Mathematics 6
N6.7
Extend understanding of fractions to improper fractions and mixed numbers.
[CN, ME, R, V]
Indicators for this outcome
| (a) |
Observe and describe situations relevant to self, family, or community in which quantities greater than a whole, but which are not whole numbers, occur and describe those situations using either an improper fraction or a mixed number. |
| (b) |
Demonstrate, concretely, pictorially, or physically, how an improper fraction and a mixed number can be used to represent the same quantity. |
| (c) |
Explain, with the use of concrete or visual representations, how to express an improper fraction as a mixed number (and vice versa) and write the resulting equality in symbolic form. |
| (d) |
Explain the meaning of a given improper fraction or mixed number by setting it into a situation. |
| (e) |
Place a set of fractions, including whole numbers, mixed numbers, and improper fractions, on a number line and explain strategies used to determine position. |
| (f) |
Respond to the question "Can quantities less than 1 be represented by a mixed number or improper fraction?". |
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