Teaching FractionsUsing Visuals Peggy FooMarshall Cavendish Institute
Theories• Concrete-Pictorial-Abstract Approach pedagogical model• Enable students to visualize the concepts• Build conceptual understanding before we teach the skill of computation (procedural understanding)
Fractions• Represent a part-whole relationship• Need to provide ample opportunities to make sense of fractions using concrete, pictorial representation so that they can understand the abstract concept of fractions• Concrete materials– real objects, fraction discs, paper strips (folding)• Pictorial representations– model bars• Abstract - symbols and notions
Mixed Numbers and Improper Fractions• Watch a video
Multiplication of Fractions (Concrete)• Find the value of 1/2 x 2/3• Find the value of ¾ x 2/3
Word Problem (Pictorial)• Tom spent 2/5 of his money on a shirt and ½ of the remainder on a pair of pants. What fraction of his money had he left?
Division by a whole number (concrete)• Share ¾ of a cake equally among 4 persons• What fraction of the cake does each person get?
Question?• Fraction ÷ Whole number = answer (smaller)• Fraction ÷ Fraction = answer (bigger or smaller?)
Division by a fraction (concrete)• Andrea wants to share 2/3 tub of ice-cream with his friends. She wants to give her friends 1/6 of a tub. How many friends can Andrea share the ice-cream with?