*My daughter and I went on a 12 week-journey last year to explore Fractions. We are doing it again this Fall/Winter. I am updating the posts, in case you want to join us this year*. *Click here if you want to know more about the journey and the previous problems*.

Here is the problem for the week.

**Time 4 Fractions – Problem #10 – Sharing apples**

*Level Yellow* – 2 people want to share 3 apples so that each of them gets the same amount. How many apples would each get?

*Level Orange* – 4 people want to share 9 apples so that each of them gets the same amount. How many apples would each get?

*Level Red* – 6 people want to share 4 apples so that each of them gets the same amount. How many apples would each get?

As always, invite your child to either model the problem (with paper and scissors for instance) and/or represent the problem with a picture. If your child has learned about fractions at school, invite him/her to connect symbols to the model or picture. And as always, invite your child to share his/her reasoning with you !

Level Yellow leads to 1 apple and a half, Level Orange leads to 2 apples and a 1/4 of an apple, and Level Red leads to 4/6 of an apple, or its equivalent 2/3, depending on the strategy the child may use.

**Sharing my experience (Fall 2015)**

My child went with Level Yellow and Level Orange. I was surprised to see her writing a fraction symbol (1/4). She apparently learned the symbol on her own while playing an education game on the tablet, through a short video, showing a pizza, cut into halves, fourths, and eights. Pretty neat, but at one point, the video talks about 3 fourths of a pizza (3/4) left to eat showing … 6 eights of a pizza (6/8). The 2 fractions are equivalents, but how puzzling to *hear* 3/4 and *see* 6/8 of a pizza ?

**Sharing my experience (Winter 2017)**

There is a significant gap between Level Orange and Level Red, so of course, it is perfectly fine if a child decides to explore only Level Yellow and/or Orange. My child tried Level Red by sharing the apples in halves, providing half of an apple to each child but having some left over. We will be back next week to explore further !

Enjoy !

Reference

Empson, S. E., and Levi, L. (2011). Extending Children’s Mathematics: Fractions and Decimals. Portsmouth, NH : Heinemann. ISBN-13: 978-0325030531.

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January 2nd, 2017 at 1:53 pm

I found myself saying “hmmmm….9/4 of the apples, or 2 1/4” and feeling very proud of myself. Hope I got that answer right!

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January 2nd, 2017 at 7:02 pm

Glad to see that the problem took you to exploring fraction… and fraction equivalence ! You got it !

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