Edma310 Mathematics Learning and Teaching 2 At2 - Insights From Research For Classroom Planning

Tanya Valencic S00122203
EDMA310: Assessment task 2- insights from research for classroom planning

EDMA310 Assessment task 2:
CONTENTS

SECTION 1
Research Paper:
Introduction
Literature review
Critique of Curriculum
Conclusion
References

SECTION 2
Unit Planner:
Unit Overview
Unit of work
References
Appendix



Introduction:
Fractions play a central role in mathematics learning. They are theoretically
important because they require a deeper understanding of numbers than that typically
gained from experience with whole numbers (Siegler, Fazio, Bailey, & Zhou, 2013,
p.13). Once fully understood fractions enable advances in students future mathematical
achievement (Bailey, Hoard, Nugent, & Geary, 2012, p.454). Fractions relate to other
content areas, such as algebra, and are important for students later on in life (Fuchs,
Schumacher, Long, Namkung, Hamlett, Cirino, Jordan, Siegler, Gersten, & Changas,
2013, p.683). This research paper explores what students need to learn, what
misconceptions they tend to have and the best way for teachers to approach these
issues.

Literature review:
Students need to understand is the role of the numerator and denominator in
relation to each other (Chinnappan, 2005, p.242). Students must understand that when
looking at fractions they are looking at equal parts of a whole (Chinnappan, 2005,
p.242). The number of parts identified is the denominator and tells us the amount of
equal parts represented, and the number of parts selected is the numerator
(Chinnappan, 2005, p.242). Students need to be able to combine both of these
understandings to be able to correctly identify and understand fractions (Chinnappan,
2005, p.242).
It isnt enough for students to simply identify the numerator and denominator,
they also need to be able to use fractional language to show their understanding (Pearn,
2003, p.404). Van de Walle, Karp and Bay-Williams (2010) believes this fractional
language helps students develop further understanding of the numerator and
EDMA310 assessment task 2:
Gaining insights from research for classroom planning
RESEARCH PAPER
FOCUS AREA 2.1:
This literature
review
demonstrates my
knowledge and
understanding of
the concepts,
substance and
structure of the
content and
teaching strategies
of the teaching
area of fractions.


denominator (p.294). Kieren (as cited in Pearn, 2003) also suggests that students need
to develop proper fractional language before formal work with fractions begins (p.404).
Fractions have always represented a considerable challenge for students (Van
de Walle et al., 2010, p.286). One of those challenges includes students using prior
generalisations of whole numbers and applying these to fractions (Streefland, as cited in
Clarke & Roche, 2009, p.128). A common misconception that students tend to hold is
that multiplication produces larger numbers and division produces smaller ones,
although this is true with whole numbers, the same generalisation cannot be said for
fractions (Clarke, Roche, & Mitchell, 2008, p.374). Learning fractions requires a
reorganization of numerical knowledge, one that allows a deeper understanding of
numbers than is ordinarily gained through experience with whole numbers (Siegler et
al., 2013, p.13). It is because of this teachers need to be able to help students see how
fractions are like and different from whole numbers (Van de Walle, et al., 2010, p. 287).
Another problematic area that students generally face when learning about
fractions is dealing with part-whole representations (Chinnappan, 2005, p.241). Siegler
et al. (2013) believes this is because students are not exposed to varying fractional
constructs (p.14). Behr and Post (as cited in Pearn, 2003) believe students who are
exposed to fractions across all five constructs (part-whole, measurement, division,
operator and ratio) are able to build their understanding of rational numbers (p.404).
Fractions are difficult to teach and to learn, but they should not be viewed as a
lost cause (Clarke et al., 2008, p.373). It is important to identify and understand
students misconceptions so you are then able to address these issues presented (Wong,
2010, p.673). Kilpatrick, Swafford and Findell, (as cited in Clarke et al.,2008) point out
that many students are confused when faced with the different constructs, models and
coding conventions that are involved with fractions (p.373). Van de Walle et al (2010)
suggests that teachers should ensure that students are able to view and represent
fractions in all three models (set, area and length models) to offer students different
opportunities to learn (p.288).
Another important teaching practice includes getting students to have
experiences with estimating through the use of benchmarking, which according to
Clarke and Roche (as cited in Sexton, Brown, & Downton, 2010) allows students to
FOCUS AREA 2.5:
This section lists
some of the
numeracy strategies
that can be used
when teaching
fractions.


