This week in maths, the kids are looking at fractions. We discussed how half of a whole is a half, half of a half is a quarter, and half of a quarter is an eighth. This was written down in a table, illustrated on a number line diagram and we discussed the pattern with the denominator. Working with this pattern, the class managed to get to 1/4096 mentally before having to pause and think for a while.
Today, we revised the table of half of a half etc and substituted the traditional number line with a frankfurt. Now the kids could validate how a real world objects follow this pattern and learned how to quickly divide a given object into equal parts by halving a simplified version of the desired fraction, ie, to get sixths, we halve thirds.
As a class, we divided into halves, quarters, eighths and sixteenths. When we got to the eighths, questioning included, "With my whole frankfurt divided into eight segments, how many segments are needed to make one quarter?", "If I have six segments, what fraction of the whole do I have?", and other related questioning you can imagine.
After this, most others extended the concept into 32nds and a few went further into 64ths. We discussed how do you say 1/32? Was it one thirtytooth? One thirty second? Thirty twos? We decided to stick with the one that got the most laughs - one thirtytooth. This question was left for the kids to research and get back to us tomorrow.
We acknowledge the traditional custodians of the land on which we live and work and we pay our respects to the Elders both past and present.
This website uses Google Translate, a free language translation service. Translation accuracy may vary across languages.