In Classroom Resources, Number and Algebra, Patterns, Patterns and Algebra

The focus of this activity to challenge students to unpack a rule and see if it is being used correctly. Often students will just learn a rule and blindly use it. This task gets students to stop and think and then make corrections to ensure the rule works in all cases (generalise).

 

Purpose
  • Count forwards and backwards using fractions, e.g. ½, 1, 1½ , 2, etc.
  • Use fractions to represent information
  • Identify, continue and create simple number patterns involving adding fractions
  • Solve word problems that involve addition and subtraction of fractions with the same denominator and denominators that are a multiple
  • Represent and recognise equivalent fractions
  • Use what is known about a pattern to develop a rule or generalisation

 

Curriculum Connections
NSW Syllabus Mathematics K-10 – Stage 3.2: Patterns & Algebra 2
  • Continue and create sequences involving whole numbers, fractions and decimals; describe the rule used to create the sequence (ACMNA133)

 

Curriculum Connections
NSW Syllabus Mathematics K-10 – Stage 3.2: Fractions and Decimals 2
  • Compare fractions with related denominators and locate and represent them on a number line (ACMNA125)
  • Solve problems involving addition and subtraction of fractions with the same or related denominators(ACMNA126)

 

At the end of this lesson students should be able to answer the following questions
  • What is a unit fraction? How do you read/record fractions?
  • How can we use equivalent fractions to check if the equation makes sense and is correct?
  • What do you notice about the equations Charlie has written?
  • Do you notice any patterns?
  • How can you check these are correct?
  • What happens when we add fractions?
  • Why is the denominator important?
  • Can we use a diagram to show what is happening?

 

For more information, please download the attached lesson plan.

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