2.1 Common fractions with different denominators and numerators  (Page 2/4)

3.6 Now look at the bars, and use the signs:<and  to complete the following on the page in your module:

1. Two-eighths ___________two quarters
2. Three-eighths ___________one-quarter
3. One-eighth ___________one-quarter
4. Five-eighths ___________three-quarters
5. Six-eighths ___________two-quarters
6. Three-eighths ___________two-quarters

SHAPES TO CUT OUT

Activity 2:

To recognise and describe reciprocal relationship, equivalence of division and fractions, and the properties of whole numbers [LO 1.12]

What are fractions?

We have said fractions are equal parts of a whole. Fractions are numbers. Twenty-five is a number; half is also a number.

• 25 is not a 2 and a 5! 25 is twenty and five. Similarly we must think of a half as a number. It does not consist of a 1 and a 2; it is a half, a number.
• All the bits of $\frac{1}{2}$ form a number.
• We learnt that twenty-five could be written in words or with digits: 25.
• Fractions can also be written in words or with digits: half or $\frac{1}{2}$ .

What is a half? We take a whole and divide it into two equal parts. We could take an apple and divide it equally between two girls: 12 =half

$\frac{1}{2}$ The line in the middle could mean  so 1  2

Half or $\frac{1}{2}$ means 1  2

• When we write fractions as numbers, the digit below tells us into how many parts the whole has been divided. The top digit tells us how many of those parts we are using.

How many of those parts are being used (Numerator)

How many parts the whole is divided into (Denominator)

1.1 This bar has been divided into fifths.

a) Draw coloured lines on it to show tenths:

1. Shade $\frac{3}{\text{10}}$ of it.

1.2 This bar shows twelfths.

a) Draw coloured lines on it to show quarters.

b) Shade $\frac{3}{4}$ of it.

1.3 This bar shows fourteenths.

a) Draw coloured lines on it to show sevenths.

b) Shade $\frac{4}{7}$ of it.

Activity 3:

GROUP WORK

1. Read the following little story, then complete the questions and instructions about it. You may work in a group or with a friend if your educator agrees.

When the bell rang for break, Khanyi and Reyhana ran to their favourite sunny corner of the playground. They sat down and opened their lunch boxes.

“Oh my!” said Khanyi, “I’ve got six Marie biscuits today! I can’t eat six biscuits! I tell you what, Reyhana, let’s share our lunches equally.”

“That’s a good idea,” said Reyhana “I’ve got those bits of dried fruit. You know, they mash up the dried fruit, roll it in sugar and cut it into bite size. My mother has given me nine pieces!”

Just then two of their friends ran up and asked if they might join them. “Of course!” said Reyhana. “We’re going to share our lunches equally. This will be fun. What have you got?”

Jill sat down and opened her box. “I’ve got two of those cheeses that come in a round box,” she said. “You know, they are triangles of cheese done up in silver paper.”