# Half Hearted

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Find the number which when added to the top (numerator) and bottom (denominator) of each fraction make it equivalent to one half. more...

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Topics: Starter | Algebra | Fractions

• Transum,
•
• It must seem strange to so many people that you can multiply the top and bottom of a fraction by the same number and the fraction's value remains the same but when you add the same number to top and bottom the fraction's value changes.

Then we think of equations and the rules are different. You can multiply or add to both sides and the equation remains balanced.

What is your best explanation for that?
• David Payne, Secondary Maths Teacher
•
• I use your starters a lot. Thank you for such a thought provoking, varied and rich set of activities.

We did the May 22nd “Half hearted” starter today and one of the pupils pointed out that d-n = the new numerator. Gasps all around. Why? How can it be? And that was just me. I have now worked it out using your extension activity but it seemed like a really surprising result at first.

I just hope it doesn’t encourage the students to add a number to the numerator and denominator in any other contexts. I did tell them not to try this at home.

Anyway, thanks, and keep up the good work.

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This starter has scored a mean of 2.9 out of 5 based on 497 votes.

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## Extension activities

Find the number which when added to the numerator and denominator of each of the fractions above make them equivalent to one third.

What should be added to the numerator and denominator of the fraction whose numerator is n and denominator is d to make it equivalent to one half?

What should be added to the numerator and denominator of the fraction whose numerator is n and denominator is d to make it equivalent to one third?

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## Hello World

You are buying a (driverless) car. One vehicle is programmed to save as many lives as possible in a collision. Another promises to prioritize the lives of its passengers. Which do you choose?

Welcome to the age of the algorithm, the story of a not-too-distant future where machines rule supreme, making important decisions – in healthcare, transport, finance, security, what we watch, where we go even who we send to prison. So how much should we rely on them? What kind of future do we want?

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 Teacher, do your students have access to computers?Do they have iPads or Laptops in Lessons? Whether your students each have a TabletPC, a Surface or a Mac, this activity lends itself to eLearning (Engaged Learning).

Transum.org/go/?Start=May22

Here is the URL which will take them to a related student activity.

Transum.org/go/?to=vinculum

A glass ½ full = A glass ½ empty

Multiply both sides by two

A full glass = An empty glass

For Students:

For All: