Workings: To calculate the ratio, the actual length measurement is divided by the drawing length measurement. The measurements need to be represented in fraction form. The drawing length is 4cm and the actual length is 8mm.
There are full notes, half notes, and quarter notes. A full note is 1 as a half note is 1/2 and a quarter note is 1/4.
When the denominator is the same he is able to partition and see what fraction is needed to make the whole. When comparing fraction pairs, Adam is using gap thinking of the fractions 5/6 and 7/8 “both need 1 of their fraction to make a whole” understanding that each numerator needs one more part to make it a whole. In saying that, when comparing ¾ to 7/9 that have more than 1 to the whole, Adam said ¾ is larger, “1 more ¼ to make 1. 2 more 9ths to make a whole” He tried to apply gap thinking, incorrectly not understanding the unit of fractions. Adam has limitations surrounding improper fractions, not recognizing that 4/2 is larger than 1 whole and is equal to 2. He has misconceptions when comparing fractions with proportional reasoning is limited. When asked to draw a fraction he automatically swaps the numerator and denominator (6/3 to 3/6) when the numerator is larger than the denominator, when considering improper fractions, rather than converting to a mixed number fraction or whole number.. This displays Adams misconceptions of the understanding of the
Today we will be learning about place value. When we divide numbers with three and four digits by a one digit number, the quotient doesn’t always go about the first number in the dividend like we saw yesterday. This is important to know because if you had to split $100 with your sister and you divided $100 by 2 and placed the 5 above the 1, then added two zeros, you would have to pay your sister $500. That’s not dividing, or fair. Remember we need to know how to divide so you can evenly split something, like money.”
My goal is to assess student’s prior knowledge of division and to teach students how division can be modeled by using place-value blocks so students can see that division consists of arranging items into equal groups. My goal for day one is to help students develop and understanding of division through the use of manipulatives and drawings so when they transfer that knowledge to day two, students will have a better sense that division consists of dividing a large number into equal groups. By using place-value blocks I also want students to visually see what a remainder looks like so they can better understand what a remainder represents. Sometimes students can’t understand the definition of a remainder which is the part that is left over after
Teacher divides the class into five groups. On each group table the teacher puts a set of fractions cards and a set of five labeled small boxes. The boxes are labeled as following (one whole, between one-half and one whole, less than one half, one half, more than one whole).
In Section D, Daniel demonstrated a primary understanding of the multiplication and division concepts. Daniel can count group items by ones. He also counts one by one to find the solution for involving multiple groups when all objects are modeled. Daniel was able to use different strategies to count the cars in the boxes as he said, “I can count them by twos because there are two cars in each box,”
Many students get confused when learning about fractions. At our grade level we teach about parts of a whole, equal shares, and partitioning.
In the chapter, “Equal Sharing Problems and Children’s Strategies for Solving them” the authors recommend fractions be introduced to students through equal sharing problems that use countable quantities because they can be shared by people or other groupings. In other words, quantities can be split, cut, or divided. Additionally, equal sharing problems assist children to create “rich mental models “for fractions (p.10).
In a fifth-grade math classroom, the standard of the lesson of the day was 5NF 1 because the lesson covered the learning of addition and subtraction fractions. In the lesson, students learned to add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. (a/b + c/d= (ad + bc)/
I would start with a visual representation of the topic. To try an engage a visual learning style I would present the subject with some pie. I would start by having 2 pies each cut into eight pieces. We would talk about how each pie is composed of eight pieces and so one piece would be 1/8. We would then compare the following that 1 pie is the same as 8/8. We would then add in the second pie. We would have 2 whole pies and we would then link in that if 1 pie is 8/8 then 2 pies would be 8/8 + 8/8, and thus 2 pies = 16/8. Once this concept is grasped I would take away half a pie. Like she described in her interview we would start by describing our situation as a compound fraction. We would now have 1 and ½ pies. With that we would then count the number of slices we have, remembering that each slice is 1/8th of a whole. So we would have 8/8 + 4/8 = 12/8th. This is an improper fraction. I would hold off for now on simplifying the
It helps to make sense of the numbers involved with this problem if you can visually equate them with something. I will also help me to have these numbers in a visual representation.
divided into two, in the same rate as the first division, thus creating four sections. Images is the
There are so many ways of Math i'm going to teach one of easy ways of division it’s called the cheeseburger.First,you need to divide the first two number and, get that answer.Next,you multiply the answer you got from dividing the number then you times that number then get that answer.Last,You check the number if it’s lower you’re good if not you are not good if it’s good then bring down if you can’t and,that’s your answer and that’s it.That’s why i like 4th grade because it as cool tricks.
Alexis King10/24/171st Hour25 Checkerboard Write-UpIn this problem, the question is how many squares can fit on an 8 by 8 checkerboard? Also, the dimensions are whole numbers no fractions or decimals.I had to keep multiple things in mind when I did this problem. For problem number 1; I got 204 squares total, because someone helped me with this problem they told me that multiple squares can fit within others. If you want to find out how to know the amount of squares that can fit in any size checkerboard, just use the table I have below in the solution. All you have to do go the opposite up and down; so 1 by 1 squares you can fit 8 squares going one way and 8 squares going the other, so 8 * 8 = 64, 1 by 1 squares