Math

4010 HW #12 Reflection 1. This problem was on the 1982 NAEP (National Assessment of Educational Progress). Approximately equal numbers of 13-year-olds taking the test chose each of the four answers. Of the 17-year-olds, only 37% got the correct answer. 12 7 Estimate the answer: + 13 8 a. 1 b. 2 c. 19 d. 21 Answer the following multiple choice question yourself first. 12 1 13 o 1 + 1 = 2 7 1 8 Describe what might have been the students thinking in each one of the answers given as choices above. a. 1 It seems the student first added the numerators and denominators without obtaining a common denominator. 12 7 19 19 + = 1 13 8 21 21 b. 2 This is the accurate answer, the student first estimated each individual fraction, knowing that 12 of 13 is about 1 whole and 7 of 8 parts is also about 1, thus 1 + 1 = 2 12 1 13 1 + 1 = 2 7 1 8 c. 19 This student seemed to just add the numerators to find the estimation of the fractions. 12 7 + 12 + 7 = 18 13 8 d. 21 This student mostly likely obtained this answer by merely adding the denominators. 12 7 + 13 + 8 = 21 13 8

What does this show about their concept of adding fractions? a. 1 This student may not be aware that in order to add fractions of different denominators, you must first find a common denominator, preferably the least common denominator. Then after they have like denominators they can be added. However, it is equally important that the student is also knowledgeable of how to add fractions with common denominators and what exactly meansThe student should know that you do not add the denominators, rather only the numerators, which gives to total number of equal parts in terms of the denominators. (e.g., 187 104ths) 12 8 96 = 13 8 104 7 13 91 = 8 13 104 96 91 187 + = 104 104 104 This student seems to have the greatest understanding of estimation. They first added the (2) unlike fractions, by adding both the numerators together and the denominators together --- then from there they 19 obtained 1 (Which would be true, for estimating this particular 21 fraction) b. 2 This student seems to have sufficient understanding, however I cannot entirely determine that since, the question is in regards to estimation. They simply came about the accurate answer. So I dont really know much about if they know how to add fractions of unlike denominators. But it does seem that they grasp estimation of fractions, it still doesnt tell me if she/he knew that if they were merely adding the fractions they would need to find a common denominator then add the numerators while leaving the denominator the same. c. 19 This student may not understand that the denominators need to be the same, possibly because the student assumed or did not notice that the denominators were not the same, or maybe due to lack of experience with adding fractions of unlike denominators the student may not have had explicitly learned that the denominators must be the same Exposure may have only been adding fractions with like denominators 3 2 5 (i.e., + = ) 8 8 8 Overall it seems that the student has some understanding, knowing you must add the numerators when adding fractions with like denominators,

d. 21

however, they just didnt not notice that the denominators in this case were not the same, therefore the expression cannot merely be solved by adding the numerators alone. Overall it seems that the student has some understanding, knowing you must add the numerators when adding fractions with like denominators, however, they just didnt not notice that the denominators in this case were not the same, therefore the expression cannot merely be solved by adding the numerators alone. This student seems to have a relatively similar misunderstanding as the student in (c), however they are adding the unlike denominators, which might suggest they have somewhat lesser understanding of fractions then the student who added the numerators, still nonetheless, it is impossible to tell based on just this information. This student may have remembered something about having to add either the numerator or denominator, but couldnt quite remember. It may also be possible that that the student knew something had to happen to the denominator, so by adding that may have been their attempt to find a common denominator. On the other hand it may also be that the student truthfully has no idea how to add fractions in general. It may be that the student became confused when they were asked to estimate so his/hers gap in knowledge may be estimating fractions.

How would you correct the mistaken answers? (NOTE**I would review with ALL students how to estimate and to add fractions with unlike and like denominators, since I cannot be sure as to identify where the gaps in misunderstanding are located or where they occur AND I would be sure to stress to ALL students that estimation does not mean to first solve the expression then to estimate, but rather to estimate then solve) a. 1 To support this student I would review estimation. Explicitly informing the student that they should estimate FIRST then he/she can perform the requested operation (in this case, addition). The student most likely attempted to add the fractions, and then he/she estimated, which even if he/she had added correctly it defeats the purpose of estimation. It should also be noted that estimation can be done many ways, and maybe the most correct or desired answer to the question is 2, there are other multiple answers that could be possible, aside of 2 (still I dont think by any means of estimation would you come to any of the other answers provide (e.g., 1, 19, 21)). b. 2 This is why I would review with ALL students how to estimate and to add fractions with unlike and like denominators, because I do not really know if this student knows exactly how or why they came to this particular

c. 19

correct answer. Additional practice and exposure can always be a good thing, as to reinforce skills and ensure utmost understanding. I would review specifically with this student that in order to add (2) fractions with unlike denominators, you must obtain a common denominator before adding. It would seem at this point (with additional practice) the student should be sufficiently redirected on the right track, since they seem to show understanding of adding the numerators, but I would be sure they understand that you add the numerators and the denominator remains the same. I would support this student to success by reviewing entirely how to add fractions and how to estimate fractions. I would be cautious being sure to emphasize the difference between adding fractions and estimating fractions, ensuring the know that when estimating you should FIRST estimate the fractions THEN add the estimations and you do not need a common denominator, however when simply adding (2) fractions with unlike denominators, you must have a common denominator, then you can add the fractions appropriately.

d. 21

2. Consider each of the statements below from real classrooms. Decide if the statement is correct. If it is, explain why. If it is wrong, give a counter example, and then, modify the statement so that it is correct. (Dont just negate statement when correcting it.) a. The bigger the denominator, the smaller the fraction. (FALSE) This is not necessarily true especially if you are only taking into consideration the denominator and not the numerator 3 1 < (Counter example: This is NOT a true statement) 8 7 Although the denominator 8 is clearly greater than the denominator 7, the numerators must be a matter of attention. By finding a common denominator for the counter example we can more 3 1 clearly see that > 8 7 3 7 21 = 8 7 56 8 1 8 = 7 8 56 ** Numerators are different 1 1 < (This is TRUE, lets see why) 8 7

b. When you multiply two numbers together, you always get a bigger number. (FALSE) This is also not necessarily true. 5 6 = 30 (These are true) 1 2 = 2 1 3 3 What if we have fractions = (Counter example) 2 4 8 3 1 < 8 2 3 3 < 8 4 MODIFICATION: When you multiply two numbers together, you always get a smaller number; if and only if the numbers are proper fractions.(where the numerator is smaller than the denominator) c. When you divide, you always get a smaller number. (FALSE) 5 2 5 3 15 1 = =1 6 3 6 2 12 4 1 5 1 > 4 6 1 2 1 > 4 3 MODIFICATION: When you divide you always get a smaller number; if and only if BOTH the dividend and the divisor are whole numbers Dividend cannot be 1

1 7 7 = 8 7 56 1 8 8 = 7 8 56 ** Numerators are the same MODIFCATION: The bigger the denominator, the smaller the fraction; if and only if the numerators are the same