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

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# Operating on Fractions with a Visual Model: No Algorithms Required! - PowerPoint PPT Presentation

RSS Mini Conference 2013-2014 Candyce Tracy. Operating on Fractions with a Visual Model: No Algorithms Required!. Outcomes. Learn something NEW…….. preferably about fractions. Leave curious about what the new standards expect in terms of fractions instruction. Missing Understanding.

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Presentation Transcript

Mini Conference

2013-2014

Candyce Tracy

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

Outcomes
• Learn something NEW…….. preferably about fractions.
• Leave curious about what the new standards expect in terms of fractions instruction.
Missing Understanding
• Unitizing
• Partitioning and Iterating
Unitizing

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

I wonder what fraction combinations you can use to equal 1 whole?

2/3?

½ + ⅓ =

⅙ + ⅔ =

⅚ + ½ =

½ + ¼ =

¼ + ⅜ =

Subtracting Fractions

Roll your dice and model using clock

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?

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?

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?

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?

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?

Reflection of Session