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Computation with Fractions
This activity contains 9 questions.
Focusing attention on fraction rules and answer getting has two significant dangers, one of which is
Mastery is only short term
Students force procedures to obtain answers
Students think too much on the concepts
Obtaining an answer that is incorrect
The algorithm that relies on repeated subtraction for modeling division of two fractions with unlike denominators is called
Invert and multiply
Finding common denominators requires the students to
find factors that the two denominators have in common
find the simplest form of each fraction
find common multiples of the denominators quickly
find the equivalent forms of each fraction
When beginning work with multiplication of two fractions 1/2 x 2/3, you should tell students that
students should cross cancel the twos to simplify the problem
this means you must multiply the numerators and then the denominators and simplify the answer
students should model and solve this problem with the standard algorithms
just like in whole numbers such as 3x5 where we said 3 sets of 5, ½ x 2/3 means ½ of a set of 2/3
Which of the following problems would not require the students to subdivide the parts in order to model the solution to the problem?
3/5 x 4/5
2/7 x 4/5
2/3 x 3/4
1/3 x 5/6
In order to add and subtract fractions, you must first get common denominators.
Finding common denominators can be difficult if students are unable to find common multiples or do not know their basic facts for multiplication.
The sliced square method for modeling multiplication will develop conceptual understanding for multiplying fractions.
Explain 2 models for finding the answer to 1/2 + 2/3.
To create paragraphs in your essay response, type <p> at the beginning of the paragraph, and </p> at the end.
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