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Teaching in Mathematics Developing Fraction Concepts PPT.
- 1. Developing Fraction Concept Zaiba Tariq: 2020-3029 Tehreem Fatima : 2020-3012 Nayab ashraf : 2020-3019 TEACHING OF MATHEMATICS IN ELEMENTARY SCHOOL
- 2. Contents • Meaning offraction • Models for fraction • Concept of fractional parts • Using Fraction Language and Symbols • Estimating with Fractions • Equivalent-Fraction Concept • Teaching Considerations for fraction Concepts
- 3. Developing fraction concepts Developingfraction concepts refers to the process by which individuals, typically students in primary or elementary school, gradually gain an understanding of fractions and how they represent parts of a whole. • Identification and Recognition • Comparison • Operations • Application and Problem Solving • Connection to Decimals and Percentages
- 4. Meaning of fraction •A fraction is a mathematical representation of a part of a whole or a ratio of two quantities, expressed as one quantity divided by another. • It consists of two numbers separated by a horizontal or diagonal line, with the number above the line (the numerator) representing the part, and the number below the line (the denominator) representing the total.
- 5. Models for fraction •A fraction area model shows a whole shape split into equal parts. • The three major categories of fraction models are the area model, length model, and set model. Area Model An area model is a square that you divide into equal-sized rectangles to represent a fraction.
- 6. Conti.. length Model The lengthmodel, extended to show several strips together, makes it easy for students to find equivalent fractions with denominators that are the same. Set Model The whole is represented by a set of objects, such as two-colored chips. Individual chips within the set, represent the fractional parts.
- 7. Concept of fractionalparts • The concept of fractional parts refers to the idea of dividing a whole object or quantity into smaller, equal parts. Each of these parts represents a fraction of the whole. Division of a Whole Equal Portions Denominator and Numerator Visual Representation
- 8. Using Fraction Languageand Symbols • Using fraction language and symbols involves effectively communicating and representing fractional quantities, relationships, and operations using mathematical notation and terminology. Counting Fraction Parts Fraction Notation Fractions Greater Than 1 Proper, Improper, and Mixed Fractions Fraction Language
- 9. Estimating with Fractions •The simplest way to estimate fractions is to use the closest whole number, 1/2 or 1/4. For example, 18/19 is pretty much 1, 7/10 is close to 3/4 and 9/16 is very nearly 1/2. • Rounding • Common Denominator • Equal Parts • Operations with Fractions
- 10. Equivalent-Fraction Concept • Equivalentfractions are the fractions that have different numerators and denominators but are equal to the same value. • For example, 2/4 and 3/6 are equivalent fractions, because they both are equal to the ½. • A fraction is a part of a whole. Equivalent fractions represent the same portion of the whole.
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- 12. Teaching Considerations forfraction Concepts • Using visual representations, such as number lines and area models, helps students "see" the math. • For example, teachers can use number lines and area models to help students conceptually understand how to add, subtract, multiply, and divide fractions.
- 13. Conclusion • This developmentalprocess, children build on their understanding incrementally, moving from concrete manipulations and visual representations to more abstract symbolic representations. Teachers and educators play a crucial role in providing appropriate instructional strategies and experiences to support children's learning and development of fraction concepts. By the end of their education, students should have a solid understanding of fractions that allows them to tackle more advanced mathematical concepts and applications.