Fractions

Students had previously covered the topic of developing fluency in multiplication by 2-digit numbers. After that topic students moved on to cover number sense, dividing by 1-digit divisors using mental math to prepare them for the following topic of my learning segment. The topic of my learning segment consists of developing fluency, dividing by 1-digit divisors. I designed my lesson as a three-day unit focusing on long division by modeling division with place-value blocks, dividing 2-digit by 1-digit numbers, and dividing 3-digit by 1-digit numbers. Students were introduced to division prior to my learning segment but the struggled to understand and comprehend division because students were only introduced to the division algorithm and were not provided with a mnemonic to help them recall the steps. Students also weren’t introduced to division with manipulatives or drawings. Therefore, I

He can convert improper fractions to a mixed number with 57% accuracy and convert mixed numbers to improper fractions with 80% accuracy. John can simplify a fraction with 92% accuracy. However, he does not always simplify his answer, instead he stops with his answer rather than seeing if it can be simplified. He can add and subtract fractions with 88% accuracy. He can multiply a fraction by a fraction with 14% accuracy and by a whole number with 90% accuracy. He can divide a fraction by a whole number and a whole number by a fraction with 89% accuracy. He needs to be able to simplify fractions when computing with fractions. He needs to be able to add, subtract, multiply, and divide fractions. He needs to identify the correct operation to solve a word problem. He needs to be able to solve one-step and multi-step word problems involving all 4 operations (addition, subtraction, multiplication, and division) of whole numbers and fractions. John’s weaknesses in math impact his ability to solve multi-step word problems, which is expected in 5th

When students finish the whole set of the fraction cards, the teacher will provide them with an answer sheet and they will flip box by box and self-check their work.

It is important to teach children numeracy to suit their age and use appropriate techniques to suit their age and ability because sometimes too much emphasis on formal recording of 'sum' if introduced to early to children could make it difficult for them to understand. The learning style of numeracy is given more emphasis today to make them understand it much better. In the early years emphasis is made on how to make children understand different methods of working out to be able to arrive to an answer. Working with children the aim is to give children solid ground on

Answer- “Let’s check and make sure we all know what we are going to be doing. Who can tell me the three things I said we will do?” Ask some students to repeat the learning objectives: learn about how to apply addition of fractions, look at some word problems together and solve them, and practice some word problems we would really

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).

When it came time to write the answer to problem #8 as a fraction, decimal, and percent, I was pleased to find the majority of the students remembered how to complete this conversion. For this portion of the problem, I disregarded whether the

TTW ask the students the following questions to ensure they understand what has been taught up until this point:

Students will use tablets and/or computers to complete Ten Mark task and to play Falling Numbers computer game (http://www.counton.org/games/map-fractions/falling/ ). Each student was assigned task inTen Marks according to their individual needs and then played the Falling Numbers game, which focuses on multiplying fractions and whole numbers.

Students will record their solutions, explanation, and pictorial representation of their model on a recording sheet.

This article would be appropriate for third teachers as well as other elementary teachers because Watanabe mentioned about how fraction is one of the challenging topics for elementary children. Elementary is when the children starts to learn fractions. The article talks about whether these tools or methods are helpful to students who are beginning to learn fractions. Watanabe comments that number lines are often used in primary grades. The article mentions that children should understand fractions as numbers before going

Using the Renaissance Learning Software: Math Facts in a Flash. Students spent 10 minutes-a-day practicing multiplication facts from 1-10. The software program first tests students’ knowledge of multiplication facts in on a baseline test. The facts are grouped in two facts per level. (1,2 – 3,4 – 5,6 – 7,8 – 9,10 – 11,12). Students then practice a variety of facts on that level including facts that were missed in the baseline test. In the practice portion of the software, students are given instant feedback on problems if they are correct it moves on, while when they answer incorrectly it provides them the correct answer. When the student is ready to test again they are given a timed test. They must correctly answer 40 facts in 2 minutes to advance to the next

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.

Teaching students effectively in areas of multiplicative thinking, fractions and decimals requires teachers to have a true understanding of the concepts and best ways to develop students understanding. It is also vital that teachers understand the importance of conceptual understanding and the success this often provides for many students opposed to just being taught the procedures (Reys et al., ch. 12.1). It will be further looked at the important factors to remember when developing a solid conceptual understanding and connection to multiplicative thinking, fractions and decimals.

In simple fractions, they could likely be expressed as a circle or some other shape split into