My new groups have been doing a lot of work on fractions in particular part to whole fractions as this is usually where there struggle.
To start off with we have been looking at basic fractions in a variety of ways i.e. of sets, of shapes, of a number etc while always relating it back to the whole. When we started getting the hang of that we moved onto part to whole where students are given questions involving a part of a fraction and they need to work out the rest of the whole.
The three level question I used was:
1) Miss Breen has baked chocolate chip cookies for her family.
Her son takes 6 of them when she isn't looking. Her son has taken one
quarter (1/4) of the cookies. How many cookies does Miss Breen have left for
the rest of the family?
2) Miss Breen has baked chocolate chip cookies for her family.
Her son takes 122 of them when she isn't looking. Her son has taken one
sixth (1/6) of the cookies. How many cookies does Miss Breen have left for the
rest of the family?
3) Miss Breen has baked chocolate chip cookies for her family.
Her son takes 1052 of them when she isn't looking. Her son has taken one
eighth (1/8) of the cookies. How many cookies does Miss Breen have left for the
rest of the family?
I wrote this question to consolidate their part to whole fractions work and also to focus on the big idea of 'Distributive Law' (how numbers can be split) to help work out problems more efficiently. These questions were somewhat challenging but I am intending on making them even harder next time.
Here are some pictures of what the students shared back after their problem solving session:
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