compare two fractions (p.3). This thinking strategy helps students to develop a relational
understanding of fractions (Reys, Ok-Keyong, & Bay, as cited in Sexton et al., 2010, p.3).
Many students are unable to construct or identify equivalent fractions (Bana,
Farrell, & McIntosh; Pearn; Siemon, Virgona, & Corneille, as cited in Wong, 2010, p.673).
Larson (as cited in Kamii & Clark, 1995) explains that many students dont understand
that a fraction represents a number that can be named in numerous ways (p.367). Kamii
and Clark (1995) suggest teachers shun traditional instruction and teach proper
fractions, improper fractions and mixed numbers at the same time to allow students to
think about parts and wholes at the same time, leading to an understanding of
equivalence (p.375).

Critique of the Curriculum:
As stated by the Victorian Curriculum and Assessment Authority (2013), students
are first introduced to fractions in level 1 (VCAA, 2013). Clarke (2006) believes that event
though there is extensive research about how students learn fractions, our curriculum
documents fail to reflect or take this literature into account (p.6). According to Siegler,
et al (2013) at age four, children show symbolic fractional knowledge when given
representations of half (p.15). However, this is concept is not explored in the Australian
curriculum until level 1 (VCAA, 2013). Van de Walle et al (2010) explains that
understanding equivalent fractions is critical (p. 286). However, this understanding is
not explored in the Australian curriculum until level 4 (VCAA, 2013). Clarke and Roche
(2010) have noted that many teachers find our current curriculum documentation
overwhelming and that as a result of trying to get through it all many mathematical
topics are only being taught from a surface level (p.19). Students need to be given time
to understand what fractions are about (rather than moving quickly to computation)
and that the ultimate goal should be to develop students who can reason
proportionally (Clarke, et al., 2008, p.374). In regards to fractions this tends to mean
that teachers will focus their attention on the four operations with decimals and
fractions, leaving students with little or no knowledge of more important foundational
notions including fractions as division, operator and measure (Clarke & Roche, 2010,
p.19).


Conclusion:
This paper clearly identifies the teaching and learning of fractions as detrimental
in the primary school curriculum. It explores the teaching and learning difficulties
teachers and students face throughout the content knowledge involved with fractions.
Research highlights the importance of students understanding the numerator and
denominator through the use of fractional language and the difficulties that arise when
whole-number concepts are applied to fractions. It states the importance of teachers
exposing the students to multiple representations and models of fractions, and the
importance of students estimating fractions through the use of benchmarking. This
research also explores how teachers need to shy away from traditional teaching
instruction to provide students with an understanding of equivalent fractions. This
research tells us that it takes time for students to understand these concepts and that
they cant be rushed through. However, many teachers and education professionals
believe our curriculum to be crowded, meaning these key concepts may never truly be
understood by students.

[Word count 1157]



References

Bailey, D. H., Hoard, M. K., Nugent, L., & Geary, D. C. (2012). Competence with fractions
predicts gains in mathematics achievement. Journal of Experimental Child
Psychology, 113(3), 447-445. Retrieved from
http://dx.doi.org/10.1016/j.jecp.2012.06.004

Clarke, D. M. (2006). Fractions as division: the forgotten notion? APMC, 11(3), 4-10.
Retrieved from
http://www.acu.edu.au/__data/assets/pdf_file/0007/374029/apmc11-3-
Clarke_Fractions_as_division.pdf

Clarke, D. M., Roche, A., & Mitchell, A. (2008). Ten practical tips for making fractions
come alive and make sense. Mathematics Teaching in the Middle School, 13(7),
373-380. Retrieved from
http://www.acu.edu.au/__data/assets/pdf_file/0019/374032/MTMS_Clarke_Ro
che_and_Mitchell_Ten_practical_tips_for_making_fractions_come_alive.pdf

Clarke, D. M., & Roche, A. (2009). Students fraction comparison strategies as a window
into robust understanding and possible pointers for instruction. Educational
Studies in Mathematics, 72(1), 127-138. Doi:10.1007/s10649-009-9198-9

