how can i slow this question of fraction 2/3, 3/4, 1/2
Answers
Step-by-step explanation:
Several years ago, I was working with a class of fourth and fifth graders. Their teacher had begun a unit on fractions and was interested in connecting fractions to real-world contexts. “No problem,” I told her.
Our plan was that I would teach a lesson, she would observe, and then we’d revisit it. I’d focus on talking with students about naming fractional parts, the standard symbolism of fractions, and equivalence.
My first real-world context: a six-pack of water
I showed the class the six-pack I had brought to class and talked about one bottle being 1/6 of the six-pack, two bottles being 2/6, three bottles being 3/6, and so on up to 6/6 being the same as the whole six-pack. The students seemed comfortable with this, and I wrote the fractions on the board:
1/6 2/6 3/6 4/6 5/6 6/6
We also talked about three bottles being one-half of the six-pack, and that 3/6 and 1/2 were equivalent fractions because they both described the same amount of the six pack. I recorded this: