Understanding and Teaching Fractions

Sybilla Beckmann
Department of Mathematics University of Georgia

Kansas MTSS Symposium September 2012

Sybilla Beckmann (University of Georgia)

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Goals for the presentation today on fractions

An opportunity to think together about: The Common Core denition of fraction and fractions on number lines; The reasoning underlying equivalent fractions; The transition from whole number to fraction multiplication; Connecting fractions with division; Attending closely to the wording of problems.

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The Importance of a Focus on Fractions (Rational Numbers)

NCTM Focal Points National Mathematics Advisory Panel IES Practice Guide: Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools IES Practice Guide: Developing Effective Fractions Instruction for Kindergarten Through 8th Grade Common Core State Standards for Mathematics

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IES Practice Guides

RtI Math and Fractions Guides

RtI Math, Recommendation 2: Instructional materials for students receiving interventions should focus intensely on in-depth treatment of . . . rational numbers in grades 4 8. ... Fractions, Recommendation 2: Help students recognize that fractions are numbers and that they expand the number system beyond whole numbers. Use number lines as a central representational tool in teaching this and other fraction concepts from the early grades onward.

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IES Practice Guide on Problem Solving

Recommendation 3: Teach students how to use visual representations. Visual representations help students solve problems by linking the relationships between quantities in the problem with the mathematical operations needed to solve the problem.

Recommendation 5: Help students recognize and articulate mathematical concepts and notation. Mathematical concepts and notation provide students with familiar structures for organizing information in a problem

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Common Core State Standards for Mathematics

Two domains for fractions and rational numbers: Number and OperationsFractions, Grades 3 5 The Number System, Grades 6 8.

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3.NF Number and OperationsFractions, Grade 3

3.NF Develop understanding of fractions as numbers. 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

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Denition of fraction

A Why does the CC dene fractions B as A parts, each of size Why are fractions not dened as A out of B?

1 B?

5 The latter denition does not extend to improper fractions, such as 4 . What would 5 out of 4 mean?

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Denition of fraction

A Why does the CC dene fractions B as A parts, each of size Why are fractions not dened as A out of B?

1 B?

The latter denition does not extend to improper fractions, such as 5 . 4 What would 5 out of 4 mean?

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Denition of fraction
First dene fractions with numerator 1 (unit fractions)

1 whole
1 4 1 4 1 4 1 4

0 0 1 4

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Denition of fraction

1 whole
3 4 1 4 1 4 1 4 1 4

3 parts, each 1/4 1

0 0 1 4 2 4 3 4

4 4

5 4

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Watch out for errors with fractions on number lines

A common misconception: students count tick marks instead of attending to length.

The student put 4 tick marks inside the interval instead of dividing the interval into 4 equal parts.

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Denition of fraction

Your turn: Explain the denition of fraction to yourself or to a neighbor. Show and describe: Show and describe:
1 5 1 6

then then

3 5 5 6

then then

6 5 7 6

or

CC Fraction Denition: 1 The fraction B is the quantity formed by 1 part when a whole is partitioned into B equal parts. 1 A The fraction B is the quantity formed by A parts of size B .

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Visual representations to pave the way for the abstract version

RtI Math, Recommendation 5 is on visual representations Use visual representations such as number paths, number lines, arrays, strip diagrams, other simple drawings or pictorial representations to scaffold learning and pave the way for understanding the abstract version of the representation.

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Equivalent fractions

4.NF.1 Explain why a fraction a/b is equivalent to a fraction (na)/(nb) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

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Equivalent fractions

1 whole

2 3

split each partnext step Describe the into 4 parts

2 3

8 = 24 = 12 34

4 times as many shaded parts Explain the 24 4 times as many parts in all Explain the 34 moreWhy ,but they are smaller parts, arent we dividing? the same amount is shaded Explain both = signs

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Equivalent fractions

1 whole

2 3

split each part into 4 parts

2 3

8 = 24 = 12 34

4 times as many shaded parts 4 times as many parts in all more parts, but they are smaller the same amount is shaded

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Equivalent fractions in Grade 5

5.NF.5b . . . [relate] the principle of fraction equivalence a/b = (na)/(nb) to the effect of multiplying a/b by 1. For example: 2 2 2 4 24 8 = 1= = = 3 3 3 4 34 12

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Fraction multiplication

Two key issues: Extending the meaning of multiplication from whole numbers to fractions; understanding which word problems are solved by fraction multiplication. Understanding the fraction multiplication procedure; understanding why it makes sense to multiply the numerators and the denominators. Next, lets consider the rst bullet.