Clarke, D. & Roche, A. (2010). The power of a single game to address a range of
important ideas in fraction learning. Australian Primary Mathematics Classroom,
15(3), 18-24. Retrieved from
http://search.informit.com.au.ezproxy2.acu.edu.au/fullText;dn=183645;res=AEI
PT
Chinnappan, M. (2005). Children's mappings of part-whole construct of fractions. Paper
presented at the 28th annual conference of the Mathematics Education
Research Group of Australasia'. Retrieved from
http://www.merga.net.au/documents/RP232005.pdf


Fuchs, L.S., Schumacher, R. F., Long, J., Namkung, J., Hamlett, C. L., Cirino, P. T., Jordan,
N. C., Siegler, R., Gersten, R., and Changas, P. (2013). Improving At-Risk Learners
Understanding of Fractions. Journal of Educational Psychology, 105(3), 683700.
Doi: 10.1037/a0032446

Kamii, C., & Clark, F. B. (1995). Equivalent Fractions: Their Difficulty and Educational
Implications. Journal of Mathematical behavior, 14(December 1995), 365-378.
Retrieved from http://dx.doi.org/10.1016/0732-3123(95)90035-7

Pearn, C. (2003). Fractions: using the measurement model to develop understanding.
Paper presented at the proceedings of the Nineteenth Biennial Conference of
the Australian Association of Mathematics Teachers, University of Queensland.
Retrieved from
http://trove.nla.gov.au/work/153095877?q&versionId=166849037
Sexton, M., Brown, J., & Downton, A. (2010). Understanding Fractions. Prime Number,
25(4), 3-7. Retrieved from
http://search.informit.com.au.ezproxy2.acu.edu.au/fullText;dn=4159447990108
19;res=IELHSS

Siegler, R. S., Fazio, L. K., Bailey, D. H., & Zhou, X. (2013). Fractions: the new frontier for
theories of numerical development. Trends in Cognitive Sciences, 17(1), 13-19.
Retrieved from http://dx.doi.org/10.1016/j.tics.2012.11.004

Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M (2010). Elementary and middle school
mathematics: Teaching Developmentally. (7th ed.). Boston: Pearson.

Victorian Curriculum and Assessment Authority. (2013). Mathematics- curriculum.
Retrieved from http://ausvels.vcaa.vic.edu.au/Mathematics/Curriculum/F-
10#level=4



EDMA310 assessment task 2:
Gaining insights from research for classroom planning
MATHEMATICS UNIT PLANNER

Unit Overview:
Unit title Fraction FUN-damentals
Content maths area Number and Algebra: Fractions and decimals
Grade/year level Year 4
Learning Focus:

Fraction FUN-damentals allows for teaching the fundamentals of
fractions, through the teaching and learning of equivalence.

Rationale:
I decided to focus on equivalence because many students are unable to construct or
identify equivalent fractions (Bana, Farrell, & McIntosh, Pearn, Siemon, Virgona, & Corneille, as
cited in Wong, 2010, p.673). Equivalence as it is a critical understanding required for the learning
of fractions (Van de Walle, Karp, & Bay-Williams, 2010, p.286).
Assumed prior knowledge of students:
It is assumed that students would have arrived with the knowledge required for
understanding fractions at level 3 standards. It is assumed that students should be able to
model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a
complete whole (ACMNA058) (Victorian Curriculum and Assessment Authority, 2013). Students
have been exposed to the numerous fraction models in prior lessons.
Grouping strategies to support learning:
Grouping isnt specified within most lessons to enable teachers to tailor to their
classroom. However, studies have found that its possible for all students to learn effectively in a
mixed-ability classroom setting (Linchevski & Kutscher, 1998, p.551). In every lesson students
were brought together to reflect upon the task, meaning all students shared a common
experience in varying levels of difficulties allowing them to discuss and reflect with one another
(Ferguson, 2009, p.35).
FOCUS AREA 2.3:
This assumed prior
knowledge of
students sections
shows how I have
used curriculum
knowledge to gain an
understanding of
prior knowledge
before designing
learning sequences
and lesson plans.


