Fractions and decimals represent parts of a whole. In the PYP, students build understanding through visual models — fraction strips, area models, and number lines — before moving to symbolic notation and operations.
A fraction has a numerator (parts taken) and denominator (total equal parts). Students explore fractions through folding paper, sharing objects equally, and shading diagrams. Key concept: the denominator tells the size of each part — larger denominators mean smaller parts (1/8 < 1/4).
Equivalent fractions represent the same amount: 1/2 = 2/4 = 3/6. Students discover this by overlaying fraction strips or using multiplication/division. Ordering fractions: common denominators or benchmark fractions (0, 1/2, 1) help compare.
Decimals are fractions with denominators of 10, 100, etc. Students connect 0.5 = 5/10 = 1/2 through place value charts and money contexts. Percentages represent parts per hundred: 25% = 25/100 = 1/4. Real-world contexts like shopping discounts make these connections meaningful.
Fractions are challenging because they require a shift from whole-number thinking. Students must understand that 1/3 is not "small" in an absolute sense — it depends on the whole. The PYP addresses this by using concrete materials (fraction tiles, cuisenaire rods) and multiple representations before introducing formal notation.
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