Little Ming and Little Fung have homework to do before being allowed out into the yard to help the workmen.

LM: Mai Ling, why have fractions been invented? Why are they so complicated to work out?

LF: I am sure it is not just us that can't fathom out how to use fractions

LM: Are decimals just as bad!

LF: All this turn upside and multiply.. just what does it all mean?

LM: Anyway what are common denominators?

LF: Yes answer that. By the way what are equivalent fractions?

LM: All I can remember is that - what you do to the top you must do to the bottom.

ML: NO! Numerators and denominators - you must know what they are?

LM: I have been told but it is somewhat hazy - denominator er, er, the bottom number right?

ML: Yes.

LF: Hence, top number is the numerator.

ML: Now if you multiply or divide the top number by another number you must do the same to the denominator.

LM: Does it matter if you do it to the bottom number first?

LF: Does that apply to adding and taking a number from the numerator or denominator?

ML: NO! NO! NO! You pair sound so confused and are confusing me.

LM: Perhaps we should start again at the very beginning.

LF: What are fractions?

LM: Go on, answer that Mai Ling.

ML: They are part of a whole.

LM: Urm

ML: If something is divided into equal parts, one or more of these parts are called fractions.

LF: You mean like a half or two third or three twentyfifths

ML: Yes now that is one type of fraction!

LM: Oh no you mean there are more types...

ML: There are vulgar fractions, proper fraction, improper fractions, top heavy fractions, compound fractions......

LM: You are teasing us. Be serious.

ML: No, I am not and you need to be able to work with them all.

LF: But not this afternoon, when we should be out in sun helping in the yard.

ML: Ask Chi Wing about fractions - he might be able to tell you how fractions can be written as decimals or ratios.

LM: No, no I have had enough for today....

ML: Or ask Granma T she might tell you about numbers less than...

LF: No, NO. sorry. Sorry I have had enough for today.

LM: Me too Mai Ling, lets finish this tomorrow when we have no school and our heads aren't buzzing!

In the meantime......

Children you might like to:

1. complete the silhouettes of two of the chairs used at Granma T's.
2. look at how chairs and other shapes can be safely stacked.
3. explain to someone what you know about fractions.
4. work out what fraction of the week you are NOT at school!
5. think of and write about the times you use fractions - e.g when sharing some sweets with friends.

Parents you might like to:

1. share what you know about fractions.
2. explore fractions in differing contexts - days of the week, parts of a year.
3. explain why in the game of Scrabble there are only two tiles with a Z or a Q or a J on them.
4. explain why and how you use fractions in your work.
5. show how some meals can be shared out out in the ratio of 2 : 1 or 3 to 1.
   e.g. chips, peas and fish fingers (say)

teachers you might like to:

1. explore ways of using the tangram to show the sixteenths - family of fractions.
2. play the chocolate bar problem where the object is to get as large amount of the chocolate as possible:

   in a empty room are 6 identical bars of chocolate 3 bars on one table, 2 on another and 1 on the third table.

   children enter the room one at a time and decide which table they will stand by to get the most chocolate when all is shared out. when all the children are in the room the chocolate bars are split into equal parts according to how many are at each table

   e.g. if 6 children are at table 2 each child gets 1/3 of a bar. etc..

   now see who gets most!

   -an opportunity for much discussion and comparison of fractions!

3. explore the representation of differing fractions using the children - what fraction of the class are girls (say)
4. explore different ways of re'presenting the same fraction.
5. develop the notion of ratio when mixing squash, in the ratio of 2 to 1/ 3 to 1 etc... when diluting the concentrate with water.