8283 /www/nrich/html/content/id/8283/ 1 2012-05-01T00:00:00 <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0"><p style="text-align: left;">Click the cards to turn them over. Can you match them? What do you need to look for?</p> <p style="text-align: left;"><a href="/content/id/8283/MatchingCardsFraction.swf">Full Screen Version</a></p> <p style="text-align: center;"><mdo:flash height="500" id="/content/id/8283/MatchingCardsFraction.swf" width="675"><param name="allowfullscreen" value="true"></param><param name="allowfullscreen" value="true"></param> <param name="quality" value="high"></param> <param name="movie" value="/content/id/8283/MatchingCardsFraction.swf"></param> </mdo:flash></p> <p style="text-align: center;">Here is the <a class="pdflink" href="/content/id/8283/ConnectFraction_printable.pdf">set of cards.</a></p></mdoxml> <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0"><span class="editorial">We only had a handful of solutions sent in for this activity and I guess pupils played the game but did not go so far as to answer the second.question. Here are two good ones sent in.<br></br> First from the Maths Challenge Group at St. Aiden&#39;s VC school in the UK.</span><br></br> <br></br> <br></br> We all realised that there were $4$ sets of each fraction.<br></br> Billy, Noah, Luca and Benedict realised that you need to simplify the fractions e.g. $1/3 = 2/6$ Louisa added that $1/2 = 3/6$ for the pizza.<br></br> Daisy matched all her cards and had $2$ left, so realised that they must make a pair, $9/12$ (eggs) must match the red shape, which Marlo worked out to be $3/4$. Noah said that he thought people found this shape confusing due to its orientation.<br></br> Natasha matched the shape fractions by counting the shaped pieces.<br></br> <br></br> <span class="editorial">Well thanks for that, a good explanation of children&#39;s thoughts. From Class 4RC
 at Manor School in Didcot
 UK
, we had the following sent in;</span><br></br> <br></br> Before we started, we thought that a fraction was like a pizza shared between people. You have to split it equally so everyone has the same amount. We drew pizzas split into different amounts and counted different numbers of slices.<br></br> <br></br> The different pictures made us think about fractions in different ways. We knew that the grid with $9$ squares on meant it was divided by $9$. $3$ are coloured in so the fraction is $3/9$ . We used our times tables to help us simplify this fraction. We know $9$ divided by $3$ is $3$ so $3/9$ is $1/3$.<br></br> <br></br> We weren&#39;t sure what $5/9$ looked like, so we took $9$ cubes and made $9$ of them white and the rest blue. $5/9$ are white, $4/9$ are blue. $5$ out of $9 = 5/9$.<br></br> This helped us to see that the balls in the grid also showed $5$ out of $9$.<br></br> <br></br> We thought the purse was quite tricky, it was showing £$1$ made of two $50$p coins. Not everyone recognised that $50/100$ is $½$.<br></br> The most complicated one was the red shape. Counting squares didn&#39;t help as it was not made of whole squares, but some children noticed that if we folded the shape into triangular quarters, $3/4$ were red.<br></br> <br></br> <span class="editorial">Thank you and congratulations to those two excellent contributions.</span><br></br></mdoxml> <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0"><div class="embed"> <h2>Matching Fractions</h2> <p style="text-align: left;">Click the cards to turn them over. Can you match them? What do you need to look for?</p> <p style="text-align: left;"><a href="/content/id/8283/MatchingCardsFraction.swf">Full Screen Version</a></p> <p style="text-align: center;"><mdo:flash height="500" id="/content/id/8283/MatchingCardsFraction.swf" width="675"><param name="allowfullscreen" value="true"></param><param name="allowfullscreen" value="true"></param> <param name="quality" value="high"></param> <param name="movie" value="/content/id/8283/MatchingCardsFraction.swf"></param> </mdo:flash></p> <p style="text-align: center;">Here is the <a class="pdflink" href="/content/id/8283/ConnectFraction_printable.pdf">set of cards.</a></p> </div> <h3>Why do this problem?</h3> <p>Children sometimes think there is only one representation of fractions; usually pizzas or cake slices! This game is designed to help children see fractions in many different ways: by looking at a range of images of one fraction they can begin to develop a deeper understanding of what a fraction is.</p> <h3> </h3> <h3>Possible approach</h3> <p>Children could play this in pairs at the computer, or you could use it as a whole class game using the IWB.</p> <p>You could introduce the ideas by asking the group to tell you, or to draw, as many ways as they can of showing you a fraction, for example, a half or three quarters. Alternatively you could offer a couple of pictures and ask the children what fraction they represent, and how they know.</p> <p>The different representations on the cards are not meant to be difficult to work out, but should give some opportunity for further discussion about why a particular image is a representation of a specific fraction. For this it can be useful to  have different mathematical equipment available, as well as paper and coloured pencils.</p> <p>If you want to play the game using &#39;real&#39; cards rather than virtual ones, Here is the <a class="pdflink" href="/content/id/8283/ConnectFraction_printable.pdf">set of cards.</a></p> <h3> </h3> <h3>Key questions</h3> <p>What fraction does this show?</p> <p>And this one?</p> <p>Is it the same? How?</p> <p>Is it different? How?</p> <h3> </h3> <h3>Possible extension</h3> <p>Learners could make their own sets of additional cards for the fractions used in the task or make additional sets of cards with different fractions. Here is a set of <a class="pdflink" href="/content/id/8283/EmptyCards_printable.pdf">blank cards</a>. The game could be changed to a &#39;Happy Families&#39; type game where the children work with printed sets of cards or their own sets to make sets of four or more cards by exchanging cards with their neighbours. The task would then be to describe to their friend the card they are seeking. This would help them to develop descriptive language as well as their memory of who might hold the card.</p> <h3> </h3> <h3>Possible support</h3> <p>An easier approach might be a sorting exercise in which children focused on sorting the <a class="pdflink" href="/content/id/8283/ConnectFraction_printable.pdf">printed cards</a> into matching sets.</p></mdoxml> <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0"><p>Each card has more than one card showing the same fraction.</p></mdoxml> 2 3 0 1 0 0 0 Can you find different ways of showing the same fraction? Try this matching game and see. Fractions, Decimals, Percentages, Ratio and Proportion Fractions Admin Upper primary mapping document