Contextualization
Introduction
Mathematics is a science that permeates our daily lives, and the understanding of fractions is one of the fundamental pillars for us to effectively understand and use mathematics. Fractions represent parts of a whole and are present in various situations, from dividing a pizza among friends to the concept of time.
The concept of equivalent fractions is a fundamental step for a broader understanding of this topic. Equivalent fractions are those that represent the same quantity, even if they are presented with different numbers. For example, the fractions 1/2 and 2/4 are equivalent, as both represent half of a unit.
Mastering the concept of equivalent fractions helps simplify calculations, facilitates the comparison of quantities, and is essential for solving everyday problems, such as deciding which product packaging offers the best cost-benefit ratio.
Contextualization
In everyday life, fractions are more present than we realize. They are in kitchen recipes, when it is said, for example, that 1/2 cup of sugar is needed to make a cake; they are in school, when we divide the snack pizza with friends; and even in the economy, when we compare prices of products in different packages.
Mastering the concept of equivalent fractions is especially important when comparing quantities, whether for cooking a recipe or solving a more complex mathematical problem. In addition, this concept paves the way for understanding other mathematical topics, such as rational numbers and operations with fractions.
Practical Activity: "The Art of Equivalent Fractions"
Project Objective
The objective of this project is to address the concept of equivalent fractions through a playful and collaborative activity. Students will create a series of drawings that represent equivalent fractions, enabling a visual understanding of the concept and encouraging collaboration and communication within the group.
Detailed Project Description
The activity consists of creating drawings that represent equivalent fractions. Each group will be responsible for choosing three fractions and creating corresponding drawings that show the equivalence between these fractions.
For example, if the group chooses the fraction 1/2, they could draw a circle divided in half, with one of the halves colored, and write "1/2" below the drawing. Then, they could draw a circle divided into four equal parts, with two of them colored, and write "2/4" below the drawing, thus demonstrating that 1/2 is equivalent to 2/4.
Students will be encouraged to use creativity, being able to use different materials for the drawings, such as colored pencils, markers, crayons, collage, among others.
Necessary Materials
- A4 paper
- Colored pencils, markers, crayons, etc.
- Ruler
Detailed Step-by-Step
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Students should be divided into groups of 3 to 5 members.
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Each group should choose three different fractions to work on.
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With the chosen fractions, the groups should plan and sketch the drawings that represent the equivalence between these fractions.
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After the sketch, students should create the final drawings, paying attention to the visual presentation.
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The group should elaborate a written explanation of the work, indicating the chosen fractions, the explanation of the equivalence between them, and the description of the drawings made.
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Finally, each group will present their work to the class, exposing their ideas, the work process, and the conclusions reached.
Project Delivery
At the end of the activity, the groups must deliver:
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The drawings made, representing the equivalence between the chosen fractions.
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A written document containing the explanation of the work done, including:
Introduction: with the contextualization of the relevance of fractions and the concept of equivalent fractions in the real world and the objective of the activity carried out.
Development: with the description of the chosen fractions, the explanation of the equivalence between them, and the detailed description of the drawings made. It should also include the methodology adopted by the group in the project execution, and the discussion on the results obtained.
Conclusion: summarizing the main points of the work, highlighting what was learned and the conclusions reached in the project.
Bibliography: indicating the research sources used for the work.
