Download We need fractions because not everything is complete and we need

Slide 1
• Fractions are used to represent parts
of whole numbers
• Fractions always have a top and a
bottom number
© 2012 Fruition Horticulture
We need fractions because not everything is complete and we need a way to represent parts
of things.
Some things can be represented by a whole number but when the quantity of something
falls between two whole numbers, it becomes a fraction.
Slide 2
• The number at the bottom
(denominator) tells you the size of the
parts that make the whole, e.g. the
whole pizza has four quarters
© 2012 Fruition Horticulture
Slide 3
• The number on the top (numerator)
tells you how many parts you have of
the whole, e.g. three quarters of the
pizza is left as one quarter has been
eaten!
© 2012 Fruition Horticulture
Slide 4
• How many ways can you draw three
quarters?
© 2012 Fruition Horticulture
This drawing shows some examples of how ¾ can be shown visually and related to every day
life.
Suggested team or individual exercise:
• Provide some flip chart paper and coloured pens
• Ask the RSE worker(s) to think about /discuss things in their every day life that might
represent ¾ or another simple fraction (eg 1/2, 1/3) and get them to produce their own
vision of this.
Slide 5
• The bigger the denominator, the
smaller the fraction (or portion size)
The pieces of pizza are smaller
when you cut them into, eighths (8 pieces)
than if you cut them into halves (2 pieces).
This means that "1/8" is smaller than "1/2".
© 2012 Fruition Horticulture
Obviously having half of the pizza is more to eat than just having one eighth.
Slide 6
• Some fractions can and should be
reduced to simpler fractions
If a fraction can be reduced there must be a number
(other than 1) that can be divided into both the
numerator and the denominator.
© 2012 Fruition Horticulture
Suggested team or individual exercise:
• Write a range of different fractions on the whiteboard
• Work through each fraction with the RSE worker(s) to reduce fractions or identify
fractions that cannot be reduced
(Once the RSE worker(s) seem to be competent ask them to complete tasks outlined above
on the whiteboard.)
Slide 7
• This chart shows how fractions
highlighted in the same colour can be
reduced.
Source: Google.co.nz
© 2012 Fruition Horticulture
For example:
• in the green band 1/8 + 1/8 ie 2/8’s = 1/4 and 1/4 + 1/4 ie 2/4’s = ½
• In the blue band 1/10 + 1/10 ie 2/10’s = 1/5
• In the yellow band 1/9 + 1/9 + 1/9 ie 3/9’s = 1/3
Slide 8
You can:
• reduce/increase the amount of each
ingredient in a recipe by the correct amount
so it will still work.
• understand how much you will save with a
shopping special, e.g. “pay one third of the
price, buy one – get the second item at half price ”
• share something out in equal parts
© 2012 Fruition Horticulture
In terms of feeding the family we can convert amounts of a recipe to feed four people and
make enough just for 1 or 5. For example this will require using:
• ¼ the amount stated for each ingredient if you are cooking for one, or
• ¼ more of the amount stated for each ingredient if you are cooking for five.
When we are trying to stick to a budget it is important to look at bargains and make sure
how much something will cost.
Sometimes it is really important to make sure everything is equally shared.
Slide 9
To help the RSE worker(s) to:
• Understand basic fractions
• Reduce basic fractions to simpler
fractions
Activities
• Test your knowledge of fractions.
Click on the tick button below to try
the fractions quiz.
© 2012 Fruition Horticulture
The suggested activities are intended to compliment discussions in class and check that
the desired learning objectives have been met.
RSE tutors will be able to use these activities to collect any required evidence.