Fractions+&+Decimals+Yr+2

Fractions and Decimals Sub Strand of Number and Algebra Year 2 Analysis

Students continue to develop their basic knowledge and understanding of halves and apply it to quarters and eights. Throughout the development of fractions learning experiences need to remain flexible, inclusive and rich with hands on activities. Smith (2002, Cited in, Booker et al, 2004) stats fractions, ratio and proportion are the most cognitively complicated and difficult mathematic areas to reach. Young students must grasp the language and concept of fractions and decimals and assume the knowledge required to associate size of the parts, rather than their occurrence as part of a larger whole (Booker et al, 2004). In year two activities should centre on the understanding of partitioning and the language used to describe these equal parts.

The Australian Curriculum
Outlined below are the content description and elaborations for fractions and decimals at a year two level.
 * Content description **
 * Recognise and interpret common uses of halves, quarters and eighths of shapes and collections

** Activity 2 – My Half ** (Adapted from the Australian Curriculum)

Students apply their experiences of halves and halving to a number of different size circles by drawing a line through the middle of each circle.

Students then cut the circles out and discuss ‘whole’ circles. Students then fold the circles in half to discuss and compare halves.

Student then cut the circles in half. Learners try to match one half of a circle with another half of a different circle. This is used to discuss sharing and fair shares. Student use the half circles to recognise that parts need to be equal to be fair shares.

Vocabulary used: Parts, half, equal parts, whole, sharing, fare share




 * Elaborations **
 * 1) Recognising that sets of objects can be partitioned in different ways to demonstrate fractions
 * 2) Relating the number of parts to the size of a fraction

‘Fishy Fractions’ is based on a card activity cited in Booker (2004). The aim of the activity is to improve student’s ability to:
 * Activity 1 – Fishy Fractions **
 * Use correct terminology such as “three out of eight parts” and “three-eighths” when describing fractions
 * Recognised that whole numbers can be partitioned in different ways

Students design their own set of cards representing halves, quarters and eighths (10 cards per set). Students then work in groups of four (40 cards) to play ‘Fishy Fractions’. The goal of the game is to get as many matching pairs as possible (halves, quarters, eighths). Students develop their skills by asking and responding to questions regarding fractions.

The following activity is based upon on a year two work sample cited in the Australian Curriculum (2011). The activity has been adjusted and extended. The aim of the activity is for students to:
 * Activity 2 Fractions – Halves, quarters and eighths **
 * Understand the number of parts to the size of the fraction e.g. one part to eight equal parts
 * Use partitioning to relate to real life objects and make appropriate visual representations

Students begin with a sheet of blank A3 paper. Initially s tudents are asked to describe and demonstrate by folding and drawing lines on the paper to represent a half, quarter and an eighth. As a whole class students use their piece of paper as a visual representation and devise and record a basic written definition of a half, quarter and eighths. As an extension activity from the activity cited on ACACA students make visual representation of the fraction by drawing things related to their lives. For example a student may represent half a football field, three out of four equal parts of a book and five-eighths of a pizza.



Australian Curriculum Assessment and Reporting Authority. (2010). //The Australian Curriculum: Mathematics.// Retrieved April 5, 2012, from Australian Curriculum Assessment and Reporting Authority Web site: [|http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10?layout=2&y=6&y=7&y=8&y=9&s=NA#level=8]
 * References **

Australian Curriculum Assessment and Reporting Authority. (2011, December). //The Australian Curriculum: Year 2 Mathematics - Student Portfolio Summary.// Retrieved April 3, 2012, from Australian Curriculum Assessment and Reporting Authority Web site: h[|ttp://www.acara.edu.au/curriculum/worksamples/AC_Worksample_Mathematics_2.pdf]

Booker, G., Bond, D., Sparrow, L., & Swan, P. (2004). //Teaching primary mathematics (3rd ed.).// Frenchs Forest, New South Wales: Pearson Education.

Smith, J. P. (2004). The Development of Students' Knowledge of Fractions and Ratios'. In G. Booker, D. Bond, L. Sparrow, & P. Swan, //Teaching primary mathematics// (p. 133). Frenchs Forest, New South Wales: Pearson Education. **Matt : )**