Basic Concept on Fractions

Multiplicative thinking, fractions and decimals are extremely important areas of mathematics children are required to develop. The concepts within these three areas are related and it is critical for educators to support these relationships in the classroom. Multiplicative thinking involves recall of basic facts, the relationship between multiplication and division and underpins the development of fractions. Comprehension of fractions includes the division of objects, fractions as numbers, the multiple

post-test were very different in each Lesson. During pre-test one, I had assumed that all of the students could pass a simple fractions quiz, but I assumed incorrectly. Many of the students did not pass the quiz, and I had to go back and readjust my use of fractions. The pre-test also showed their teacher that she needed to step back and teach the very basic fraction concepts when the new school year starts. I also found that many students just hurried through the quiz so that they could play with

and Learning Competency 662.1.7: Differentiated Instruction Jennifer Moore Western Governor’s University Part A: The “Equivalent Fractions and Decimals Lesson Plan” is aligned to NCTM’s content and process standards. The content standard that this lesson is addressing is numbers and operations. This entire lesson is about students using fractions and decimals to solve problems. This lesson also has several process standards addressed in the lesson plan. One of the process standards

demonstrate their understanding of place-value concepts even though they could not explain them verbally. Students need help understanding the concepts that manipulatives represent Teachers play an important role in helping students understand the concepts that manipulatives represent. This was highlighted in a 1-year study of 10 middle school mathematics teachers and their use of manipulatives (Moyer, 2001). Teachers who were unable to represent mathematics concepts themselves were more likely to use manipulatives

reminds us not to underestimate and overlook elementary mathematics that appears basic. Mathematical diversions, therefore, cannot be taught without the students’ understanding of the basic mathematical foundations. It is like learning to play an instrument; one must know the basics before being able to play a piece. Learning about the long and tiresome process of transforming ordinary fractions into decimal fractions has made me realize how much I had taken for granted using calculator for the past

Ifriam is currently a sixth grade student at Northeast Middle School, he is a transfer student from Easton School District. He is identified with having a Specific Learning Disability in reading(phonics, fluency,comprehension) and written expression(sentence composition, spelling). Ifriam is in itinerant learning support. He is attending academic support twice in a six day-cycle to assist him with assignments, assessments, organization and to work on his academic skills. Below is input from Ifriam's

first started to teach students at middle and high school level, I was surprised to find that most of the kids I worked with, although very bright, not only lacked the ability to solve complex problems, they were very uncomfortable with some of the basic principles of math. This discomfort led to fear and avoidance, and the avoidance led to more discomfort. A strange cycle began. Instead of seeing math as a beautiful system in which arithmetic, algebra and geometry all worked together to allow one

Fractions are a concept that many people would not normally associate with kindergartners. Typically, fractions are not formally introduced and taught to children until around third grade. However, the question remains; Are kindergartners capable of solving fraction problems even though they have not been formally introduced to the concept yet? This article explores whether or not preschool and kindergarten children aged 3 years 8 months to 6 years 6 months can solve fractional problems using their

Assessing Conceptual Understanding of Rational Numbers and Constructing a Model of the Interrelated Skills and Concepts Students continue to struggle to understand rational numbers. We need a system for identifying students’ strengths and weaknesses dealing with rational numbers in order to jump the hurdles that impede instruction. We need a model for describing learning behavior related to rational numbers – prerequisite skills and development of rational number sense – that is dynamic and allows

teach mathematics such as basic addition, fractions, decimals, order of operations. To name a few manipulatives; blocks, cards, number tiles, counting tubes, etc…A manipulative can be taught either concrete (hands-on) or virtual. Hands-on manipulative models are physical objects such as base-ten blocks, deck of cards, Dice games, and Algebra tiles. A virtual manipulative is a technology that models the existing manipulatives such as base ten blocks, rulers, fractions bars and algebra tiles to name