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Simple word problems give meaning to operations

RtI Math, Recommendation 4 is on solving word problems based on common underlying structures. Simple word problems give meaning to mathematical operations such as subtraction or multiplication. When students are taught the underlying structure of a word problem, they not only have greater success in problem solving but can also gain insight into the deeper mathematical ideas in word problems.

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Fraction multiplication

5.NF Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 3.OA.1: Interpret products of whole numbers, e.g., interpret 57 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 57.

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Extending the meaning of multiplication to fractions

A B is the amount in A groups of B each, A of B.

3 liters

3 liters

3 liters

3 liters

4 of 3 43

Amount in 4 bottles, if a bottle is 3 liters Amount in 4 bottles, if a bottle is Amount in

1 4 1 3

4 of 3
1 4 of 3 1 1 of 3 4

4 3 liters 4
1 4 1 3 1 3

liter

liters liters

bottle, if a bottle is

1 3

liter

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Extending the meaning of multiplication to fractions

1 meter of a wire weighs 6 grams. How much do 2 meters of wire weigh?

meters 0

0 grams

26

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Extending the meaning of multiplication to fractions

1 meter of a wire weighs 6 grams. How much do 2 meters of wire weigh? How much does 1/2 meter of wire weigh? meters 0

1 2 1 6 2

11 2 1 1 6 2

21 2 2 1 6 2

0 grams

26

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Fraction multiplication

of

is shaded is shaded

of

is shaded is shaded

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Fraction multiplication

1 4 1 4

of

1 3 1 3

is shaded is shaded

3 5 3 5

of

1 4 1 4

is shaded is shaded

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Fraction multiplication

of

is shaded is shaded

of

is shaded is shaded

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Fraction multiplication

1 4 1 4

of

2 3 2 3

is shaded is shaded

3 4 3 4

of

3 5 3 5

is shaded is shaded

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Fraction multiplication procedure

1 whole 1/3

1/4 of 1/3 1/4 of 1/3 is 1/12 1/4 1/3 = 1/12

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Connecting division and fractions

5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = ab). For example: 35= How can we see this relationship? 3 5

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Connecting division and fractions

1 whole submarine sandwich

3 subs divided equally among 5 people

1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5

35 =

3 5

1 1 1 3 + + = 5 5 5 5

1 persons share is 3 5 1 persons share is 3/5 of a sub

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Attending closely to the wording of problems

Is this a word problem for
2 3 1 2? 1 2

There was 2 of a pizza left over. Ben ate 3 Then how much pizza was left?

of the pizza that was left.

First I showed 2/3. Then when you take away half of that you have 1/3 left.

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Attending closely to the wording of problems

Compare the wording, meaning, and way of solving these word problems:
1

1 Anna had 2 cup of juice in her glass. She drank juice is left? 1 Anna had 2 cup of juice in her glass. She drank juice. How much juice is left?

1 3 1 3

of it. How much of a cup of

Anna had 1 of a cup of juice in her glass. After she got some more 3 1 juice, she had 2 of a cup. How much more juice did she get?

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Thank you!
Questions? Comments? Follow me on Twitter at SybillaBeckmann Join the Mathematics Teaching Community online at https://mathematicsteachingcommunity.math.uga.edu/
1 [Problem 1 sounds like its solved by 1 1 but it isnt. Anna drank 3 of 2 3 1 1 1 2 1 1 2 of a cup, which is 6 of a cup. She has 2 6 = 6 = 3 of a cup left. 1 Problem 2 is solved by 1 3 . She has 1 of a cup left. 2 6 1 Problem 3 sounds like it might involve addition, but is a 1 + J = 2 3 1 1 problem, which is solved by 2 3 . Notice that the action in this problem reverses the action in the previous problem, so must have the same solution.]

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