Operating on Fractions with a Visual Model: No Algorithms Required!

RSS Mini Conference

2013-2014

Candyce Tracy

Outcomes

• Learn something NEW…….. preferably about fractions.

• Leave curious about what the new standards expect in terms of fractions instruction.

Missing Understanding

• Unitizing• Partitioning and Iterating

Unitizing Is the ability to identity subgroups

within groups – for fractions- unitizing helps to see fractional parts and equivalent fraction

Partitioning

Iterating

Equivalence

Adding Fractions I wonder what fraction combinations you can use to equal 1 whole?2/3?

Record your equations

Adding Fractions

½ + ⅓ =

⅙ + ⅔ =

⅚ + ½ =

Adding Fractions

½ + ¼ =

¼ + ⅜ =

5/6 + 5/12 =

Subtracting Fractions

Roll your dice and model using clock

Solve: ½ + ¼ =

Solve: ¼ + ⅗ =

Mitch owns ¾ of a section

of farmland, and he’s going to plant potatoes on

½ of the land. What fraction of a section will be planted with Mitch’s

potatoes?

Alicia owns ¾ of a section

of land. She plants pumpkins on 2/3 or her

land. What fraction of the entire section is planted

with pumpkins?

Yumiko owns 5/6 of a section of land. She plants

peanuts on 2/3 of her land? What fraction of the entire section is planted with Yumiko’s peanuts?

Talisha is making cakes for Field Day. She has 6 cups of flour, and needs 2 cups to make 1 cake. How many

cakes can she make?

Division situations can often be categorized as on of two types of problems

• Sharing• Grouping

Alex’s dad made a pan of brownies and there was 1/3 of the brownies left. After school, Alex and his friend equally shared what was left. What fraction of the

whole pan of brownies did each person eat?

2 ⅓ ÷ ⅚ =

Reflection of Session

Please use an index card1) Something I learned

2) A Question I still have3) How can I better

facilitate your learning?