By Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby
A spotlight on Fractions is a groundbreaking attempt to make the maths schooling examine on how scholars strengthen their knowing of fraction techniques with ease available and comprehensible to pre- and in-service ok- eight arithmetic educators. utilizing wide annotated samples of scholar paintings, in addition to vignettes attribute of school room academics' reports, this ebook equips educators with the data and instruments to bare scholars' pondering so as to alter their instructing and increase pupil studying of fraction strategies. a spotlight on Fractions 2d variation contains sections on the. Read more...
summary: a spotlight on Fractions is a groundbreaking attempt to make the maths schooling examine on how scholars advance their realizing of fraction options easily available and comprehensible to pre- and in-service ok- eight arithmetic educators. utilizing large annotated samples of pupil paintings, in addition to vignettes attribute of lecture room academics' reports, this booklet equips educators with the information and instruments to bare scholars' pondering as a way to adjust their instructing and increase scholar studying of fraction options. a spotlight on Fractions 2d variation contains sections at the
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Extra info for A focus on fractions: bringing research to the classroom
2 5 of the candies are chocolate 3 10 of the candies are peppermint Are there more chocolate or peppermint candies in the dish? 3â•‡ Inappropriate whole number reasoning example: circled the number of suns equal to the sum of the numerator and denominator (13 suns), not 85 of the suns (10 suns). 5 Circle 8 of the suns. 4â•‡ Inappropriate whole number reasoning example: added numerators and denominators to find theÂ€sum. 1 7 The sum of 12 and 8 is closest to A. 20 B. 8 1 C. 2 D. 1 Explain your answer.
The students were using their fraction circles in a rote manner to compare the fractions instead of using the visual models to internalize the mathematical ideas and develop multiple strategies. 29â•‡â•›Comparing two student solutions. Both students partitioned rectangles into nearly equal parts. However, the sizes of the wholes in Leslie’s model are not the same, leading to a wrong conclusion that 43 and 23 are equivalent. The sizes of the wholes in Keisha’s model are the same, leading to the correct conclusion that 43 > 23 .
1 Circle 2 (one half) of the set of hearts. 7. Although the total area shaded in Karen’s response is 18 of the figure, Karen’s use of unnecessary partitions may indicate confusion regarding the whole. 7â•‡ Karen’s response. Karen partitioned each half-rectangle into eighths and shaded 18 of each half using a “one out of eight” strategy. 1 Shade 8 of the figure below. 8, Dominic used a “five out of eight” strategy, whereas Abdi equipartitioned the whole into eight equal parts (8 one-eighths) and then shaded 5 one-eighths.