Session 4 [25 August 2011] - Fractions

1. Let’s divide the rectangle into 4 equal parts.

How many ¼ (one fourths) are there?

1 divide ¼ = 4

- The top number counts(numerator)

- The bottom number tells what is being counted(denominator)

2. Let’s divide the rectangle into 3 equal parts

1/3 is green

3/9 is green

Now both have the same amount of green

So we say 1/3 is equal to 3/9 or 1/3 = 3/9

3. What is one third, one fourth?

They are fractions. A fraction describes a part of a whole when the whole is cut into equal parts.

1 Whole

2 Halves

4 Fourths

8 Eighths

Students must come to understand that a fraction does not say anything about the size of the whole or the size of the parts. A fraction tells us only about the relationship between the part and the whole.

When partitioning a whole, students need to be aware of 3 aspects of fractional parts:

1. The number of parts determines the fractional amount

2. The parts must be the same size, though not necessarily the same shape

3. The number of parts that make up a whole determines the name of the fractional parts

In order for the children, to grasp the concept that fraction segments are part of a larger whole, we need to continually expose children to various games and experiences that are familiar to them. For example,  under our preschool context we usually use pretend food items to teach the children simple concepts of fractions (i.e. half, 1/4, 1/3 ). This will enable them to visualise fractions and understand that they are part of an object. They can gradually move on to the basics of adding and subtracting with fractions with the use of the teaching aids. We can expose the children to writing fractions but it might be a little too abstract for preschool children to comprehend.