Shabnam and Mukta are enjoying their lunch break

How do you think they are going to share the chocolate and the paratha equally?

Think about a strategy that you can use to check whether two pieces are equal or not.

Let us Discuss

1. How do you share objects equally?

2. Why is Shabnam folding the paratha over itself ?

This is a whole paratha

Tick $\textcircled{\checkmark} $ the paratha that has been cut equally

Let us Do

1. Circle the shapes where half of the whole is shaded.

2. Draw a line to show one-half of the whole.

3. Shabnam has eaten some chikki from 3 sides.

Tick $\textcircled{\checkmark} $ how much chikki is left?

(a) less than half $\quad$ (b) more than Half $\quad$ (c) half

4. Show by coloring half a chikki that has been eaten from 2 sides.

5. Draw lines to show different ways of making a half.

6. Complete the whole picture by drawing the other half.

Let us Explore

Take a rectangular sheet of paper and fold it in half. Find all the different ways to make a half.

Take a square piece of paper and fold it in half. Find all the different ways to make a half.

Let us Discuss

There was an old man with two sons Amit and Bala. He gave a mango tree, a solar lamp and a woollen blanket to them. He asked them to share these things among themselves. Amit was a cunning man. He told his brother ‘Let us share the objects equally. I will keep the fruits, you keep the tree. I will keep the lamp during the night, you can keep it during the day. I will keep the blanket for half the year during winter. You can keep it for half the year during summer.’ Bala agreed. Is this a fair way of sharing? Is there another way to share it fairly?

Let us Do

Here are some mangoes. Share them equally between the two children

Teacher’s Note: Get students to show halves with paper folding in different ways. Please refer to the fraction as one half and not as 1 out of 2.

Half and double

3 is half of 6. 6 is double of 3

Fill in the following blanks using double or half.

4 marbles are ……… of 8 marbles. $\quad$ 10 marbles are ………. of 5 marbles.

8 marbles are ………. of 4 marbles. $\quad$ 5 marbles are ……… of 10 marbles.

6 marbles are ……… of 12 marbles. $\quad$ On a line how far is 13 from the double of 7?

12 marbles are …….. of 6 marbles. $\quad$ How far is 5 from half of 14?

Guess who am I?

Use the clues to find the right fraction. Tick $ \textcircled{\checkmark} $ the correct box from the given 3 options.

1. I have less than double of 3 marbles.

I have more than half of 8 marbles.

2. I have less than double of 4 marbles.

I have more than half of 10 marbles

What part of the chikki did each get?

How many quarters in a whole?

Teacher’s Note: Students may also say one fourth or half of half. Teacher could encourage various ways of expressing and help them to come up with precise expressions.

Let us Do

1. Tick $ \textcircled{\checkmark} $ the objects that show quarters.

2. Draw lines to make a quarter of the whole

3. Draw the remaining three quarters and complete the whole.

4. Draw the remaining quarters to complete the whole.

Teacher’s Note: Discuss how division of a whole into four equal parts leads to pieces of quarter size. Get students to show quarters with paper folding in different ways. Let students convince you that what they folded is actually one quarter of their paper. Refer to the fraction as one quarter and not as 1 out of 4.

Half or quarter

Tick $ \textcircled{\checkmark} $ the appropriate word to fill the blanks below.

Shabnam has coloured half/a quarter of the birds.

Mukta has coloured half/a quarter of the birds.

Shabnam has coloured half/double the number of birds that Mukta has coloured.

Lakshanya and Peehu have 16 flowers each

Quarters and whole

Let us Do

1. Tick $ \textcircled{\checkmark} $ the shapes below that show three-quarters.

2. Colour the shapes below to show the fractions as instructed.

3. Draw lines and colour the shapes below to show the fractions as instructed.

4. Here is a rectangle which shows quarters. Discuss how.

5. Show quarters and halves in different ways in the grids given below.

6. Use the fraction puzzle pieces from your book to form a whole.

Teacher’s Note: Let the children use the shapes from the perforated sheet given at the back to do the puzzle. Ask generic questions such as: how many pieces did you use to make one whole? Superimpose the pieces to see that they are exactly the same.