3/5 Groups Of 3 Fractions

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.”

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).

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

surface area of a cube is: Area = 6 x (a x a), length of one edge of the cube, a = 2cm, surface area of a single cube = 6 x (2 x 2) = 6 x 4 = 24cm squared. total surface area of 8 individual cubes = 8 * 24 = 192cm squared Edge length of large cube = 4cm surface area of large cube = 6 x (4 x 4) = 6 x 16 = 96cm squared as a ratio large cube : total of eight cubes 96 : 192 1 : 2 2.

Can you show me where ¾ would be on this number line? Why did you decide to place ¾ there? If you had 4 pizzas, and you at ⅛ of one pizza, how much pizza would be left? Can you show me what ⅛ would be in this circle?

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,”

     So I have found each persons formula. Freddie, Sally, and Frashy. I found each of them using mental thought process by looking at the values I got on an in/out table. For Freddie's, I had to find a formula that gave me the area if I knew the boundaries, if the interior was empty. And I got: The Number of Boundary Pegs / 2 -1 = The Area of the Shape. For Sally's I had to find a formula that gave me the area if I knew how many pegs were on the interior, if the boundary was four. I got: Interior Pegs + 1 = The Area of the Shape. Then, for Frashy's I had to find a formula that gave me the area if I knew how many pegs were on the interior, and how many were on the boundary. My answer is:

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

Many students get confused when learning about fractions. At our grade level we teach about parts of a whole, equal shares, and partitioning.

Answer- To demonstrate ability to solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, students will complete 5 addition problems with like denominators and 3 word problems, when asked to do so with the rest of the class, on a paper-pencil teacher-made fractions quiz, with 80% accuracy, at the end of the unit.

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).

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

You also gave a great example of how the Bible uses fractions. All throughout the Bible, fractions can be seen. For instance, it states in 1 Kings 16:21, “then the people of Israel were divided into two parts: half of the people following Tibni the son of Ginath, to make him king; the other half followed Omri” (“New American Standard Bible,” 1995). Another example is seen in Leviticus 5:16, “He must make restitution for what he has failed to do in regard to the holy things, add a fifth of the value to that and give it

I chose the Rep-Tiles project because it looked like the most interesting project and I want to enjoy what I’m working on. In part one, subdividing shapes into congruent parts, I estimated and put lines in places where it would look like it could be a Rep-Tile. Once I divided four shapes, I used a ruler to measure out all of the parts to see if I estimated correctly and they were all congruent. If I did, I would redraw the shapes on a separate sheet of paper and divide them the same way. If all of the sides were not congruent I would go back and try again. I repeated this process until I had four shapes that were all subdivided into congruent parts. After that I went on to part two, forming my own Rep-Tile. First I created my own shape

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.