Fractions

Aligned with CCSS A fun, yummy way to introduce fractions http://www.teacherspayteachers.com/store/susanpowers-2210   MAKING FRACTIONS FUN! ©Susan Powers Created by   Fractions with Chocolate Bars and Colorful Sweets. CCSS: Number and OperationsFractions. 3.NF.1 Funnest Teacher Award! to  effectively  introduce  the  idea  of   fractions  to  students. Objective--- Children  will  be  able  to  use  the  academic  

Basic Concepts on Fraction Fraction – is defined as a part of a whole. In some other books, it is defined as a number written in the form ab , where “a” and “b” are numbers and “b” is not equal to zero. Basic Parts of a Fraction * Numerator – the number above tells how many parts are taken. * Denominator – the number below tells how many equal parts the whole is divided. * Fraction bar – line that separates the two numbers. It also indicates division. There are several kinds

knowledge of fractions is expected to grow, just like in third grade, to a higher level. After reading over this section I’m starting to see a pattern happening. This pattern is that each grade level begins to get harder and have more information for the students to learn. In fourth grade students expand their knowledge on equivalent fractions, comparing fractions, relating fractions and mixed numbers, adding and subtracting fractions with the same denominator, multiplying fractions by whole numbers

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

struggles with fractions along with partitioning wholes into equal areas in the first grade. By the end of first grade students should be able to partion shapes into smaller shapes. The book tells of different ways to help first grade students too understand and accomplish these struggles. The first couple pages of the book open up with discussing students as a whole, and how they struggle with fractions. The book states that one of the main reason students struggle so much with fractions is because

Ellyce Uy 44755122 MATH335 201 *300+ words Fractions This section was about meaning of fractions, an understanding of wholes, the importance of teaching fractions along with division, multiplying and dividing fractions, the difference between the common denominator and the least common denominator, and how mixed numbers are added, subtracted, multiplied and divided. For me, this section involved the most pausing, thinking and analyzing. Below I highlight several new ideas I learned, relearned

“Representations in Teaching and Learning Fractions,” explains the concept of teaching and learning fractions using representations. One of the Common Core Concepts that is supported in this article is CCSS.Math.Content.3.NF.A.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram (Grade 3). Watanabe talks about using linear model to represent fractions. The article discuss about how number lines do not help children comprehend fraction as numbers but only makes sense

Activity 1: Comparing Fractions (October 12, 2016) The learning objective of the lesson Comparing Fractions was to demonstrate to students that fractions are everywhere we go and the importance of being able to identify fractions with greater or less value when comparing fractions. Engage During this activity students were very engaged, they created their own figures using the pattern blocks. Below there are some of the examples of the figures that students come up with (see fig.1&2). After

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

grade, learning equivalence in fractions with unlike denominators is something that they can look forward to...or not look forward to. It can be a very tough lesson and something that is hard for the children to understand. They need to have a simple understanding of fractions already. They need to know what they are and how they add up together. Meaning that they need to understand that fractions are a part of a whole...a fraction of something, and that if the fractions are equal they can add up to