By Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby
A spotlight on Fractions is a groundbreaking attempt to make the math schooling learn on how scholars advance their figuring out of fraction ideas quite simply available and comprehensible to pre- and in-service okay- eight arithmetic educators. utilizing wide annotated samples of pupil paintings, in addition to vignettes attribute of school room academics' reports, this ebook equips educators with the data and instruments to bare scholars' pondering with the intention to adjust their educating and increase scholar studying of fraction strategies. a spotlight on Fractions second version contains sections on the. Read more...
summary: a spotlight on Fractions is a groundbreaking attempt to make the maths schooling examine on how scholars boost their realizing of fraction ideas comfortably 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 school room academics' stories, this booklet equips educators with the information and instruments to bare scholars' pondering to be able to alter their educating and enhance pupil studying of fraction strategies. a spotlight on Fractions second version contains sections at the
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Additional resources for A focus on fractions: bringing research to the classroom
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. 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.
At the start of his fraction unit, he always does the following activity. He comes to class with a paper bag filled with candy bars. He then tells his students, “IÂ€have candy bars in this bag. Â€Brown has done this activity, almost all the students want a whole candy bar. The few students who don’t like candy often ask for 12 of a candy bar. Â€Brown then hands out mini candy bars to the students who want a whole candy bar and 12 of a large candy bar to those who only wanted 12 . Naturally, none of the students is happy!
1 5 of 50â•‡ •â•›â•›â•›â†œWhat Is the Whole? 25â•‡ Beth’s response. Beth successfully found the whole when given a non-unit fraction ( 78 ). (B) This is 7 8 of another candy bar. Draw the whole candy bar. To consider next instructional steps for Bob as he deepens his understanding of identifying the whole when given a part, answer question 2 in LookingÂ€Back. The OGAP Fraction Progression and the Size of theÂ€Whole At the Fractional Strategy level, student work shows evidence of understanding the whole and using that understanding to solve problems.
A focus on fractions: bringing research to the classroom by Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby