NK 11 | Teacher Resource Sheets
Part of me (Teacher resource sheet 106)
(You could use this sheet with the teaching section on page 141 of the Student Resource Book.)
This displays a sheet showing three fractions that represent 5/8 and one that doesn’t. Students are asked which ones show it correctly and to explain why.
- You could use this sheet to remind students that when a whole is divided into fractional parts, all of the parts must be equal.
- As part of their explanation of how they know which fractions show 5/8, you could ask students to explain what the 5 and 8 mean.
- The second question can be used to further explore if students understand fractions and also what a unit fraction is.
Words and numbers (Teacher resource sheet 107)
(You could use this sheet with the practical on 141 of the Student Resource Book to remind students that there are many ways to represent one whole with fractions.)
This displays a sheet with some statements about letter tiles and a fraction equation. Students need to decide whether or not each statement is true and justify their answer.
- Teachers may wish to use this sheet to remind students that when the numerator and denominator are the same, the fraction represents one whole. This explains why fractions with a larger numerator than denominator represent fractions greater than one whole. This understanding also supports students when they begin converting improper fractions to a mixed fraction, for example 4/3 = 1 1/3. See Chapter 8 Fractions page 8 of the Student Resource Book.
- Teachers could ask students to write some similar fraction sentences about all the letters in their own names. Adding each fraction should equal their whole name. e.g. Jenny: J = 1/5; E = 1/5; N= 2/5; Y = 1/5.
1/5 + 1/5 + 2/5 + 1/5 = 5/5 or 1 whole. - Challenge students to think of other names for 1 as well as 1/1 or 2/2 or 10/10 or 100/100 or 1000/1000.
Words and numbers (Teacher resource sheet 108)
(You could use this sheet with the practical on page 143 of the Student Resource Book to help students with ordering of unit fractions.)
This displays some pictures of unit fractions and asks students to write down what fraction each shows. They are then asked to order the fractions. Another picture of a unit fraction is given, and students are asked where it comes in the list of ordered fractions.
- Teachers could ask students what they notice about the numbers in the denominator of the ordered fractions. Encourage them to explain why the fractions with higher denominators are smaller pieces or groups and vice versa.