Overview of assessment:
Students in this unit are assessed on their ability to:
Identify equivalent fractions.
Create equivalent fractions using manipulatives.
Communicate in writing an understanding of equivalent fractions.
Use fractional language.
Create equivalent fractions using multiple models.
Mode of assessment:
Work samples/worksheets- summative (session 1, 2, 3 & 4)
Students written reflections- summative (session 2 & 4)
Observation- formative (session 1)



References:
Clarke, D. M., & Roche, A. (2009). Students fraction comparison strategies as a window into
robust understanding and possible pointers for instruction. Educational Studies in
Mathematics, 72(1), 127-138. Doi:10.1007/s10649-009-9198-9

Clarke, D. & Roche, A. (2010). The power of a single game to address a range of important ideas
in fraction learning. Australian Primary Mathematics Classroom, 15(3), 18-24; 2010.
Retrieved from
http://search.informit.com.au.ezproxy2.acu.edu.au/fullText;dn=183645;res=AEIPT

Ferguson, S. (2009). Same Task, Different Paths: Catering for Student Diversity in the
Mathematics Classroom. Australian Primary Mathematics Classroom, 14(2), 32-36.
Retrieved from

Jigyel, K., & Afamasaga-Fuata'i, K. (2007). Students' conceptions of models of fractions and
equivalence. Australian Mathematics Teacher, 63(4), 17-25. Retrieved from

Kamii, C., & Clark, F. B. (1995). Equivalent Fractions: Their Difficulty and Educational
Implications. Journal of Mathematical behavior, 14(December 1995), 365-378. Retrieved
from http://dx.doi.org/10.1016/0732-3123(95)90035-7

Lenard, M. (2009). Lesson 10- Fraction Bingo. Retrieved from
http://betterlesson.com/lesson/1146/lesson-10-fraction-bingo



Linchevski, L., & Kutscher, B. (1998). Tell Me With Whom Youre Learning, and Ill Tell You How
Much Youre Learned: Mixed-Ability Versus Same-Ability Grouping in Mathematics.
Journal for Research in Mathematics Education, 29(5), 533-554. Retrieved from
http://academic.sun.ac.za/mathed/174/Tap.pdf

Oxford University Press. (2013). Oxford Dictionaries. Retrieved from
http://oxforddictionaries.com/

Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M (2010). Elementary and middle school
mathematics: Teaching Developmentally. (7th ed.). Boston: Pearson.

Victorian Curriculum and Assessment Authority. (2013). Mathematics- curriculum. Retrieved
from http://ausvels.vcaa.vic.edu.au/Mathematics/Curriculum/F-10#level=4

Watanabe, T. (2002). Representations in teaching and learning fractions. Teaching Children
Mathematics, 8(8), 457-463). Retrieved from Retrieved from
http://search.proquest.com/docview/214134551?accountid=8194

Wong, M. (2010). Equivalent fractions: developing a pathway of students' acquisition of
knowledge and understanding. Paper presented at the thirty-third annual conference of
the Mathematics Education Research Group of Australasia'. Retrieved from
http://www.merga.net.au/documents/MERGA33_Wong.pdf



Unit of work:
MATHEMATICS UNIT PLANNER
Topic: Fraction FUN-damentals
Year Level: 4 Term: 2 Week: 6 Date: 02/10/13
Key mathematical understandings:
A fraction represents a number that
can be named in numerous ways.
Equivalent fractions can be
constructed from manipulatives or
represented in numerous ways.
Key AusVELS Focus / Standard:
Content strand(s): Number and Algebra
Sub-strand(s): Fractions and Decimals

Level descriptions:
Investigate equivalent fractions used in contexts (ACMNA077)
Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number
line (ACMNA078)
Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions
and decimal notation (ACMNA079) (VCAA, 2013).

