Author: hkarly

Fractions— Open Fractions Line

Target Strategies
-Recognise and interpret halves, quarters and eighths
-Model and represent unit fractions including 1/2, 1/4, 1/3 and 1/5 and their multiples to a complete whole
-Investigate equivalent fractions used in contexts
-Count by quarters, halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line
Preparation
All students to have a length of ribbon/frieze tape/etc
Students to have at least 4 pegs
Students to have textas for recording (optional)
Closed Questions
Explain to the students the purpose of your mental routine, e.g. that you are using the frieze tape as a fractions line
If I wanted to show 1/2 where would I place my peg?
If I wanted to halve the half where would I place the peg? Record what that fraction is?
If I wanted to show 3/4 where would I place my peg?
If I wanted to mark all the (thirds/quarters/fifths/sixths) where would I place my pegs?
If I had 1/2 and added another half to it where would I place my peg?
If I had 1/4 and added another 1/4 or 2/4 where would I place my peg?
I had 1 whole and I took half away, what would be left?
I had 1 whole and took 1/3 away, what would be left?
Open Questions
I am thinking of a fraction that is larger than 1/4 and less than 1/2. What might I be thinking of?
I am thinking of a fraction that is larger than 1/2 and less than 3/4. What might I be thinking of?
I halved a half more than once, what fraction might I have made?
I am thinking of a fraction between 1/3 and 2/3, what might I be thinking of?
I am thinking of a fraction between 1/5 and 4/5, what fraction might I be thinking of?
I am thinking of a fraction between 1/6 and 1/2, what fraction might I be thinking of?
I had pizza for dinner last night. How much might I have eaten?
Flip Questions
Play Guess the Hidden Fraction. Place pegs on your mental routine board to help you find the hidden fraction. Students need to ask yes or no questions to find out what the hidden fraction. Questions from students could include:
Is your fraction larger than 1/2?
Does you fraction have more than 2 parts (denominator)? (i.e. it is smaller than halves)
Does you fraction have more than 3 of each part (numerator)?
Keep playing until the fraction is revealed. Encourage no repeat or baby questions for older students.
Extension—Play a games such as Make a Whole (the make a whole gameboard can also be used as a mental routine, particularly to find out student’s knowledge of equivalent fractions and improper fractions).