Steps
1) Identify the fraction represented if it's not given
2) Identify the value of the whole or the total
3) Divide your whole by the denominator of the fraction you "have"
4) Multiply the quotient from step 3 by your numerator
Example: Billy bought a bag of 20 cookies and ate 3/4 of it.
20 /4 = 5
3 x 5 = 15 cookies eaten by Billy
*Note on division: When you divide, the divisor (in this case 4) chops the dividend (in this case 20) into 4 groups and gives you the value of 1 of these groups (the quotient or answer)....OR you could say you can create 5 groups of 4 out of 20....OR if you had to SHARE 20 things among 4 people each person gets 5. Grouping or Sharing - whichever makes more sense to YOU!
Now, some of you will read the example problem and say "of" means multiply, which it mostly does....but this would require the students to divide the fraction and then multiply by the fractions decimal equivalent (i.e.: 0.75 x 20 = 15). While this way is more efficient, we haven't studied place value yet so I'm not ready to explain WHY this works to the students yet.
2) Identify the value of the whole or the total
3) Divide your whole by the denominator of the fraction you "have"
4) Multiply the quotient from step 3 by your numerator
Example: Billy bought a bag of 20 cookies and ate 3/4 of it.
20 /4 = 5
3 x 5 = 15 cookies eaten by Billy
*Note on division: When you divide, the divisor (in this case 4) chops the dividend (in this case 20) into 4 groups and gives you the value of 1 of these groups (the quotient or answer)....OR you could say you can create 5 groups of 4 out of 20....OR if you had to SHARE 20 things among 4 people each person gets 5. Grouping or Sharing - whichever makes more sense to YOU!
Now, some of you will read the example problem and say "of" means multiply, which it mostly does....but this would require the students to divide the fraction and then multiply by the fractions decimal equivalent (i.e.: 0.75 x 20 = 15). While this way is more efficient, we haven't studied place value yet so I'm not ready to explain WHY this works to the students yet.
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