australian2curriculum2year262 vocabulary 222222 2 ·...
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Inves&gate the idea that the size of a frac.on is rela.ve, by dividing a circle into thirds with a protractor. A circle has 3600. ask learners to calculate a third. Ask learners to draw a circle on coloured paper and cut it out. Ideally there should be a variety of diameters. Ask them to find two other learners and create a concentric circle by combining their three circles. Learners should be able to collabora.vely nominate a frac.on which is then make on each circle. The frac.on of each should be able to be aligned.
Vocabulary frac.onal value, the same as, ‘part of a whole’, rela.ve Ac&vity Process: Size of a frac&on Learning inten.on: The size of a frac.on is rela.ve Introduce the book ‘The Dot’ by Peter Reynolds hJps://www.youtube.com/watch?v=t5mGeR4AQdM Explain that many ar.sts use geometric shapes Such as circles in their art. Show the Kandinsky Effect hJps://www.youtube.com/watch?v=aMiiKLyIR88
Kandinsky favoured the use of concentric circles in his work. (Two or more circles have the
same centre point Model ½ as 1 out of 2 (this is what the line means -‐ divide) By folding a circle Model ⅓ in different size circles. One third always represents one part out of three but one third of a greater whole represents a greater value (more of)
Australian Curriculum Year 6 Compare frac.ons with related denominators and locate and represent them on a number line (ACMNA125) Key Ideas Frac.ons are a way of comparing a part to a whole. A frac.onal part exists only when a whole has been divided into equal parts The whole in a frac.on can represent a region, a set or a segment The name of a frac.on depends on the number of equal parts (denominator) Context for Learning -‐ Real life experiences: Frac.ons are important because people use them everyday in ac.vi.es like cooking, carpentry, sports, sewing and driving. For example, cooking involves using measurements of ingredients given in frac.ons, such as 1/2 cup flour, 1/2 teaspoon of sugar or 1/4 teaspoons of salt. Resources • FISH • Paper circles • Link blocks, kitchen pegs, circle links • Coloured paper • Blank number lines • Write About This App (free version)
Ac$vity Process: Frac$on wall Frac.ons can also be represented as a wall display. Using paper strips start with a top strip with 0, ½, 2/3, wriJen at the beginning, middle and end.
0 1/2 2/2 0 1/3 2/3 3/3 0 1/4 2/4 3/4 4/4 Ask learners to complete the number strips to twelGhs and then look for equivalent sets of frac.ons and also compare frac.onal sizes eg which is bigger 2/3 or 5/7?. Ask learners to create a true or false ques.on about what they see eg 1/2 and 2/4 are the same but 1/3 is bigger than 1/4. True or false Inves&gate the following problem using the frac.on strips. A frog was sikng on a stone in the middle of river. On one bank are a group of the the stripped frogs friends. On another sits a group spoJed frog friends. Both groups are invi.ng the frog to join them by loudly croaking. The frog who is unable to decide which group to join. Making a decision the frog sets off and swims towards the spoJed frog group, but when the frog is exactly halfway between the middle of the river and the group it changes it’s mind and swims back towards the stripped frogs. Amer swimming exactly half the distance the frog originally swam towards the spoJed frogs , the frog has another change of mind, at which point the frog swims half the previous distance back towards the spoJed frogs. Assuming the frog con.nues in this state of indecision, where will it end up? The strips could be expanded to include decimal equivalents
0 1/5 2/5 3/5 4/5 5/5 0 0.2 0.4 0.6 0.8 1.0
Ac&vity Process: A frac&on is rela&ve to a whole Name the frac.on represented as a (A) Region
(B) Set
(C) Segment of a number line
Draw diagrams to represent 7/12 as a region, a set and a segment of a number line Inves&gate. The Interna.onal Space Organiza.on was taking applica.ons to join a team of scien.sts preparing to build an experimental space sta.on city near the moon. The panel reviewing the applicants found that1/2 came from the United States, 1/4 from Canada, 1/8 from Russia, 1/16 from England, 1/32 from India and 18 applica.ons from Australia. How many applica.ons in total have been received for the space city project and how many came from each country? Choose one model to represent your answer as reasonable.
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