These problems are ones that are made much clearer by drawing a rectangle to represent the “whole” and then deciding how to divide it into equal parts. The numbers are not too tricky but interpreting the question might be:
These are not intended to be fraction of an amount questions. An approach could be to decide upon an amount, but the intention is to direct students to drawing a representation of each question.
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I’ve found that, for some students, drawing a useful rectangle in the first place is quite an issue!
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So much so that it becomes an obstacle in some cases. That may be because they need to spend more time on making a rectangle, or it may be because the rectangle isn’t actually the best approach. I have found, the more I try representations, that some make sense only if you already know the maths (I.e. The image follows the numbers, rather than the other way round).
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