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Take the concept of fraction as an example. A teacher could easily say, “A fraction is 2 or more parts of whole unit,” to which the students will not understand. Instead, a teacher could show examples of a pie with sections missing from or a pizza having several slices missing. From there, the teacher would demand a way to describe the visual aid using numbers. Once the students come up with a definition, the instructor can combine the correct parts of each definition. Another example would be squaring a number; the definition being “a number multiplied by itself is a square.” Instead, the teacher could show how one would multiply length and the width of a square to get the area. The teacher would then explain why this word is called a

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Area is defined as “the measurement of a given surface”. Instead of telling them the definition, I would have them measure the surfaces that they measured the perimeter of. To do so, I would give them a flat, paper square to measure these surfaces. Once they would have their measurements, I would then connect perimeter to the task at hand with their definition of area. This would create the association of perimeter and area as geometric terms. This method seems more difficult to begin with but proves more successful in getting students to think about “why” do the get the answer they do as opposed to “how” to get the right