Sariah Castro

Jamine Reyes
Christa Luna
Jacob Newberry

Developing Fraction
Concepts
Meaning of Fractions
Fractions are a critical
foundation for students,
because they are used
across various professions,
and they are essential to the
study of algebra and more
advanced mathematics.

Possible Concepts that Fractions Represent

Part-whole- beyond a shading region. It
could be part of a group, or length.
Measure-basically identifying the length and
using that as a measurement piece to
determine the length of an object.
Division-thinking in sharing $20 with 5
people. which mean each person would
receive one-fifth () of the money.
Operator- Fractions can be used to indicate
operation, fro example of 40 square feet.
Ratio-another context in which fractions are
used. For example, the fraction can mean
that the probability of an event is one in three.

Building on Whole-Number
Concepts

1.

2.

3.

4.

Prior Knowledge of students on

whole numbers does both support
and inhibits their work with
fractions.
Common misapplications of
whole numbers to fractions:
Students think that the numerator
and denominator are separate
values.
In thinking of the numbers
separately, students may think that
means any two parts, not equalsized parts.
Students think that a fraction such
as is smaller than a fraction such
as 1/10 because 5 is less than 10.
Students mistakenly use the
operation rules for whole numbers
to compare with fractions.

Models can help students clarify ideas that are often confused in a
purely symbolic mode.This distinct models are different opportunities
to learn.

Region or Area Models: Fractions are based on parts of an

area or region. There are different region models like Circular
pie pieces, Rectangular regions, Fourths on a geoboard,
Drawing on grids or dot paper, Pattern blocks, and Paper
folding.
Length Models: Lengths or measurements are compared
instead of areas. Either lines are drawn and subdivided, or
physical materials are compared on the basis of length. Length
models include Fraction strips or Cuisenaire rods,
Measurement tools, Folded paper strips.

Set Models: In this type of models the set is understood to be a set

of objects, and subsets of the whole makeup fractional parts.

Concept of Fractions

The first goal in the development of

fractions should be to help children
construct the idea of fractional parts of the
whole-the parts that result when the whole
or unit has been partitioned into equalsized portions or fair shares.

(Part)

(Whole)

Sharing Tasks

How children determine the process of

forming fair shares and how these tasks
influence their responses.
Sharing tasks are usually in the form of a
simple story.

Concept of fractions
Equivalent Size of Fraction Pieces

Fraction Language

When discussing with students it is

important to introduce the vocabulary
fractional parts.
For example, when a pizza has been
broken down into equal shares, simply
say, We call these fourths, The whole is
cut into four parts. All of the parts are the
same size-fourths.

Usually students see shapes that are the

same shape and size when asked what
fraction is shaded. This causes students to
think that equal shares need to be the
same shape, which is not true. The focus
should be on equal sized parts the shape
does not matter.

Equivalent-Fraction Concepts

Equivalence is a critical but often a poorly

misunderstood concept.
It is important to understand that there is
two different procedures and concepts to
understand equivalent fractions.

Concept: Two fractions are equivalent if they are

representations for the same amount or
quantity- if they are the same number.
Algorithm- To get an equivalent fraction, multiply
(or divide) the top and bottom numbers by the
same nonzero number.
It is a serious instructional error to rush students
into understanding the conceptually based
algorithm. Be patient!

Fillers

This is an approach that helps students

create an understanding of equivalent
fractions. Students use different models to
find different names for a fraction.
For example the following fillers are all
used to represent 1 whole.

Developing Strategies for Fraction Computation

Conceptual Development Takes Timemake sure your students are ready!

Example: Addition/Subtraction

Begin with simple contextual tasks.

Connect meaning of fraction computation

with whole number computation.

Example: Multiplication/Division

Let estimation and informal methods

play a big role in the development of
strategies.

Explore each of the operations using

models.
3rd through 5th grades

3 x

Less than 1

Addition & Subtraction

Children use Invented strategies.

Make Sure Denominators are the Same.

Subtract or add (Numerators Only)
Simplify the fraction (if needed)

If the denominators are different, you can

change one of the denominators or both.
5th or 6th grade

Common denominator

Fraction Circles
Number Lines
Equivalence

Adding parts that are the same size.

Not You cant add apples and oranges.

Simplify the Fraction (If needed)

Cannot add fractions with different
denominators.
Find a common denominator (Doesn't
always have to be the Lowest Common
Multiple.)

Mixed Numbers & Improper Fractions.

Include mixed numbers in all lessons and

allow students to use their own
methods.
Add/ Subtract the whole numbers first.

5 + 2

5+2

then

Change mixed numbers to single or

improper fractions.
The Numerator is less than the
Denominator.

Multiplication

Middle school
Use simple stories.
Whole numbers

What is of 30?
Situation they can understand.
Their own models and drawings.

Unit parts

You have of a pizza. If you give of

the pizza away to your brother, how

much of a whole will your brother get?
Paper strips
Counters

Area models

Start to make connection to algorithms.

Denominators can be different.

Multiply the two numerators and the
two denominators.

Division

Use a familiar perspective.

Not Invert and multiply

Partitive Interpretation of division

Whole number divisor.

Ex: Cassie has 5 yards of ribbon to

make 4 bows. How much ribbon should
she use for each bow?

Measurement Interpretation

Repeated Subtraction or equal groups.

Ex: There are 6 pints of ice cream. If

you serve of a pint of ice cream to
each guest, how many guests can be
served.