MA1-7NA: represents and models halves, quarters and eighths
Some students may hear ‘whole’ in the phrase ‘part of a whole’ and confuse it with the term ‘hole’.
It is not necessary for students to distinguish between the roles of the numerator and the denominator in Stage 1. They may use the symbolas an entity to mean ‘one-half’ or ‘a half’, and similarly use to mean ‘one-quarter’ or ‘a quarter’.
Three models of fractions
Continuous model, linear – uses one-directional cuts or folds that compare fractional parts based on length; this model should be introduced first. Cuts or folds may be either vertical or horizontal.
Continuous model, area – uses multi-directional cuts or folds to compare fractional parts to the whole. This model should be introduced once students have an understanding of the concept of area in Stage 2.
Discrete model – uses separate items in collections to represent parts of the whole group.
|Language||Students should be able to communicate using the following language: whole, part, equal parts, half, halves, about a half, more than a half, less than a half.|
Recognise and describe one-half as one of two equal parts of a whole
use concrete materials to model half of a whole object, eg
|describe two equal parts of a whole object, eg ‘I folded my paper into two equal parts and now I have halves’ (Communicating)|
|recognise that halves refer to two equal parts of a whole|
|describe parts of a whole object as ‘about a half’, ‘more than a half’ or ‘less than a half’|
record two equal parts of whole objects and shapes, and the relationship of the parts to the whole, using pictures and the fraction notation for half (1/2), eg
use concrete materials to model half of a collection, eg
|– describe two equal parts of a collection, eg ‘I have halves because the two parts have the same number of seedlings’ (Communicating)|
record two equal parts of a collection, and the relationship of the parts to the whole, using pictures and fraction notation for half (12), eg