Part TWO: Part TWO:
1. Reflecting on Constructing the Fraction Materials
a. I constructed my materials by hand with a pencil, ruler, and scissors. After I constructed my materials I used a laminator to laminate them so that they would retain their shape.
b. To make my fraction strips, first I folded a piece of construction paper hot dog style into fourths. I then cut out the four sections along the folded lines. I then took one of the sections and measured how long the paper was (hot dog style, the long way). The piece of paper was 12 inches long. For the fraction 1/12 I divided the 12 inches by 12 which gave me 1 inch. Using a ruler, I then proceeded to mark every 1 inch until I reached 12 on my paper with a pencil. I cut the paper with …show more content…
Allowing students to use pictures, models, manipulations, and/or fraction strips allows them to take the numbers off the page and allow them to represent the numbers in the problem. In other words, manipulates allow students to create their own models for abstract mathematical problems. When I used the fraction strips to solve the problems in question 3 it allowed me to visually see the problem and solve it. Polly stated, “we decided to stop and provide a model and an example of a division story problem. Providing a real-life context using division and acting out the story engaged students and gave them an example that they could refer to as they started to write their own problem” (Learning to Share Equally, 561-2). Creating a visual for students to think back on helps them picture out the problem.
b. Manipulates are also a way to engage students which draws their attention and may increase their enjoyment of mathematics. In the article, Making 10 My Way, students use unifix cubes to solve problems. Bofferding stated, “the lesson materials afforded different strategies and access to students, and the level of student engagement in the exploration excited the teachers” (Making 10 My Way, 168). The teachers were able to notice that their students were engaged when using the materials and this excited
1. Reflecting on Constructing the Fraction Materials
a. I constructed my materials by hand with a pencil, ruler, and scissors. After I constructed my materials I used a laminator to laminate them so that they would retain their shape.
b. To make my fraction strips, first I folded a piece of construction paper hot dog style into fourths. I then cut out the four sections along the folded lines. I then took one of the sections and measured how long the paper was (hot dog style, the long way). The piece of paper was 12 inches long. For the fraction 1/12 I divided the 12 inches by 12 which gave me 1 inch. Using a ruler, I then proceeded to mark every 1 inch until I reached 12 on my paper with a pencil. I cut the paper with …show more content…
Allowing students to use pictures, models, manipulations, and/or fraction strips allows them to take the numbers off the page and allow them to represent the numbers in the problem. In other words, manipulates allow students to create their own models for abstract mathematical problems. When I used the fraction strips to solve the problems in question 3 it allowed me to visually see the problem and solve it. Polly stated, “we decided to stop and provide a model and an example of a division story problem. Providing a real-life context using division and acting out the story engaged students and gave them an example that they could refer to as they started to write their own problem” (Learning to Share Equally, 561-2). Creating a visual for students to think back on helps them picture out the problem.
b. Manipulates are also a way to engage students which draws their attention and may increase their enjoyment of mathematics. In the article, Making 10 My Way, students use unifix cubes to solve problems. Bofferding stated, “the lesson materials afforded different strategies and access to students, and the level of student engagement in the exploration excited the teachers” (Making 10 My Way, 168). The teachers were able to notice that their students were engaged when using the materials and this excited