Proficiency strand(s): Understanding
Understanding includes making connections between representations of numbers, partitioning and combining numbers
flexibly, extending place value to decimals, using appropriate language to communicate times, and describing properties
of symmetrical shapes (VCAA, 2013).
Possible misconceptions:
Whole number thinking- students using
prior generalisations of whole numbers
and applying these to fractions
(Streefland, as cited in Clarke & Roche,
2009, p.128).
Students thinking of the numerator and
denominator as two unrelated whole
numbers (Jigyel, & Afamasaga-Fuata'i,
2007, p.24).
Key skills to develop and practise:
Identify equivalent fractions.
Create equivalent fractions using
manipulatives.
Communicate in writing an understanding of
equivalent fractions.
Use fractional language.
Create equivalent fractions using multiple
models.
Key equipment / resources:
Interactive Whiteboard (IWB)
Paper strips (A4 paper cut up into strips)
Colour in fractions worksheet (appendix 1)
Dice in two different colours- 6 sided
Coloured pencils/textas
Think board (appendix 2)
Fraction Bingo card (appendix 3)
FOCUS AREA 2.3:
This section of the
unit planner shows
that I have used
curriculum,
assessment and
reporting
knowledge to
design learning
sequences.


Key probing questions:
Is the same part of the whole shaded?
Can the fraction be said in a different way?
Is your fraction equivalent to another?
What other fractions represents?
Are they representing the same fraction?
How?
Links to other contexts:

Key vocabulary:
Numerator/Denominator
Proper/improper
Whole (instead of always using one)
Equivalent
Equal parts
Naming of fractions: Thirds, fourths, fifths.
comparison vocabulary: more than, less than, equal to, the
same as
(see appendix 4 for definitions)
L
e
a
r
n
i
n
g

s
t
r
a
t
e
g
i
e
s
/

s
k
i
l
l
s

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

MATHEMATICAL
FOCUS

TUNING IN
(WHOLE CLASS FOCUS)
INVESTIGATIONS SESSION
(INDEPENDENT LEARNING)
REFLECTION & MAKING
CONNECTIONS SESSION
(WHOLE CLASS FOCUS)
ADAPTATIONS

- Enabling prompt
- Extending prompt

ASSESSMENT
STRATEGIES

Session 1
Identify
equivalent
fractions.
Create
equivalent
fractions using
manipulatives.

Get students to fold
paper strips in half and
label them 1/2, 2/2. Fold
paper strips into thirds
and label them 1/3, 2/3,
3/3. Ask students to
continue this process for
halves, thirds, fourths,
sixths, eights and
twelfths. Briefly talk
about equal parts.
Students are to:
make as many equivalent
fractions using the
fraction 2/3 and then 3/4.
record and draw their
findings in their books.

Discuss as a class the
numerous equivalent
fractions of 2/3 and 3/4.
What other fractions
could you find?
See if students can make
generalisations
What if we had made
fraction strips up to the
hundredths? Would we
ENABLING PROMPT
What can you match up
with what you have already
coloured?
If you shaded that part
does that mean the same
part of the whole is still
shaded?

EXTENDING PROMPT
Assess students work
samples to see
whether they have
identified the correct
equivalent fractions
and created these
using paper strips.
Observe students
discussions to see
whether they have
made any
FOCUS AREA 2.2:
This unit planner
displays my ability
in organising
content into an
effective learning
and teaching
sequence.


Get students to shade
2/3.
Ask thinking questions:
What other fraction
strips represent 2/3?
Is the same part of
the whole shaded in
both strips?
have more equivalent
fractions? What do you
think they would be?
Why?
Students can find other
equivalent fractions by
looking at the paper strips
and record.

generalisations.
Session 2
Identify
equivalent
fractions.
Communicate
in writing an
understanding
of equivalent
fractions using
fractional
language.

Ideas in this
session taken
from Clarke and
Roche (2010).
Have large version of
fraction wall (top half of
colour in fractions
worksheet- appendix 1)
on whiteboard.
Explain game-
Roll dice to create a
fraction (blue dice
represents the
numerator and red
represents the
denominator). In turns,
roll and shade the
fraction rolled or an
equivalent fraction. If
you cannot shade a
fraction, you miss your
turn. First to shade their
whole wall wins
Demonstrate colour in
fractions game using
Students are split into pairs
and each given a colour in
fractions worksheet.

Students are to:
Play the game using
different pencil/textas
colours to shade the
required section after
each roll.
Students to reflect in their
books, explaining what parts
of the fraction wall they
shaded in to begin with and if
they were to play again, what
they would change (example-
shading the larger sections
first or last, etc.).
ENABLING PROMPT
Students can use fraction
strips from previous lesson
to visually see equivalent
fractions.

