Y5 fractions: Need 'back to basics' to help DS

[erebus]

I am no maths genius. I have an 'O' level but I know myself to be well able to help DS2 with maths. Thing is, unlike English etc where, post- 'HOW they learn to read', one can assist without confusing the issue, with Maths it looks like a foreign language!

DS2 wavers around the 3rd or 4th of 5 maths sets. Yesterday I asked DS to add 1 3/4 to 1 3/4 - and he couldn't do it! We were out walking (it was mileage we were looking at)so I couldn't grab a bit of paper,; however, it strikes me DS hasn't really grasped some basic facts about fractions.

Whilst I can go and buy a WHSmiths KS2 maths problems book, it won't help DS to understand -Will it?

Where can I source information on HOW they're taught to understand maths so I can build on that? I sort of need: 'Once the DC has grasped this concept, next we break the whole down by cutting the strip of paper in 4 lots', or 'the DC takes the whole numbers and mentally sets them aside, to be re-added at the end, then the 2 fractions are added together, then the result added to the whole number'. That sort of methodology.

PS The 'tell the teacher' option will fall on deaf ears. He is in a class of 30, is already receiving 1:1 Literacy tuition this term (random, unfortunate test result 'bought' us this bonus!- the teacher knew he was more capable than the test result implied) but in maths, wallowing around 3/5 or 4/5 isn't 'bad' enough to engender extra help.

1 3/4 and 1 3/4 is actually quite sophisticated!

You could have a look at the powerpoints here or the fractions secton of this games site.

If you're aiming for him to add fractions, you need to start visually with something (my preference is for food-cutting up actual food is a great motivator!). Cut it in half and show that one half add one half equals one whole. Try with quarters too. Also make sure he understands that a half is one part out of two, a quarter is one part out of four. Will need loads of practice with different numbers of halves and quarters. Meal times are a good time - cut the sandwich into quarters and do a bit of fraction practice, or the pizza or anything really. Get him really secure on how many halves make a whole, how many quarters make a half, how many quarters make a whole. How many quarters make three quarters, how many quarters make a half. If ge doesn't grasp maths easily this might take a while. Fractions seem to be disproportionately difficult for some to get their heads round. Of course go onto thirds, fifths etc once he's fairly secure on halves and quarters. If food not always practical try pieces if paper, playdough, plasticine - anything really.
At some point he'll need to tackle fractions if numbers but I wouldn't start there.

Try Topmarks Lots of activities for all levels.

Although adding fractions doesn't even come into the curriculum until level 6, I think - it's certainly beyond level 5.

I have the magnet thing that goes on the fridge which helps with visualisation. ie 2/4 is same and 1/2 and 3/6 etc.

I have a very cheap set which has various "wholes" cut into equal fractions so that the child can actually visualise that for example thirds are three equal pieces of the "whole".

After that if you want to add freaction together you can use them to make "wholes" from the fractions you have and do it that way.

Fractions are difficult and I think a visual hands on appraoch is often the best way for the child tp actually see what the concept is about.

We have a great Pizza game - basically loads of realistic card pizzas chopped up into different fractions by Learning Resources. Great fun, can start simply and progresses to more difficult. Also check out this fraction and decimal fan, with pictoral representation, great for basic understanding.

Fractions are suprisingly difficult for some children. Lots of my year 3/4 kids have simply learnt that 1/2 means a half (as in it is the symbol for a half IYSWIM) rather than understanding that the bottom number means the whole is cut into 2 and then we have just one (top number) of the peices. So they can do all the simple fractions like 1/4, 1/3 etc but when it gets to 1/10 etc they can't describe the fraction. The other thing is lots of fractions games use pizzas or other round shapes. Once you get beyond quarters, a circle is not a helpful shape. Using a range of shapes (including a circle) is important as it can then be linked to finding fractions of a number. I use the term "bossy number" (as the bottom number is the demominator it "dominates" the fraction ho ho!).... and we have to "listen" to the bossy number to know how many pieces the shape/number is cut into. Then we listen to the polite number (numerator) to find out how many pieces we are taking. This way finding a fraction of a number is easy as well. To fin 1/3 of 12 you "cut" the 12 into 3 (ie divide 12 by 3) and then take one piece (ie one group of 3). I have to say I think a lot of children don't think about fractions of a number soon enough. By combining it with finding fractions of a shape (ir a shape cut into 12 pieces but asked to find 1/2) they see how fractions works across both contexts.
I'm rambling now.... sorry....
Anyway the other thing I was going to suggest was a book called "Maths for Mum and Dad" (its on Amazon for £6.89) It came out in Jan 2010 but its very helpful in covering numeracy in the way we do now NOT the way I was taught back in the stone age (or 1970's!!)

Best of luck...

Stronglhy recommend "Maths for Mums and Dads" by Rob Eastament (or similar surname). Works through how they are taught, and in what order. Can't remember how much there was on fractions, but it definitely had some material, and gives a good overall view.
We have just started Whizz Maths website and so far it seems good - fun games but also detailed explanations.

I have a son in Y5 who is in the top set. He could probably do 1 3/4 + 1 3/4 but it's not the sort of thing that they have learned at school yet.

For that sum he would say that 1+1 =2
3/4+3/4 = 6/4 based on visualising a pizza or cake.

He'd then say that 6/4 = 1 2/4 based on visualising a cake or pizza.
He'd then say 2+1 2/4 = 3 2/4

At school they have done simplifying fractions so would probably spot that 2/4 = 1/2

I'd do all your dividing of shapes into fractions on 10 x 10 grids rather than cakes or pizzas- eg the whole grid represents 1 whole one, 25 smaller squares is 1/4 etc. This will then help him start to connect fractions up with decimals and percentages

Printable grids here
www.mhhe.com/math/ltbmath/bennett_nelson/conceptual/student/grids/PercentGrids.pdf