Teacher2Teacher |
Q&A #1533 |
From: Claudia
(for Teacher2Teacher Service)
Date: May 08, 1999 at 06:09:47
Subject: Re: fractions
The big idea in fractions, I think, is to understand how the same fractional part of something can be represented by an equivalent fraction. For activities about equivalent fractions, see the FAMILY Math Book by Stenmark, Cossey and Thompson. They have a section in the book called fraction strips, where there are games that students can play with fraction strips. There are commercial products called fraction bars, which are also useful. I spent almost all of fifth grade with my students making various equations using fraction bars, pattern blocks, cuisenaire rods and measuring cups before the students started trying to use paper and pencil to compute with fractions. This foundation served them well, because they had mental pictures of the fractions and could solve many problems with drawings and reasoning, not having to go to lowest common denominators or some other "algorithm" to answer a question posed to them. Often these rules, "just invert and multiply" make no sense to a child and are soon forgotten or mis-applied. Marilyn Burns has a replacement unit on fractions in "Math by all Means" series, which also has many activities for students to construct meaning about fractions so they can actually compare them in meaningful ways. Hope this helps. Ann Carlyle -Claudia, for the Teacher2Teacher service
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