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 learn on how scholars enhance their figuring out of fraction suggestions effectively obtainable and comprehensible to pre- and in-service okay- eight arithmetic educators. utilizing huge annotated samples of pupil paintings, in addition to vignettes attribute of lecture room academics' reviews, this publication equips educators with the information and instruments to bare scholars' pondering so that it will alter their educating and enhance pupil studying of fraction innovations. a spotlight on Fractions 2d variation comprises sections on the. Read more...
summary: a spotlight on Fractions is a groundbreaking attempt to make the math schooling study on how scholars increase their figuring out of fraction suggestions without difficulty obtainable and comprehensible to pre- and in-service okay- eight arithmetic educators. utilizing vast annotated samples of pupil paintings, in addition to vignettes attribute of school room academics' reports, this booklet equips educators with the information and instruments to bare scholars' considering that allows you to alter their instructing and enhance pupil studying of fraction options. a spotlight on Fractions 2d version comprises sections at the
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Additional resources for A focus on fractions: bringing research to the classroom
20). , 12 > 18 because the more the paper is folded, the smaller the parts become; therefore, one-fourth of the whole is greater than one-eighth of the same-sized whole). 20â•‡â•›Paper folded to make fraction strips to represent halves, fourths, and eighths. As mentioned earlier, for the manipulatives to be valuable the teacher must ensure that connections to the mathematics concepts embodied in the manipulatives are clear. Students need opportunities to reflect on and communicate about the important mathematical ideas represented by the manipulatives.
5), although showing one understanding of 12 , may provide evidence that he is unsure of the whole by interpreting each heart as a whole. 6). 5â•‡ Tom’s response. Tom circled one-half of each heart. 1 Circle 2 (one half) of the set of hearts. What Is the Whole? 6â•‡ Sonia’s response. Sonia correctly circled one-half of the set of hearts. 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.
It has been partitioned into pieces. Each piece is identified with a letter. What fractional part of the whole is each piece? What Is the Whole? 16) illustrates difficulties that students may encounter when they lose “sight” of the whole as they are solving the problem. Matt correctly wrote the fraction 18 in part A. Matt incorrectly wrote the fraction 14 in part I. Part IÂ€contains 14 of the area of the square in the lower right corner that is comprised of parts H and I, but not 14 of the large square.
A focus on fractions: bringing research to the classroom by Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby