For the first question, I told the student the two fractions were equivalent. I asked him what the denominator would be for the second fraction and he said 8. He stared at the problem for a minute and then wrote “x2” next to the 1 and 4 of the first fraction. I asked him how he decided 8 was the denominator was 8 and he said “I multiplied the numerator and the denominator by 2 because 2 is the numerator in one of them.”
Question 2: For the second question, I said “2/3 is equal to how many 6ths?” and the student wrote “x2” next the 2 and 3 of the first fraction. His response was similar to the first problem and he chose to multiply the first fraction by 2 because the numerator was 2. He also added more information and said “3 times 2 is 6” …show more content…
I asked him how he get got that answer and he said “4 times 3 is 12 and 1 times 3 is 3”.
Question 4: For the fourth question, I said true or false, 4/4 is equal to 1 and the student said “true because the numerator and denominator are the same so they are 1.” For the second part I said true or false, 4/4 is equal to 4 and he said “false because it goes into 1 not 4.” I am not sure what the student meant by his last response but he knows when the numerator and denominator is the same then the fraction is equal to 1.
Question 5: For the fifth question, I asked the student which fraction was larger and he said “If you have a drawing then 8 has more pieces and 6 has less pieces. One of the 8 pieces is shaded and it is smaller than the other one. One of the 6 pieces is shaded and it is a larger piece.” He did not have to draw a diagram on this problem and he understood that a whole can be divided into eight pieces and six pieces and the fraction with 8 pieces is going to be smaller than the other fraction because it has more pieces.
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He had no problem using the fraction circles which he has not used before in a math class. He noticed that the pieces that were missing represent the pieces that would not be shaded if he drew a diagram and the colored pieces represent the shaded pieces.
Question 11: For question eleven, I asked which question was greater and had him use the fraction circles and then showed him a pictorial representation of the two fractions. After he found the correct pieces for each fraction he noticed they were the same size and said the fractions were equal. He seemed surprised that the two fraction manipulatives were the same size. He stacked the blue pieces on top of the red pieces to check if they were the same size before he gave me an answer. He said the two fractions were equivalent because the fraction pieces were the same.
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Question 2: For the second question, I said “2/3 is equal to how many 6ths?” and the student wrote “x2” next the 2 and 3 of the first fraction. His response was similar to the first problem and he chose to multiply the first fraction by 2 because the numerator was 2. He also added more information and said “3 times 2 is 6” …show more content…
I asked him how he get got that answer and he said “4 times 3 is 12 and 1 times 3 is 3”.
Question 4: For the fourth question, I said true or false, 4/4 is equal to 1 and the student said “true because the numerator and denominator are the same so they are 1.” For the second part I said true or false, 4/4 is equal to 4 and he said “false because it goes into 1 not 4.” I am not sure what the student meant by his last response but he knows when the numerator and denominator is the same then the fraction is equal to 1.
Question 5: For the fifth question, I asked the student which fraction was larger and he said “If you have a drawing then 8 has more pieces and 6 has less pieces. One of the 8 pieces is shaded and it is smaller than the other one. One of the 6 pieces is shaded and it is a larger piece.” He did not have to draw a diagram on this problem and he understood that a whole can be divided into eight pieces and six pieces and the fraction with 8 pieces is going to be smaller than the other fraction because it has more pieces.
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He had no problem using the fraction circles which he has not used before in a math class. He noticed that the pieces that were missing represent the pieces that would not be shaded if he drew a diagram and the colored pieces represent the shaded pieces.
Question 11: For question eleven, I asked which question was greater and had him use the fraction circles and then showed him a pictorial representation of the two fractions. After he found the correct pieces for each fraction he noticed they were the same size and said the fractions were equal. He seemed surprised that the two fraction manipulatives were the same size. He stacked the blue pieces on top of the red pieces to check if they were the same size before he gave me an answer. He said the two fractions were equivalent because the fraction pieces were the same.
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