As well as reviewing equivalent fractions, this week we've also learned about proper fractions, improper fractions, and mixed numbers. We've also learned how to place mixed numbers on a number line. Check out our interactive math notebooks about the different types of fractions (and examples!) Want some extra review? *Visualize fractions using this interactive math site. *Watch this 'Finding Equivalent Fractions' video *Review this document (basic explanations) *Equivalent fractions extra practise worksheet Does your child want more challenging work? There is a "Math Extensions" tab up in Google Classroom with harder challenges that they can tackle!
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It's been a short week, but both the Gr 5s and Gr 6s have done some valuable practise on simplifying fractions and creating equivalent fractions. This included an activity with double dice (FUN!), a simplifying fractions partner activity, and some task cards (still online in Google Classroom). The Gr 5s also completed an escape room on equivalent fractions. All had fun and did well problem solving the answers. Students also enjoyed our Mondrian Art activity, where we explored fractions as parts of a whole when the whole *changes* (ex - what is a third worth when the denominator is 6? 9? 12?). How can you show equivalent fractions in this activity?
Students who do not have their times tables memorized are finding it significantly harder to 'recognize' which multiplication table numbers are part of (when simplifying fractions) . Ex. 36/81 To simplify this fraction, students need to recognize that both the numerator and the denominator are divisible by 9. Those who know their nine times tables can 'see' this quickly, and reduce the fraction to 4/9 easily. Those who don't know their times tables sit at their desks staring at a multiplication chart for a while.... Click HERE to find strategies to help your child memorize their times tables! Next week we are working on equivalent fractions, which will set us up well when we start mixed numbers and improper fractions.
TO REVIEW: *What is a WHOLE? The number ONE used to be an easy concept, but not so much anymore! Which fraction of a whole is bigger: 1 or 99/100? *What is the difference between 8/10 or 8/100? Which fraction is bigger? Why? *Benchmark fractions/decimals/percents (half, quarters and thirds - these conversions should be done mentally) This week, we've started a basic overview of fractions: what they are, terminology, using standard notation/models/number lines, benchmark fractions and relating fractions to our knowledge of decimals/percents. I've noticed that students have some gaps/misconceptions in this number sense area (I'm sure due to previous school closures!) so we are going back to the beginning and reteaching the basics. Next week, we will convert between fractions/decimals/percents and begin to simplify fractions and create equivalent fractions. From there, we'll explore improper fractions and mixed numbers, and start to compare/order sets of fractions. We will continue our fraction learning until March Break, so it's really important that we have the basics understood well. Feel free to ask your child about the following images:
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Mrs JorgensenI love math and think math jokes are funny. Not all of them though - just sum. Archives
March 2021
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