Fractions, Decimal Fractions and Percentages – Early Level
Significant Aspect of Learning
Use knowledge and understanding of the number system, patterns and relationships.
Learning Statements
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•
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Comparison of size
Grouping and sharing
A whole and parts
Interpret questions
Use mathematical vocabulary
and notation
• Select and communicate
processes and solutions
Key Vocabulary
share, sharing, share out one each
fair, not fair, not the same
same, same amount, equal
whole, group, groups
left over, extra, remains
Experiences and Outcomes
I can share out a group of items by making smaller groups and can split
a whole object into smaller parts.
MNU 0-07a
I am developing a sense of size and amount by observing, exploring,
using and communicating with others and about things in the world
around me.
MNU 0-01a
I have explored numbers, understanding that they represent quantities,
and I can use them to count, create sequences and describe order.
MNU 0-02a
I can match objects, and sort using my own and others’ criteria, sharing
my ideas with others.
MNU 0-20b
Task 1
Challenge - A basket has arrived in Primary 1 containing a letter. Who could it
be from? Before we opened the letter the children noticed it was stamped with a
paw print. This initiated our first investigation. From the print the learners were
asked to find out who left the paw print. How can we record our findings? The
learners were asked to collect and display the information and talk about their
findings.
Teacher Voice
Bat has the most 2 groups of 5
and 3 that’s 13. Rabbit has the
same as Bat so they are equal.
Bear and wolf are next with 2
groups of 5 so that makes 10.
Cat just has one so that’s not a
tally group to 5.
The learner demonstrates with
this task that they are able to
group and share information.
The Learner has previously used a picture graph to represent eye
colour of pupils in class. The learner was introduced to a tally when
recording findings during a class survey on transport to school. The pupil
thought about how to collect and record the findings for this task and
decided to use a tally. The pupil used mathematical vocabulary and
notation during the process. This confirmed in my mind that the learner
was working towards the next level.
Pupil Voice
A tally is quicker you just need to make marks in groups of 5. That is quicker than making pictures. We can see that most of us think that a bat left the letter.
Task 2
Challenge – Use the set of 3 blankets and the sets of bears to help
Baby Bear solve his picnic seating plan. Remember to share the whole
group out equally for each day.
Watch:
Picnic seating plan
Teacher Voice
The Learner is able to take the whole group of bears and share between the 3 blankets by putting a single item on
each blanket in turn until there are no bears left. The learner was able to keep track of how many each blanket has
by counting one, one, one…two, two, two… The learner was able to identify that the sharing was fair because
there was an equal amount of bears on each blanket.
Task 3
Challenge – Write to Baby Bear telling him how to set out the
picnic blankets for each day. The children were asked to carry out
this task to show Baby Bear their solutions to the problem of how
to set out the different numbers of bears fairly onto the blankets.
Teacher Voice
The different methods used to report the findings to Baby Bear demonstrate that the learner is able
to select and communicate a variety of processes and solutions. The learner has been able to
communicate and share their findings using pictures, digits and words. The learner has presented
the findings in a variety of ways including a letter, bar graph and grouping. The picture graph above
shows how many bears should be placed on the blankets. Whereas the graph to the right shows the
whole number for each day shared equally into the 3 groups.
Pupil Voice
I made a poster to show
Baby Bear. On Wednesday
it’s easy you put 4 on each.
Task 4
Challenge – Baby Bear has asked us to help share the food for the picnic. Can you share the whole
pizza fairly between the different numbers of bears on each of the days?
Watch:
Sharing pizza
Teacher Voice
The learner was able to share the
whole pizza fairly by cutting it in
half. She understood that by doing
so she would have 2 pieces of pizza.
Teacher Voice
The learner shared the 5 parts between the 5 bears
stating this was a fair share as each bear had a slice of
pizza. I asked if it was an equal share when we look at
the size of the slices, are there larger/smaller parts?
The learner was able to compare the relative size
identifying that there were indeed larger and smaller
slices and therefore the whole pizza was not shared
equally into fifths.
Pupil Voice
It would be equal and better if they were
the same size. Some are big and smaller
it is still not fair.
Listen to: Sharing pizza
Teacher Voice
The learner was able to identify that a fifth of the
whole pizza is smaller than a half. This was
demonstrated when the pupil compared the size of
pizza slice a bear would receive on the different days.
See audio clip.
Task 5
Challenge – On Monday 6 bears are travelling to the picnic. Can you find out
if the bears can be shared into sets of 5 for the car and sets of 2 for the tandem
bike?
Do they always share out into equal groups?
Is there a different way of sharing them?
A bear is left over he will
have to travel by himself.
The other car is full with 5
bears it’s not equal.
This is 3 equal groups that
is fair because they are
together in 2. The 6 bears
should go by tandem.
Pupil Voice
The 6 bears make a group of 5 with one left over. They would need 2 cars but one car only has 1 bear. We need 4
more to make another group the same. The 6 bears can make 3 groups of 2. The bears should go on the bikes on
Monday. I have learned that 6 can be shared into 2’s and 3’s It is the same as the 3 blankets they have 2 on each of
them.
Teacher Voice The learner was able to sort the bears into groups and found that there were not enough bears to make 2 groups to fill 2 cars she was able to suggest that
4 more bears would make another equal group. The learner suggested that 2 groups of 3 would be fair, but each car had to hold 5 so this would not do .The learner then
used the tandems and sorted the 6 bears into 3 groups of 2 finding that worked out fairly. The learner was able to make a link back to the picnic blanket recognising that
they had the same grouping during her conversation about what she had learned about what she learned about sharing 6 into equal groups.