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Line 43: − This section explains the meaning of fractions, reviews some of the common difficulties in understanding the meaning of fractions, and describes how to use simple pictures to represent fractions. n this section, we define what we mean by a fraction is part of of an object, collection or quantity. + − The five meanings listed below serve as conceptual models or tools for thinking about and working with fractions and serve as a framework for designing teaching activities that engage students in sense making as they construct knowledge about fractions.+ − 1.Part of a whole 2.Part of a group/set 3.Measure (name for point on number line) 4.Ratio 5.Indicated division Interpreting fractions+ Line 130:
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→Introduction
Given their different representations, and the way they sometimes refer to a number and sometimes an operation, it is important to be able to discuss fractions in the many ways they appear. A multiple representation activity, including different numerical and visual representations, is one way of doing this. Sharing food is a good way to introduce various concepts about fractions. For example, using a chocolate bar and dividing it into pieces. This can be highly motivating if learners can eat it afterwards. A clock face shows clearly what halves and quarters look like, and can be extended to other fractions with discussion about why some are easier to show than others. We can find a third of an hour, but what about a fifth?
Given their different representations, and the way they sometimes refer to a number and sometimes an operation, it is important to be able to discuss fractions in the many ways they appear. A multiple representation activity, including different numerical and visual representations, is one way of doing this. Sharing food is a good way to introduce various concepts about fractions. For example, using a chocolate bar and dividing it into pieces. This can be highly motivating if learners can eat it afterwards. A clock face shows clearly what halves and quarters look like, and can be extended to other fractions with discussion about why some are easier to show than others. We can find a third of an hour, but what about a fifth?
The five meanings listed below serve as conceptual models or tools for thinking about and working with fractions and serve as a framework for designing teaching activities that engage students in sense making as they construct knowledge about fractions.
1.Part of a whole 2.Part of a group/set 3.Measure (name for point on number line) 4.Ratio 5.Indicated division Interpreting fractions.
This section explains the meaning of fractions, reviews some of the common difficulties in understanding the meaning of fractions, and describes how to use simple pictures to represent fractions. n this section, we define what we mean by a fraction is part of of an object, collection or quantity.
A paper tape measure is a valuable illustration of different fractions. For example, learners can write on 1/2m, 0.50m and 50cm for their own portable equivalence chart.
A paper tape measure is a valuable illustration of different fractions. For example, learners can write on 1/2m, 0.50m and 50cm for their own portable equivalence chart.
part are coloured, this part represents the fraction 2/5.
part are coloured, this part represents the fraction 2/5.
part are coloured, this part represents the fraction 3/7.
part are coloured, this part represents the fraction 3/7.
part are coloured, this part represents the fraction 7/10 .
part are coloured, this part represents the fraction 7/10 .
=== Introducing Fractions Using Share and Measure Interpretations ===
=== Introducing Fractions Using Share and Measure Interpretations ===
== Activities ==
== Activities ==
[[Image:KOER%20Fractions_html_5518d221.jpg]][[Image:KOER%20Fractions_html_5e906d5b.jpg]]
[[Image:KOER%20Fractions_html_5518d221.jpg]][[Image:KOER%20Fractions_html_5e906d5b.jpg]]
# If you want to understand improper fraction , example 8/3. In the equal share model , 8/3 represents the share that each child gets when 8 rotis are divided among 3 children equally. The child in this case will usually distribute 2 full rotis to each child and then try to divide the remaining rotis. At this point you can show the mixed fraction representation as 2 2/3
# If you want to understand improper fraction , example 8/3. In the equal share model , 8/3 represents the share that each child gets when 8 rotis are divided among 3 children equally. The child in this case will usually distribute 2 full rotis to each child and then try to divide the remaining rotis. At this point you can show the mixed fraction representation as 2 2/3
[[Image:KOER%20Fractions_html_55f65a3d.gif]][[Image:KOER%20Fractions_html_55f65a3d.gif]][[Image:KOER%20Fractions_html_55f65a3d.gif]][[Image:KOER%20Fractions_html_5518d221.jpg]]
[[Image:KOER%20Fractions_html_55f65a3d.gif]][[Image:KOER%20Fractions_html_55f65a3d.gif]][[Image:KOER%20Fractions_html_55f65a3d.gif]][[Image:KOER%20Fractions_html_5518d221.jpg]]
'''Pre-requisites/'''
'''Pre-requisites/'''
and resources required
and resources required
'''Pre-requisites/'''
'''Pre-requisites/'''
moving from the '''concrete level to the abstract level'''.
moving from the '''concrete level to the abstract level'''.
determining them may be introduced.
determining them may be introduced.
and 9 units, and the area is 27 square units.
and 9 units, and the area is 27 square units.
[[Image:KOER%20Fractions_html_m66ce78ea.gif]]
[[Image:KOER%20Fractions_html_m66ce78ea.gif]]
[[Image:KOER%20Fractions_html_753005a4.gif]]
[[Image:KOER%20Fractions_html_753005a4.gif]]
answer fraction represents area.
answer fraction represents area.
'''fit into 2'''.
'''fit into 2'''.
== Activities ==
== Activities ==
[[Image:KOER%20Fractions_html_481d8c4.png|600px]]
[[Image:KOER%20Fractions_html_481d8c4.png|600px]]
When you move the sliders ask children to
When you move the sliders ask children to
[[Image:KOER%20Fractions_html_12818756.png|600px]]
[[Image:KOER%20Fractions_html_12818756.png|600px]]
'''''Evaluation'''''
'''''Evaluation'''''
== Evaluation ==
== Evaluation ==
== Objectives ==
== Objectives ==
The
The
The
The
So you can buy the book for 200 – 20 = 180 rupees.
So you can buy the book for 200 – 20 = 180 rupees.
== Ratio and Proportion ==
== Ratio and Proportion ==
'''What'''
'''What'''
Cost
Cost
The
The
What
What
The
The
of white paint 1 2 3 4
of white paint 1 2 3 4
'''What'''
'''What'''
'''Moving from Additive Thinking to'''
'''Moving from Additive Thinking to'''
== Rational & Irrational Numbers ==
== Rational & Irrational Numbers ==
'''''Pre-requisites/'''''
'''''Pre-requisites/'''''
'''''Evaluation'''''
'''''Evaluation'''''
# Write 0.45, 0.68, 0.05 in fraction form and represent as a fraction 100 square.
# Write 0.45, 0.68, 0.05 in fraction form and represent as a fraction 100 square.
'''''Materials and'''''
'''''Materials and'''''
'''''Evaluation'''''
'''''Evaluation'''''
occur
occur