Les fractions et nombres fractionnaires Les types de fractionsLes fractions équivalentes et les méthodes de réductionPlacer en ordre des fractions et des nombres fractionnairesTransformer une fraction en un nombre fractionnaire et l'inverse La fraction Une fraction est un nombre qui représente la partie d'un tout. On la représente symboliquement comme suit: - n: représente le nombre du haut, le numérateur;- d: représente le nombre du bas, le dénominateur;- le trait ou barre de fraction signifie que le numérateur est divisé par le dénominateur. Le dénominateur doit toujours être différent de 0 parce que la division par zéro est indéfinie. La fraction peut être utilisée afin de représenter une situation où il y a un partage, une division ou un rapport. Les fractions sont toutes des nombres rationnels. Identifier et représenter des fractions Pour identifier une fraction à partir d'une figure, on fait le rapport entre le nombre de sections (morceaux) coloriées et le nombre de sections totales. Le nombre fractionnaire Voici 5 pizzas.
The First Race Before class, interview students individually to verify that they have memorized the two facts that they chose the day before. If they have, have them blacken those two facts on their Fact Mastery Record. Then, request that they choose two facts to learn next. As in the last lesson, have them draw a number line model of each fact on a file card, write each fact on the back on the appropriate file card, and encourage them to review these facts several times during the day and to take them home and practice them with their family. (The next day, again test each student privately on the two new facts. Pair students and distribute two copies of the Table of Values (Strides) activity sheet to each pair. Open the Distance, Speed, and Time Simulation. Set the simulation so that each runner is facing to the right, and move each runner to 0. Ask students to predict which runner will be farther along after each takes the suggested number of strides. Assessments Questions for Students 1. 2. 3. 4. 5.
Les types de fractions Pourcentage Le pourcentage est en fait une fraction dont le dénominateur est 100. On peut donc l'écrire en fraction ou avec le symbole %. ou 80% Le nombre fractionnaire Un nombre fractionnaire est un nombre qui contient une partie sous forme entière (une ou plusieurs unités) et une partie sous forme de fraction. signifie 4 entiers et Les nombres fractionnaires sont tous des nombres rationnels. Voici 5 pizzas. Le nombre fractionnaire qui représente le dessin ci-dessous est . Fraction impropre Une fraction est dite impropre lorsque la valeur du numérateur est plus grande que celle du dénominateur. Fractions équivalentes Des fractions équivalentes sont des fractions qui représentent la même valeur.Pour connaître les méthodes pour déterminer si des fractions sont équivalentes, consultez la fiche suivante: les fractions équivalentes et les méthodes de réduction. Fraction irréductible Fraction réductible est une fraction réductible, car 4 et 8 peuvent être divisés par le nombre 4. Fraction décimale
Number Lines Leah and Tom both have number lines and a counter. They always start with their counters at zero. Leah's number line goes along from left to right like this: First Leah made a jump of three along her number line and then a jump of four. Next Leah made a secret jump along her number line. How long was her secret jump? Then Leah made a jump of six and another secret jump. How long was her second secret jump? Tom's number line goes up and down like this: First Tom made a jump of three up his number line and then a jump of two. Next Tom made a secret jump up his number line. How long was his secret jump? Then Tom made a jump of four and another secret jump. How long was his second secret jump? Printable NRICH Roadshow resources: Instructions and Number Line.
Tug of War Notes for adults HOW TO PLAY One player is called "PLUS" The other is called "MINUS" so decide who is who. Plus moves from left to right and Minus moves from right to left. (The children may be encouraged to think about why that might be.) You might think about whether you have to land exactly at or or allowed to end up beyond those points. (Perhaps you might have one counter each and see who gets to their end first, perhaps you might find the difference between the two numbers on the dice, perhaps you might use three dice, perhaps you might use one die and a shorter line.) When you've changed the rules you can talk about whether your change makes the game better to play.
Using the Number Line to Compare Make a chalk number line on the floor. Children will find differences on a number line by hopping from a given number toward 0. Inform the students that they will now use the number line to compare lengths. Ask one student to hop to the “5,” and another to hop to the “3.” Then ask, “Who hopped farther? Next draw a number line with the spaces one cube apart and construct a train with 9 connecting cubes and another with 5 cubes. How many more connecting cubes are in the train with 9 cubes? Encourage the students to align the longer train with the left end of the number line. Group Short and Long Trains Activity Sheet To forestall any misconceptions, highlight the fact that in this model, the spaces are counted, not points on the number line. Then put the students into pairs and give each pair connecting cubes in two colors as well as crayons and one number line. As a concluding activity, pose puzzles such as “I am thinking of two numbers on the number line that have a difference of 5.
Hopping on the Number Line Tell the students that they will find sums using the number line model. Then display a large number line and a 5+4 domino, that is, a domino with 5 spots on the left side and 4 spots on the right. Then demonstrate with a counter how a hop of 5 is taken on the number line. You may wish to encourage students to count aloud as the hop is made. Then make a hop of 4, starting at the place the counter landed. You might choose to have them record what happened using the equation notation 5 + 4 = 9, or to informally describe the moves this way: “If you take a hop of 5 spaces and then a hop of 4 spaces, you land on 9.” After several trials, put the students in pairs and give each pair some dominoes, a counter, and individual number lines. Ask the students to take turns moving the counter on the number line to find the sum shown on the domino and recording the hops in pictures and in equation form. Be sure to lead a discussion about the order (commutative) property.
Where Will I Land? Note: Before the lesson begins, attach a long strip of masking tape to the floor and draw a number line on it. If you prefer, you might draw a chalk number line on the floor. Label the line from 0 to 12. Inform the students that today they will use a number line to find differences. Review addition on the number line by presenting an addition sentence such as 5 + 4 = __, and have volunteers show how to hop on the large number line to find the sum. Then display a subtraction example such as 8 – 3 = __, and call on a volunteer to tell a number story that would fit that subtraction situation. After the class has seen several examples, place the students in pairs and give each pair some pasta shapes, a number cube, a set of index cards numbered to 10, and a strip of masking tape to write numbers on to use as a number line. When the pairs have finished, call the class together to share some of the problems they wrote and tell how they found and recorded the differences.