Published about 2 years ago by Ann Baker
This DOES IT MATTER tackles some very common misconceptions about fractions and common error patterns that often go unnoticed. Many of the fraction misconceptions arise because students are often presented with mundane 'shade the fraction' activities in which the fractions are already drawn.
Download your copy here if needed: Does It Matter-Fractions1
Presenting 'already drawn' fraction practice masks students' lack of fundamental understandings, as this DOES IT MATTER may reveal when you share it with your students.
These misunderstandings include:
We suggest that you have copies of this slide available for the students, so that, after discussion (and we hope some debate) they can test, prove or disprove their assertions.
Allow time for think, pair, share prior to students being given the opportunity to cut up the pieces.
Explain to the students that their job is to take turns to state their thinking, one shape at a time. They should listen to their partner and say
They can then share with another partner before cutting up the shape to match the points made in the discussion.
Reflection Stimulate further discussion by asking the students the following questions:
Follow Up Use the next Does it Matter silde to explore how you shade 3/8.
Ideally you'd do this on another day, paying attention to which of the 'misconceptions' that were uncovered during the earlier 'Does it Matter how you shade a quarter' activity. Each of the potential pitfalls are illustrated here too, and you'll discover if the misconceptions have been successfully cleared up.
Download a copy for your use here: Does It Matter-Fractions2
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