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Operating on Fractions with a Visual Model: No Algorithms Required!

Join us for a groundbreaking session on teaching fractions without algorithms, where you'll learn practical visual methods for understanding fractions. This conference aims to enhance your knowledge of unitizing, partitioning, and iterating. We'll explore engaging strategies for adding and subtracting fractions through real-world problems and models, sparking curiosity about new educational standards for fractions. Reflect on your learning and share questions to improve instructional techniques, ensuring students grasp vital concepts in fraction understanding.

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Operating on Fractions with a Visual Model: No Algorithms Required!

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  1. RSS Mini Conference 2013-2014 Candyce Tracy Operating on Fractions with a Visual Model: No Algorithms Required!

  2. Outcomes • Learn something NEW…….. preferably about fractions. • Leave curious about what the new standards expect in terms of fractions instruction.

  3. Missing Understanding • Unitizing • Partitioning and Iterating

  4. Unitizing Is the ability to identity subgroups within groups – for fractions- unitizing helps to see fractional parts and equivalent fraction

  5. Partitioning

  6. Iterating

  7. Equivalence

  8. Adding Fractions I wonder what fraction combinations you can use to equal 1 whole? 2/3? Record your equations

  9. Adding Fractions ½ + ⅓ = ⅙ + ⅔ = ⅚ + ½ =

  10. Adding Fractions ½ + ¼ = ¼ + ⅜ =

  11. 5/6 + 5/12 =

  12. Subtracting Fractions Roll your dice and model using clock

  13. Solve: ½ + ¼ =

  14. Solve: ¼ + ⅗ =

  15. Mitch owns ¾ of a section of farmland, and he’s going to plant potatoes on ½ of the land. What fraction of a section will be planted with Mitch’s potatoes?

  16. Alicia owns ¾ of a section of land. She plants pumpkins on 2/3 or her land. What fraction of the entire section is planted with pumpkins?

  17. Yumiko owns 5/6 of a section of land. She plants peanuts on 2/3 of her land? What fraction of the entire section is planted with Yumiko’s peanuts?

  18. Talisha is making cakes for Field Day. She has 6 cups of flour, and needs 2 cups to make 1 cake. How many cakes can she make?

  19. Division situations can often be categorized as on of two types of problems • Sharing • Grouping

  20. Alex’s dad made a pan of brownies and there was 1/3 of the brownies left. After school, Alex and his friend equally shared what was left. What fraction of the whole pan of brownies did each person eat?

  21. 2 ⅓ ÷ ⅚ =

  22. Reflection of Session Please use an index card • Something I learned • A Question I still have • How can I better facilitate your learning?

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