RATIONAL NUMBER

What does our syllabus tell us about what students need to

learn about in rational number?

What is a rational number?

A rational number is one that can be expressed as a fraction or ratio of integers.

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Early Stage 1 The focus is on establishing the concept of halves. This involves recognizing that halves
are two equal parts of one whole. Students are expected to communicate how to make equal parts,
explain the reason for dividing an object in a particular way (reasoning), explain why two parts are or
are not a part of a whole (reasoning) and record halves of objects using drawings.
Stage 1 Fractions are used in two different ways: to describe equal parts of a whole, and to describe
equal parts of a collection of objects. A collection refers to a number of objects placed into groups.
Students also begin to work with quarters and eighths not just halves in stage 1. They are expected to
use concrete materials to model halves, quarters and eighths and record parts of a whole/collection, and
the relationship of the parts to the whole, using pictures and fraction notation.
Stage 2 - Fractions continue to be used as a way to describe equal parts of a whole and to describe equal
parts of a collection of objects as well as a way to denote numbers (e.g. is midway between 0 and 1)
and as operators related to division. In stage 2 students start to work with fractions with denominators of
2, 3, 4, 5, 6, 8, 10 and 100. Students continue to model and represent fractions using concrete materials
and diagrams.
Stage 3 - In stage 3, students study fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12 and 100. They
compare and order unit fractions (a fraction with 1 as the numerator) and locate them on a number line
as well as communicate and share their reasoning for doing so. They need to be able to investigate
strategies to solve problems involving addition and subtraction of fractions with the same denominator.

Are you confident teaching Rational Number?

Bobis et al., (2013) explains that student difficulties with understanding fraction concepts and
performing operations with fractions and decimals have been and remain a major concern for teachers.
It is also clear that many teachers find fractions difficult to understand and teach (Clarke, Roche and
Mitchell, 2008).

Many of the problems associated with fraction learning are closely linked to difficulties in the way
rational number is taught in school.

Key concepts for teaching rational number:

Concept of fair share or fairness

Partitioning into unequal and equal parts
One to one, one to many and many to many coordination of units
Constructing, representing, ordering, comparing fractions, decimals and percentages
Concept of equivalence
Simple ratio beyond halving and doubling
(Bobis et. al., 2013. p.234)

What do teachers need to do when teaching this area of the

mathematics curriculum?

Bobis, et. al., (2013) and Stanley (2008) suggest to start with the students knowledge, then build
maths knowledge through body, hand and mind activities, practicing the idea, connecting it to other
topics and applying the knowledge back into the students everyday life experiences.

Use open ended questions that stimulate students mathematical thinking, tap into students interests
and understandings. Questions to stimulate rich conversations and extend students thinking.

Opportunities for group work of various abilities, to build on each others thinking and come to a
richer understanding. Each member bringing their own particular strengths and knowledge to the
situation.

Create opportunities for students to express their thinking in ways that suit the individual, might be
through drawing, story, dance and catering for different ways of thinking, learning and representing.

Have high expectations of all students and demonstrate a belief that everyone can succeed
(Jorgensen & Niesche, 2008). Hope and possibilities for all students to achieve and succeed at
whatever they choose.

Using hands on manipulative materials. Such as pizza, chocolate, fruit, paper, fraction pies, pattern
blocks, number lines, leaves, supermarket catalogues, photos of petrol prices, clothing labels eg.
20%wool 80% cotton.

Opportunities for rich mathematical tasks using children's own representations of fractions, ratio and
proportion based on real life experiences. Eg. Cooking, making cordial, or mixing paint looking at
ratios, proportions comparisons of mixtures. Make pancakes, then cutting it so it can be shared fairly.
Using calculators to reinforce place value with decimals.

References
Bobis, J., Mulligan, J. & Lowrie, T. (2013). Mathematics for Children: Challenging children to think mathematically (4th ed.).
Frenchs Forest: Pearson Education Australia.
Board of Studies NSW. (2012). NSW Syllabus for the Australian Curriculum Mathematics. Sydney. Retrieved from http://
syllabus.bos.nsw.edu.au/
De Klerk, J. (2013). Illustrated Maths Dictionary (5th ed.). Melbourne: Pearson Education Australia.
Jorgensen, R. & Niesche, R. (2008). Equity, Mathematics and Classroom Practice. Australian Primary Mathematics Classroom.
Stanley, G. (2008). National Numeracy Review Report. Canberra: Human Capital Working Group Council of Australian
Governments. Retrieved from https://www.coag.gov.au/sites/default/files/national_numeracy_review.pdf