·
I would ask students to list ways to use
fractions in their every day lives. I
would then ask them to create a visual representation of the item with colored
paper, markers etc. and attach to their math journals. (For example: a pizza,
an hour, their walk to school, and their bedroom (divided in half with a
sibling?)
·
I would hope to determine if students understand
fractions other than ½, since that is the most commonly used. They will most likely be familiar with ½ but
that may not indicate that they understand that it represents a part of a
whole.
·
I could use their prior knowledge of ½ to
explain the relationship between the numerator and denominator, that it
represents a part of a whole. We could
then expand this idea to include other, less commonly used fractions, and to
eventually generalize this knowledge to use with any fraction.
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