Fractions
Understanding a half
When students begin learning about fractions, it is imperative that the educator starts by assessing the students understanding of what a half is. Based on the Australian Curriculum this often takes place in the Year One descriptor (ACMNA016), where it identifies that students are able to half an item and identify how it is an equal portion. Developing a understanding into how to halve an object so both parts are equal, play a vital role in understanding how fraction work, this is based on a half being the largest fraction before making a whole. A child can demonstrate a understanding by folding a piece of paper over onto itself to make half, but then also go on to describe that they are equal as they are equal …show more content…
This is an important skill as it means that the student is beginning to understand the true value of a fraction. Educators are able to introduce fraction comparisons by asking students to count whole items in halves, thirds and finally fifths, this allows the student to see the pattern that the higher the number of pieces the more that is required to make a whole and therefore make the pieces smaller as the number gets larger. Number lines are an excellent resource for showing the difference in value between fractions, as it allows for the factions to be compared side by side. Educators have to be careful at this stage when comparing fractions, a common misconception is that the numbers within the fraction are whole numbers. This causes students to compare fractions which are parts against whole …show more content…
The importance in learning that fractions are in fact divisional problems and be directly compared to against a decimal number. It is at this stage that there is many opportunities to demonstrate the relationship between fractions and decimals. Educators are able to introduce the idea by working with smaller numbers asking to share three items between four people evenly. The students are required to find that they need to look at the three objects as parts of a whole so that it can be divided down into a multiple of four. When comparing it to its decimal counterpart, which identifies one hundred as a whole would state that each person would receive 0.75 of each whole item. The Australian curriculum looks for students to begin identifying the relationship between fractions and decimals under the descriptor (ACMNA079), it is throughout this year that educators are able to combine what students have learned over the last three years to highlight the
Understanding a half
When students begin learning about fractions, it is imperative that the educator starts by assessing the students understanding of what a half is. Based on the Australian Curriculum this often takes place in the Year One descriptor (ACMNA016), where it identifies that students are able to half an item and identify how it is an equal portion. Developing a understanding into how to halve an object so both parts are equal, play a vital role in understanding how fraction work, this is based on a half being the largest fraction before making a whole. A child can demonstrate a understanding by folding a piece of paper over onto itself to make half, but then also go on to describe that they are equal as they are equal …show more content…
This is an important skill as it means that the student is beginning to understand the true value of a fraction. Educators are able to introduce fraction comparisons by asking students to count whole items in halves, thirds and finally fifths, this allows the student to see the pattern that the higher the number of pieces the more that is required to make a whole and therefore make the pieces smaller as the number gets larger. Number lines are an excellent resource for showing the difference in value between fractions, as it allows for the factions to be compared side by side. Educators have to be careful at this stage when comparing fractions, a common misconception is that the numbers within the fraction are whole numbers. This causes students to compare fractions which are parts against whole …show more content…
The importance in learning that fractions are in fact divisional problems and be directly compared to against a decimal number. It is at this stage that there is many opportunities to demonstrate the relationship between fractions and decimals. Educators are able to introduce the idea by working with smaller numbers asking to share three items between four people evenly. The students are required to find that they need to look at the three objects as parts of a whole so that it can be divided down into a multiple of four. When comparing it to its decimal counterpart, which identifies one hundred as a whole would state that each person would receive 0.75 of each whole item. The Australian curriculum looks for students to begin identifying the relationship between fractions and decimals under the descriptor (ACMNA079), it is throughout this year that educators are able to combine what students have learned over the last three years to highlight the