In this article, the author had chosen to have the students began the lesson by having the students partition paper circles into fractional parts. Since the students were familiar with …show more content…
For example, this article was established with an activity that are well established and using whole number counting concepts to help third graders organize their thinking about fraction notation. When using this activity, the students will experience fraction notation before the formal introduction to the terms numerator and denominator. This activity will provide students with experience to comparing fractions of the same numerator or denominator by reasoning about their sizes and establish a foundation for using unit fractions with fraction operations that would be introduced in fourth grade. Therefore, I do think they are some good ideas since it is all connected throughout different grade …show more content…
To do so, the teachers would create a number line marked from zero to three, with the length between whole numbers matching the length of the whole-unit fraction strip. After completing the strip, we would hand them out to the students so that they can use the fraction strips to measure the length of the fractions created with the paper plates. The students would fold the fraction strip to show the unit fraction and will place and mark their unit fraction on the class number line until they reached the fraction from the first activity. By doing so, this would reinforce the idea of iterating and counting unit fractions to create new fractions. It would also addresses the TEKs because in geometry and measurement, the student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to represent fractions of halves, fourths, and eighths as distances from zero on a number line. Therefore, the second activity in this article is a way that could help me addresses the