Volume 7
April
Fractions
Learning about fractions extends
childrens’ understanding of our
number system. While whole numbers
represent quantities of whole units,
fractions signify parts of whole units
or parts of sets. Although fractions
are all around us, learning about
fractions is difficult for some
children. Identifying fractions in our
environments makes them meaningful
and easier to visualize.
Developing Mindsets that Promote Growth
What do we mean by “mindset”?
Mindsets are the assumptions and expectations we have for
ourselves and others. These attitudes guide our behavior and
influence our responses to daily events.
- Dr. Robert Brooks
Tips for Fostering a Growth Mindset:
Tip # 3. Set appropriately high expectations and provide support.
 Expectations should focus on habits, effort, and growth,
not grades.
 Provide your child with other supports (extra help,
additional resources). Don’t assume that “you could do
it easily if you just tried harder.”
Family Math Activity K – 3:
Big Ideas:
A fraction shows the
relationship between a part and a whole.

With your child, gather several similarly shaped objects,
such as a piece of paper, a towel, a placemat, a picture
frame, a magazine and a book.

Ask your child to show you one half of each object, perhaps
by using a ruler to mark the halfway point. This is an
opportunity for your child to see that fractional portions
must be of equal size.

Extension: Ask your child to show you one fourth of each
object.
Family Math Activity 4-6:
Big Idea: Numbers tell us how much or how many
 Ask what real-life situations might these fractions
describe:
-
Two fifths 2/5
-
Three sixths 3/6
-
Five eighths 5/8
For example: Five eggs have been eaten from the dozen. This
Grades 7 & 8: Continuing
the Conversation About
Your Money Decisions!
Let’s discuss some factors affecting “Money
Decisions”…
 Ask your child to keep a log for one
week of all the times, instances, or
circumstances that he/she has an
encounter with money (e.g., a
subway ride, buying gum at a store,
going to the bank or ATM, buying an
app).
 Ask your child to make a list of all
the ways in which money enters
into his/her daily life.
 Discuss with your child his/her
money encounters (e.g., what was
the total value of your money
encounters?)
Note: Consider factors that affect money
decisions: emotions, friends and peers,
customs, traditions, habits, family
members, latest styles and fads,
advertising, incentives, and personal
values.
represents 5/12 of the set. Can your child describe the fraction
of eggs eaten (5/12) and the remaining eggs (7/12)?
Elementary Mathematics Program Team