![]() This post is going to focus on using an area models to add fractions with unlike denominators, which is one of the ways you can complete the representational part. Then color the required parts which would. JFractions When it comes to adding fractions, there are a ton of ways you can do it I love using the CRA method (concrete, representational, abstract). In this case, our denominator is 8.ĭividing fractions using area models allows students to understand why the numerator in the quotient does not change from the original fraction, why the denominator in the quotient is twice as large as in the original fraction, and why the quotient represents a smaller amount of the whole than the original fraction. To represent any fraction in the model, we divide the whole (rectangle) into as many equal parts as the denominator. The denominator in the quotient is represented by the total number of parts. The numerator in the quotient is represented by the number of shaded parts in one group. ![]() Samsiah 2002 Zhang 2012) that an overreliance on area-related contexts for teaching fraction concepts can result. Just as with other fractions, the denominator will represent the total number of parts in the whole and the numerator will represent the number of parts being considered. Research indicates (Clements and Lean 1994. The quotient will be made up of a numerator and denominator. ![]() That is how many pieces they need to make. We can do this by dividing the model in half horizontally. The first step when given an addition problem with unlike denominators would to be to draw the fractions. ![]() Just as with whole numbers, dividing by 2 means that we need to divide the model into 2 equal groups. ![]()
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |