Numbers

A rational number is the result of the division of two integers. The formal mathematical definition is “A rational number is a number that can be in the form  where p and q are integers and q is not equal to zero.” Examples 3 divided by 2, 1 divided by 12. The important concept is where this set of numbers lies in relation to other number sets.

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Fraction as a Measure

Single Representation

Multiple Representation

Formal

If 10 metres of fencing are erected out of a total of 40 metres, what fraction of the total fence is completed?

 

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Fraction as Quotient

Single Representation

Multiple Representation

Formal

A piece of string is 3 metres long. It needs to be cut into 4 equal lengths. What is the length of each of the 4 pieces of string?

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Fraction as an Operator

Single Representation

Multiple Representation

Formal

Work out  of £36

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Fraction as a Ratio

Single Representation

Representation

Formal

In a pond there are 6 goldfish and 18 black fish. What is the relationship of gold fish to black fish?

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Part – Whole Comparisons

Single Representation

Representation

 

Formal

A jar holds 50 ml of orange when full. The jar has 40 ml of orange left in it after Mike uses some. What fraction of the jar has orange left in it?

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Four Operations

Having noted the importance of the equivalence of fractions it would be remiss not to ground the teaching of the four-arithmetic operations on this important concept.

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Equivalent Fractions

Some of these misconceptions all have a basis in the concept of equivalence, and we should think carefully about two significant fraction properties. Basing the teaching of fractions on two fundamental fraction properties might alleviate some of the above misconceptions. Every fraction is part of two special groups or families

  1. A family of fractions with the same name (denominator) but different numerator values

  2. A family of equivalent fractions with different denominators.

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Errors or Misconception

Before we start thinking about misconceptions* in the teaching and learning of fractions let us think about the difference between an error and a misconception

an error is an inaccuracy, but a misconception is the result of misunderstanding

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Visualisation

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