Mathematics 4
N4.6
Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to:
- name and record fractions for the parts of a whole or a set
- compare and order fractions
- model and explain that for different wholes, two identical fractions may not represent the same quantity
- provide examples of where fractions are used.
[C, CN, PS, R, V]
Indicators for this outcome
| (a) |
Represent a fraction using concrete materials. |
| (b) |
Represent a fraction based on a symbolically concrete representation (e.g., circles for cookies). |
| (c) |
Name and record the fraction for the included and not included parts of a set. |
| (d) |
Name and record the shaded and non-shaded (included and not included) parts of a whole. |
| (e) |
Represent a fraction pictorially by indicating parts of a given set. |
| (f) |
Represent a fraction pictorially by indicating parts of a whole. |
| (g) |
Explain how denominators can be used to compare two unit fractions with numerator 1. |
| (h) |
Order a set of fractions that have the same numerator and explain the ordering. |
| (i) |
Order a set of fractions that have the same denominator and explain the ordering. |
| (j) |
Identify which of the benchmarks 0, 1/2 or 1 is closer to a given fraction. |
| (k) |
Name fractions between two benchmarks on a number line. |
| (l) |
Order a set of fractions by placing them on a number line with given benchmarks. |
| (m) |
Provide examples of when two identical fractions may not represent the same quantity (e.g., half of a large apple is not equivalent to half of a small apple; half a group of ten cloudberries is not equivalent to half of a group of sixteen cloudberries). |
| (n) |
Provide an example of a fraction that represents part of a set, a fraction that represents part of a whole, or a fraction that represents part of a length from everyday contexts. |
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