EXTENDING PROMPT
Students can only shade an
equivalent fraction, not
fraction rolled.

Assess students
worksheets to see
whether they have
identified equivalent
fractions. Look at
reflection in book to
see whether
fractional language
and an
understanding of
equivalence is
shown.


1/4.
If I rolled 1/4 what
could I shade?
What if I rolled it
again?and
again?...
Session 3
Create
equivalent
fractions using
multiple
models.

Revisit fraction models-
set, area and length
models.
(see appendix 5 for
examples)

In each of these
models is the same
part of the whole
shaded? Explain.
Are they
representing the
same fractions?
How?
Teacher is to give each
student a fraction
(varying on their ability).
Students are to:
Represent the fraction
given in each section of
the think board.
In each section they must
represent the fraction
ONLY using an equivalent
fraction.
Show and share.
Select a few students (mixed-
ability) to show and share
their think board and explain
their thinking.
ENABLING PROMPT
Students will receive an
easier fraction for the
lesson

EXTENDING PROMPT
Students will be given a
harder fraction (perhaps an
improper fraction) for the
lesson and asked to
represent the fraction at
least two different ways in
each section.

Assess students think
board and observe
whether students
are able to create
equivalent fractions
using multiple
models.


Session 4
Identify
equivalent
fractions.
Communicate
in writing an
understanding
of equivalent
fractions.

Ideas in this
session adapted
from Lenard,
(2009).

Teacher places 15
different fractions on the
IWB.
Students to choose 9
fractions and write them
on their Fraction Bingo
worksheet. Students
broken up into mixed
ability pairs.

Teacher calls out different
fractions.
Students colour in either the
fraction called out, or an
equivalent fraction.
Pair with 5 in a row coloured
in first wins.
Can your fraction be said
a different way?
Is your fraction equivalent
to another?
Students record their
strategies of finding the
equivalent fraction.
Students write down
reflections in their books.
Questions they are to answer
include:
What did you like?
What did you find
difficult?
What did/didnt you
understand?
What do you think you
need more work on?
Discuss as a class.
ENABLING PROMPT
Give students fraction wall,
so they can visually see the
equivalence between the
fractions.
Can gain help from partner.

EXTENDING PROMPT
Students required to show
at least 4 different
Assess students
worksheets and
reflections to
understand what
students
struggled/excelled
with and what needs
more attention with
understanding



Appendix 1:
Colour in fractions worksheet- used in session 2
Worksheet adapted from Clarke & Roche (2010).
Colour in Fractions Activity sheet
name_______________________ .



Appendix 2:
Think board- used in session3



Appendix 3:
Fraction Bingo worksheet- used in session 4. Worksheet adapted from Lenard (2009).

Fraction Bingo Worksheet
name_________________________

Fraction called out Fraction shaded/other equivalent fractions



Appendix 4:
Definitions of key vocabulary- used throughout unit of work
Numerator- the number above the line in a vulgar fraction showing how many of the parts
indicated by the denominator are taken, for example, 2 in 2/3 (Oxford University Press *OUP+,
2013).
Denominator- the number below the line in a vulgar fraction; a divisor For example, a figure
representing the total population in terms of which statistical values are oppressed (OUP,
2013).
Proper- denoting a subset or subgroup that does not constitute the entire set or group,
especially one that has more than one element (OUP, 2013).
Improper- not in accordance with accepted standards (OUP, 2013).
Whole- instead of always using the number one (OUP, 2013).
Equivalent- equal in value, amount, function, meaning (OUP, 2013).
Equal parts-
o Equal- being the same in quantity, size, degree or value (OUP, 2013).
o Parts- an amount or section which, when combined with others, makes up the whole
of something (OUP, 2013).
Naming of fractions- These could include thirds, fourths, fifths.
Comparison vocabulary- which could include more than, less than, equal to, the same as

Appendix 5:
Examples of LENGTH, AREA and SET (or discrete) models- used in session 3
These examples are to be drawn on whiteboard, might use different fractions for different examples
instead of the same as shown here.
Examples taken from Watanabe (2002, p.458).

Edma310 Mathematics Learning and Teaching 2 At2 - Insights From Research For Classroom Planning

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EDMA310: Assessment task 2- insights from research for classroom planning

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