Using the equivalent fractions resource to facilitate learning (text only)
The purpose of the equivalent fractions resource
A Learning and Teaching Resource to demonstrate the concept of equivalence
Reference
Australian Curriculum Assessment and Reporting Authority (2014) Mathematics: Foundation Year. Retrieved September 13, 2014 from http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10#level=F
Classroom Clipart (2013). Teacher & Student image. Retrieved July 30 2014 from http://classroomclipart.com/clipart-view/Clipart/Mathematicsjpg.htm
Jamieson-Proctor, R. (2014). Language Model. Week 1 Lecture - Addition, Foundations of Numeracy EDX1280. USQ, Springfield.
Jamieson-Proctor, R. (2014). Numeration. Week 6 Lecture - Numeration, Foundations of Numeracy EDX1280. USQ, Springfield.
Fraction Flavoured Pizza is a handcrafted piece of artwork created from white cardboard. The A5 piece of cardboard was cut to the size life-like pizza with a radius of 25cms . Specific measurements were required to ensure that the circle shape would not of looked messy and rushed if it were roughly drawn up.
The Fraction Stick was constructed using the inspiration of Professor Romina Jamieson- Proctor (2014) as her demonstration showed a clear explanation of how each row can be used to work out the equivalent fractions up to 90 over 100. The different colours make it easy for students to match up the correct numbers and it creates a different fraction when lined up to the numbers. This gives students a visual demonstration of the task and allows them to see that two quarter pieces has the equivalence of half a piece of the whole.
Students are able to each create their own Fraction Flavoured Pizza. If a task involves the students working out the equivalence of different fractions, they will simply locate the resource in their desks and work out the fraction by the visually appealing teaching and learning resource.
This teaching resource, Fraction flavoured Pizza can be used to demonstrate the concept of equivalence. The concept of equivalence is to share parts of a whole into equal parts. The resource would be used to reinforce and demonstrate the concept of equivalent fractions when students understand idea that one whole can be divided up into many equal parts. The use of the Fraction Pizza will demonstrate a realistic item that is often seen in households. This will instantly grasp the students’ interest, as everyone loves pizza. Students will physically see the equal division of the pieces and see the equivalence of 2 halves equalling a whole and 2 quarter pieces to equal one half of a whole. The concept of equivalent fractions is introduced to students in year 2. To link the Fraction flavoured pizza with the ACARA (2014), the relevant strand, sub strand, content descriptor and elaboration is stated below:
Strand: Number and Algebra
Sub- Strand: Fractions and decimals
Content descriptor:
Recognise and interpret common uses of halves, quarters and eighths of shapes and collections(ACMNA033)
Elaboration:
-Recognising that sets of objects can be partitioned in different ways to demonstrate fractions
-Relating the number of parts to the size of a fraction
This reference was most appropriate to this resource as halves, quarters and eighths of pizza slices will be modeled as a collection.
In step 6 of teaching common fractions (Jamieson-Proctor, 2014), students will be introduced the concept of equivalent fractions which is when this teaching resource is recommended to be used. At this stage in the language model, introducing a concept should be started at the concrete/visual level. Children’s language would be used while modelling this resource as it will relate directly to the students as a more realistic, life-life approach.
Good morning class, today in Maths I am going to model the concept of equivalence using this teaching resource, Fraction Flavoured Pizza to you. I am going to start by telling you the story of Maddy’s 10th birthday party. She decided she wanted to have pizza. Each pizza was only big enough for 2 people to eat and here is one of the delicious pizzas in front of me. If Maddy and her friend Carly had to share this pizza, how would I know that each of them recived the same amount? That’s correct! Cut it clean in half. Now, both girls get to eat the exact equal amount of delicious pizza. If I said I wanted to give Carly 2 quarters of a pizza, and Maddy gets half of the whole pizza, would it mean that Maddy gets to eat more? Lets see, if I take away Carly’s half and replace it with 2 quarters, does that equal the same amount as Maddy’s piece? It sure does! What if I decided to go even further and cut Carly’s piece of pizza into 8th size pieces, do you think that she will receive less than Maddy? Lets have a look. So I will take away Maddy’s two quarter pieces and cut them up once more, and replace them with 8ths, which is smaller than a quarter piece. As you can see here students, Carly’s 4 piece’s of pizza is equivalent to Maddy’s half size pizza. It is great to see that Maddy and Carly will receive the same amount of pizza at the birthday party, even though the pieces of pizza can be cut into smaller pieces.
Later on..
When students are moving onto the symbolic stage of the language model, modelling the Fraction Sticks (inspsired by Pr Romina Jamieson Proctor (2014)) would be a useful tool for Step 7: Extension stage teaching common fractions. Students will be able to swap the cards around and be capable of creating their own Fraction Sticks.
