Name two of the major guidelines to consider when developing computational strategies for fractions. Describe an instructional sequence that would support each guideline
What will be an ideal response?
Use contextual tasks. The concept of fraction division can be developed by asking how many servings of 1/3 pizza can be made from 2 2/3 of a pizza.
Address common misconceptions. The above activity can be used to illustrate how division does not always result in a quotient that is smaller than the initial amount.
Examples of misconceptions
Adding numerator and denominator 3/8 + 2/8 = 5/16
Ignore the denominator 4/5 + 4/10 = 8/10
Treat denominator the same as addition and subtraction and not understanding why the denominator changes- in multiplication of fractions you are finding a part of a part.
Inability to estimate product for example 1/2 x 6 1/2 = 12 1/8 looks right since in whole number multiplication the product is larger not smaller.
Must know what the unit is – get an answer of 3/(8 ) but when you ask 3/(8 ) of what- they cannot answer.
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Represent the arithmetic sequence in the following ways.
The most common form of child care used by American families today is
A. care by family members, relatives, and friends. B. center-based care. C. employer sponsored center. D. for profit center.
Research was conducted in which employees were given client facts to learn in either quiet offices or noisy call-centre type offices. On later recall either congruous or non-congruous cues for recall were given and recall was either in the same or different context of learning. What design is this experiment?
A. Two-factorial fully independent measures B. Two-factorial fully repeated measures C. Two-factorial one independent and one repeated measures factors D. Three-factorial
A T-score ______ values.
A. does not contain any negative B. always contains negative C. decreases D. increases