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Found 9 results

  1. I just wanted a snazzy sounding title 🙂 In my experience, I have found that for many students fractions are the make-or-break concept for their mathematical literacy and competency in higher level mathematics and I've been working to build out my delivery and scaffolding of fractions. I have found that many students struggle with fractions because often fractions are the first topic in mathematics where context is as meaningful as the numbers and operations themselves. It can be very difficult to work through fraction problems without understanding what the symbols mean. There are a few things that make fractions seem complex to young students, such as: an incomplete understanding of the basic operations +, -, * and / can be uncovered when students begin to work with rational numbers and fractions. Because this is the first time that a student may be exposed to a more nuanced meaning of the operations, their confusion and thus struggle may mistakenly be attributed to rational numbers. the need to be mindful of context and thus unit-blindness the algorithms for calculating fractions can seem very random/arbitrary when you don't understand the operations or the meaning of fractions themselves (or both). an under-developed understanding of fractions and their various context-based interpretations. the widespread use of the notation a/b for different concepts. It doesn't matter what curriculum you use in your homeschool or tutoring. Fractions are a concept that many kids struggle with. In my own teaching, I've found that really developing strong unit-awareness while still working with whole-numbers greatly helps to ease the transition to fractions. Another practice that I've found helpful is getting students very familiar with numerical expressions. Anyway, I want to open the floor now to discussion of strategies for teaching the concepts with-in the fraction concept in such a way that students are not lead-in ever-widening circles of confusion and despair--which is how some kids really seem to feel when it comes to fractions. Most students want fractions to make sense, and when they feel as though fractions don't they can turn to the dark-occult practice of Algorithm Worship.
  2. Hi All, Justin here, from Well-Trained Mind. We wanted to give a shout-out to a new series of seminars that our Academy is offering! Just 35 dollars for three, live/interactive, 1.5 hour classes that are followed up with materials...and the pre-recorded class is only $25. Register now! Fractions That Make Sense (taught by Kate Snow) Live Class or Independent Learning Module (ILM) (Self-Paced) Seminar Description: In this three-session seminar, you will learn everything you need to know to teach fractions to your upper-elementary students (approximately grades 3-6). We will uncover what makes these topics so challenging for kids, and you will learn how to teach fractions step-by-step so that your children achieve deep understanding and confidence. After each class, you’ll receive a detailed handout summarizing the session’s most important information. You’ll also receive specific activity ideas so you can use what you’ve learned right away with your own students. Each session will be 1 ½ hours. No outside homework or reading is required. We’ll cover everything during class to make the most of your time! Session 1: Fraction Fundamentals (Tuesday, February 21 at 7 pm Eastern) Session 2: Adding and Subtracting Fractions (Tuesday, March 7 at 7 pm Eastern) Session 3: Multiplying and Dividing Fractions (Tuesday, March 21 at 7 pm Eastern)
  3. I'd love to have your recommendations for practicing fractions over the summer! My dd has finished Math in Focus 5A & B, but I want to help her solidify all operations with fractions over the summer.
  4. So...I went to a homeschool conference this weekend where RS was one of the vendors, and Dr. Cotter was covering their vendor table. I was able to get my hands on the new fraction lesson kit that RS put out a few weeks ago. Most of what's covered in these lessons combine the fractions lessons in the Level or Games books. Mostly there was an introduction and explanation of the topic, sometimes a worksheet for further practice, and then a game to help reinforce the topic. I put the bug in her daughter's ear, she was there too, that there are many people who'd like to see online samples especially of the TOC and a lesson or two on multiplication and division. Personally, I didn't find the need to purchase it since we've been through all of the levels sans level G and have the games book. I could see purchasing it if you want fraction review from the very basics all the way through simple fraction division. Dr. Cotter is a nice, nice lady who is passionate about what she does;it was a joy to talk to her. I told her I was anxiously awaiting Level F, and hoped she would get to it on schedule. :D :toetap05: :D Thought I'd report back with my findings... :thumbup1: CMama, have you received yours? What do you think?
  5. I bought a package of foam circles at WM. We have divided them into halves, thirds, fourths, sixths, eighths, tenths, and twelfths, and written the fraction on each piece with a Sharpie. These have worked like magic, and cost less than $3. This was much less than the hair replacer I thought I was going to need :laugh:!
  6. My DS is 12 and we have been doing MUS Fractions (Epsilon) for the past year and a half. It is just not clicking. Last year, I tried taking a break from math for about a month. Then I added Life of Fred (while slowing the pace of MUS) for a different perspective. We are five weeks into the new school year, and I was hoping some added maturity would result in magical math understanding! Any suggestions about a different course of study, some type of on-line helps, something to get us over this hump?
  7. My son and I just finished chapter 26 or 27 of LOF Fractions, and it was about the rules of cancelling fractions when you are multiplying them. Does anyone know of a way to teach this in a hands-on, manipulative way?
  8. I'm reading Liping Ma's book and it's helpful. I am still stumped on the division of fractions. I know "how" to do it, as in flipping over the second and multiplying. What I don't get is "why." If I say I'm going to "divide" something, it gets smaller. It works that way with regular numbers. If you divide 4 by 2, you get 2. So why is it different with fractions? Why, when you divide by a fraction, does the number increase? If I was cooking, and wanted to split the recipe, I'd say I want to "divide the recipe in half." Which means my 1 cup of flour will become 1/2 cup of flour. But if I "divide by half" I'd end up with 2 cups of flour. Please help :)
  9. Consider 1 3/4 x 2 1/2. We know the rule is that you convert both to improper fractions... 7/4 x 5/2 Multiply numerators x numerators and denominators x denominators... 35/8 Then you simplify... 4 3/8 (I hope I got al that right.) My son wants to know why he can't instead say do it this way... 1 3/4 x 2 1/2 = (1x2) + (3/4 x 1/2)= 2 + 3/8 = 2 3/8 Why does this yield the wrong answer?
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