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Fractions

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Teacher: How much is half of 8? Pupil: Up and down or across? Teacher: What do you mean? Pupil: Well, up and down makes a 3 or across the middle leaves a 0
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Fractions
Experts say that students are not given enough concrete real world or supportive instructional experiences in fractions. They also feel students should receive combined instruction in fractions, decimals, and percentages. The use of concrete models, manipulatives, and computer activities could do a lot to heighten both student enthusiasm and understanding. If a student understands the beginning concepts it its easier to move on to more advanced topics.

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10 Key Concepts for Teaching Fractions

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The size of the fractional amount depends on the size of the whole. When working with fractions, the whole needs to be clearly identified. When adding fractions, the units need to be the same because the answer can only have one denominator. The key to proportional thinking is being able to see combinations of factors within numbers. A fraction can represent more than one whole.

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10 Key Concepts for Teaching Fractions

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The denominator tells the number of equal parts into which a whole is divided. The numerator specifies the number of these parts being counted. Division is the opposite of multiplication. The relationship between multiplication and division can be used to help simplify the solution to problems involving the division of fractions. Equivalent fractions have the same value. The more pieces a whole is divided into, the smaller each piece will be.

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Stage 5
Stage 5: At the Early Additive stage, students have begun to recognise that numbers are abstract units that can be treated simultaneously as wholes or can be partitioned and recombined. This is called part-whole thinking. Carla has sixteen biscuits and eats one quarter of them. How many does she eat?

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Stage 6
Stage 6: Students at the Advanced Additive stage are learning to choose appropriately from a repertoire of part-whole strategies. They see numbers as whole units in themselves but also understand that nested within these units is a range The 57 students from of possibilities for subdivision and Kapai school are going recombining. on a trip. Two thirds of the students can fit in a bus and the rest are going by car. How many are going on the bus?

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Level 1: http://www.nzmaths.co.nz/level-1-problems?parent_node=
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Level 2: 8/29/12 http://www.nzmaths.co.nz/level-2-problems?parent_node=

Level 3: http://www.nzmaths.co.nz/level-3-problems
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http://e-ako.nzmaths.co.nz/
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Fractions on Digistore

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