DEVELOPING STRATEGIES FOR FRACTION

COMPUTATION

Destanee Cruz
BIG IDEAS
◦ 1. The meanings of each operation on fractions are the same as the meanings for the operations
in whole numbers.
◦ For addition and subtraction, the numerator tells the number of parts and the denominator
the type of part. It is the parts that are added or subtracted.
◦ Multiplicatin
◦ Division

2. ESTIMATION
◦ Estimation in fraction computation is tied almost entirely to concepts of the operations and
relative sixes of fractions. A computation algorithm is not requiredfr making estimates.
Estimates should be an integral part of computation development to keep students attention
on the meanings of the operations and the expected sixes of the results.
Conceptual development takes
time!
◦It is important to give students ample
opportunity to develop fraction number
sense prior to and during introduction
about common denominators.
A problem-based number sense
approach
1. Connect the meaning of fraction computation with whole number computation. The
concepts of each operation are the same, and benefits Can be had by connecting
to whole number operations, explicitly discussing what is similar and what is different.
2. Let estimation and informal methods play a big role in the development of strategies.
For example, should 2 ½ ¼ be more or less than 1? More or less than 2? ESTIMATION
keeps the focus on the meanings of the numbers and the operations, encourages
reflective thinking, and helps build informal number sense with fractions.
3. Explore each of the operations using models. Use a variety of models. Have students
defend their solutions using models.
Computational estimation activity!
◦Addition and subtraction
The development of fraction number
sense should most certainly include
estimation of fraction sums and differences
even before computational strategies are
introduced.
ESTIMATION ACTIVITY
◦ Students will estimate
the sum or difference of
two fractions.
◦ Decide only if the exact
answer is more or less
than 1.
Estimate answer!

1/8 + 4/5
Estimate answer

3/5 + 3/4 +1/8

Estimate answer

11/12 – 3/4
How Can you estimage
multiplication and division of
fractions?

◦ For example 3 2/3 X 2 ¼ . Using the estimation technique of

rounding one factor up and the other down, this product might
be estimated as 4 x 2.
That simple estimation may be all that is required in a real setting.
It is also good enough to help students know if their calculated
answer is in the right ballpark.
Addition and subtraction invented
strategies.
◦ Invented strategies are critical for the developing and
understanding of fractions, as they tend to use a
students number sense.

Use two invented strategies to work out the following

word problem…
Mark bought 4 ¼ pounds of candy
for his mom. The candy looked so
good that he ate 7/8 of a pound of
it. How much did he leave for his
mom?
FRACTION CIRCLES

◦Students seem to have a preference for

drawing circles to represent fractions. Well
known researchers have found circles to be
the best model for addng and subtracting
fractions because circles allow students to
develop mental images of the sizes of
different pieced.
 TRY IT!

◦Jack and Jill ordered two medium

pizzas, one cheese and one
pepperoni. Jack ate 5/6 of a pizza and
Jill ate ½ of a pizza. How much did
they eat together?
NUMBER LINES
◦Another helpful model for using invented
strategies to add or subtract fractions is the
number line. One advantage of the number line
is that it can be connected to the ruler.
TRY IT!

◦ Use the ruler as a visual and find the results of these three
problems without applying the common denominator
algorithm.
◦¾ + ½

◦2 ½ - 1 ¼

◦1 ½ + 1 ½
SAME SAME,
BUT DIFFERENT

◦ It is important for students to understand that a fraction

such as 4/8 and 1/2 are actually the same number even
thouth they look different.
◦ 1/4 is also they same number as 2/8.

◦What other examples are there?

Common multiples for common
denominators.
◦ Many students have trouble finding common
denominators because they have trouble finding
common multiples of the denominators quickly.

◦ A great way to help them learn LCM is by playing the

flash card game.

◦ Lets play!
MULTIPLICATION OF FRACTIONS
◦ Students first experiences with multiplication should involve finding fractions of whole
numbers for example:

◦ If the whole is 45, how much is 1/5 of the whole?

PARTS OF A WHOLE
YOU TRY!
Draw it out

◦What part of a whole is 3/4 of 2/3 ?

◦What part of a whole is 3/6 of 1/2?

DIVISION OF FRACTIONS
◦ Parative interpretation of division- ask the question, ‘How much is one?”
◦ Example: If you walk 12 miles in 3 hours how many miles do you walk per hour

24 apples to be shared with 4 friends. How many apples will each

friend get?
FRACTION FORM
◦Cassie has 5 1/3 yards of ribbon to
make four bows for birthday
packages. How much ribbon should
she use for each bow if she wants to
use the same length of ribbon for
each?
Measurment Interpretation of division
◦ The measurement interpretation is also called repeated subtraction or equal groups. In
these situations an equal group is taken away from the total repeatedly.
◦ Example: If you have 13 quarts of lemonade, how many canteens holding 3 quarts
each can you fill?

◦ Fraction example: You are going to a birthday party. From ben and jerry’s ice cream
factory, you order 6 pints of ice cream, You serve ¾ of a pint of ice cream to each
guest, how many guests can be served?
◦ https://jeopardylabs.com/play/7th-grade-math-fraction-palooza