We were starting some inquiring into fractions in Year 6. We began our tuning in by looking at a Youtube clip:

*This is the image to select when you search for "Fractions in real life"*

*and here is the link....*

As with any discussion of fractions, the conversation turned to pizza. We all agreed that pizza was a poor example because of that pizza guy who cuts the pieces so carelessly that you always end up with some pieces that are obviously smaller than the others.

*How can this be a good example of fractions, we asked ourselves.*

The conversation then moved on to the things that we already knew about fractions.

Here's what we knew:

- fractions are used to measure
- fractions represent equal parts of a whole (unlike the pizza above)
- the top number can be bigger than the bottom number
- fractions are related to decimals and percentages
- they are a way of dividing things up
- the bigger the denominator, the smaller the fraction

I wanted to explore this last idea a bit further, so I put the following list of fractions up on the smartboard:

1/2 1/3 1/4 1/5 1/6 1/7

We talked about what was happening and how, if the numerator was the same, the smallest fraction was the one with the biggest denominator.

"Yes, so it is," I agreed. "But why?"

"Well," replied one Wise and Wonderful student....

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"You can't make the pizza bigger, so the pieces must be getting smaller."

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