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Teaching Secondary Mathematics: Narrowing The Achievement Gap: Focus On Fractions
Teaching Secondary Mathematics: Narrowing The Achievement Gap: Focus On Fractions
Teaching Secondary Mathematics: Narrowing The Achievement Gap: Focus On Fractions
Module 3:
Narrowing the Achievement Gap:
Focus on Fractions 3
Outline of this module
Students often:
One of the clear implications of the research is that early diagnosis and
intervention are critical.
The Fractions and Decimals Online Interview will replicate its success for
middle years students.
Fractions and Decimals Online Interview
Students are invited to use pen and paper if they require it.
The Mathematics Developmental Continuum P-10
Indicators of Progress
www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/overpropreas070105.pdf
The Mathematics Developmental Continuum P-10
Indicator of Progress
Fraction as Number 3.5
Illustrations:
Observations & Diagnostic tasks
Illustration 2: Number
Illustration 1: Placing a sense, especially with
fraction on a number line addition and subtraction
Range of teaching Range of teaching Range of teaching
strategies strategies strategies of fractions
Comparing fractions-
diagnostic task
Fraction as a Number 3.5
Overview
An important step in mathematical development is that
students come to see a fraction a/b as one number, even
though it is written using two whole numbers, a and b.
Not knowing that 2/3 is one number, will students have trouble
marking this point on a number line as a point between 0 and 1.
Instead of marking the point 2/3, they may mark 2/3 of the given
line (using the fraction as an operator), or one or both of the
whole numbers 2 and 3
Fraction as a Number 3.5
Not knowing that 2/3 is one number and 7/8 is another number.
These students will have trouble comparing their size.
Unable to estimate that the sum of 2/3 and 7/8 will be less than
2 because each number is less than 1.
Fraction as a Number 3.5
Teaching strategies:
Activity 1: Comparing Fractions Diagnostic Test provides a
diagnostic test to determine how students are conceptualising
fractions
Instructions:
We are going to think like students who are unable to correctly co-ordinate:
2 3 3 2
What would 3 4 5 5
she choose? 4 2 1 1
6 3 3 4
4 3 3 3
5 8 5 4
5 3 1 2
7 8 6 12
3 2 7 11
10 5 8 12
Abby:
Abbys responses 5 1 1 3
8 3 4 4
2 3 3 2
3 4 5 5
4 2 1 1
6 3 3 4
4 3 3 3
5 8 5 4
5 3 1 2
7 8 6 12
3 2 7 11
10 5 8 12
Ben:
2 3 3 2
3 4 5 5
Ben thinks that
smaller denominators 4 2 1 1
give larger fractions 6 3 3 4
4 3 3 3
5 8 5 4
5 3 1 2
7 8 6 12
3 2 7 11
10 5 8 12
Carol:
Carols responses 5 1 1 3
8 3 4 4
2 3 3 2
3
= 4 5 5
1 1
Carol thinks that the 4
6
2
3 4
3
fraction with the
smaller gap is 4 3 3 3
5 8 5 4
larger.
5 3 1 2
7 8 6 12
3 2 7 11
=
10 5 8 12
David:
What 2 3 3 2
would he 3 4 5 5
choose? 4 2 1 1
6 = 3 3 4
4 3 3 3
Correct 5 8 5 4
answers 5 3 1
=
2
7 8 6 12
chosen
3 2 7 11
10 5 8 12
Correct answers other strategies?
5 1 1 3
8 3 4 4
2 3 3 2
3 4 5 5
Benchmark:
4 2 1 1
compare with 6 3 3 4
known 4 3 3 3
fractions like 5 8 5 4
1/2 5 3 1 2
7 8 6 12
3 2 7 11
10 5 8 12
Correct answers other strategies?
5 1 1 3
8 3 4 4
2 3 3 2
3 4 5 5
4 2 1 1
6 3 3 4
Use a known
3
decimal or % 4
5
3
8 5
3
4
5 3 1 2
7 8 6 12
3 2 7 11
10 5 8 12
Correct answers other strategies?
5 1 1 3
8 3 4 4
2 3 3 2
3 4 5 5
4 2 1 1
6 3 3 4
More parts of
3
the same size 4
5
3
8 5
3
4
5 3 1 2
7 8 6 12
3 2 7 11
10 5 8 12
Correct answers other strategies?
5 1 1 3
8 3 4 4
2 3 3 2
3 4 5 5
4 2 1 1
6 3 3 4
Same number
3
of larger parts 4
5
3
8 5
3
4
5 3 1 2
7 8 6 12
3 2 7 11
10 5 8 12
Correct answers other strategies?
5 1 1 3
8 3 4 4
2 3 3 2
Size of missing 3 4 5 5
piece: consider 4 2 1 1
6 3 3 4
the relative
sizes of the 4
5
3
8
3
5
3
4
missing pieces
5 3 1 2
7 8 6 12
3 2 7 11
10 5 8 12
Correct answers other strategies?
5 1 1 3
8 3 4 4
2 3 3 2
3 4 5 5
More larger 1
4 2 1
parts 6 3 3 4
4 3 3 3
5 8 5 4
5 3 1 2
How can we encourage students to 7 8 6 12
think flexibly and use more than one
3 2 7 11
strategy? 10 5 8 12
Comparing Fractions Diagnostic Test
Ranking students
Discuss:
How did you decide?
Did you use their scores?
Could you use another method to rank students?
Comparing Fractions Diagnostic Test
Creating tasks
1. Could you imagine another task that David may not get
correct?
2. Write a new item that Abby will get correct & Ben will get
wrong.
3. Write a new item that Abby will get wrong & Ben will get
correct
Multiples and fractions of fractions 3.25
Use your Fraction Strips to mark the Fraction Wall with vertical lines.
Label each part with unit fractions.
1
/5 1
/5 1
/5 1
/5 1
/5
3
/5 Incorrect!
Multiples and fractions of fractions 3.25
Summary
Digilearn
Authentic Tasks
In conclusion
There are 8 more professional learning modules:
End of Module 3