Fractions

Question 1

What are the models used to teach fractions?

Answer 1

• area model
• length model
• set model

Question 2

When are fractions first introduced in the FP?

Answer 2

Grade 2

(term 2 and 3 gets introduced typically)

Question 3

Fractions

Answer 3

Parts of a whole

Question 4

Concepts related to fractions learners must understand by the end of primary school

Answer 4

• Equal parts and fair sharing
• Numbers of parts have special names (e.g. quarters, halves)
• If the number of fractional parts increases, the size of each part becomes smaller
• Denominator
• Equivalent fractions

Question 5

Denominator

Answer 5

The number by which the whole was divided to form the fractional parts

Question 6

Equivalent fractions

Answer 6

Different ways to refer to the same amount

Question 7

What can be used to teach the length model?

Answer 7

• Fraction wall
• Cuisenaire rods
• Strips of paper

Question 8

What can be used to teach the area model?

Answer 8

• Folded paper
• Real-life objects such as pizzas, sandwiches, cakes
• clay

Question 9

Which model is most difficult for learners to use? Why?

Answer 9

Set models

It is more complex to think of collections as part of a whole or a larger collection

Question 10

What should teachers do when introducing fractions?

Answer 10

• Use fractional language before introducing symbols
• provide learners with many opportunities to practice sharing
• constantly refer back to the whole and number of divisions
• count in fractions

Question 11

Is it necessary for FP learners to know the terminology “numerator” and “denominator”?

Answer 11

No

Question 12

How could one explain the numerator and denominator to learners in the FP?

Answer 12

The top number shows how many pieces/parts there are

The bottom number shows the size of the whole/how many pieces make up the whole

Question 13

What is another name for the area model?

Answer 13

Regional model

Question 14

Why do learners struggle with fractions?

Answer 14

• Lack sufficient experience in fair sharing
• Lack sufficient concrete experience in handling parts of a whole
• 1st time thinking about values between 0 and 1
• the vocabulary of fractions is not familiar/used often
• fractions are taught too early without opportunities for concrete conceptualization

Question 15

What is the suggested approach for teaching fractions?

Answer 15

1. Practise sharing wholes into equal and non-equal parts
2. Introduce fraction names for different parts (names before symbols!)
3. Practise finding equivalent fractions

Question 16

The way we write fractions is called a…

Answer 16

Common convention

Question 17

When can fraction symbols be introduced?

Answer 17

When learners have become fluent in partitioning and naming fractions

Question 18

Why should more than one area model be used?

Answer 18

If one model is overused, learners tend to think they can only share that model

Question 19

What experience do learners come with when learning about fractions? How does this influence the starting point?

Answer 19

Learners are familiar with sharing objects between people. Leftovers if there are any should be further divided

Question 20

What confusions might learners have with fractions?

Answer 20

• difficulty adding fractions (adds both the numerators and denominators)
• difficulty reading fractions
• assuming a fraction name refers to a specific shape

Question 21

Why should one avoid using the language “two over three” etc?

Answer 21

• Results in miscalculations
• Does not allow learners to understand the size of fractions or compare them accurately

Question 22

Why might the learner make the mistake of adding both the numerator and denominator?

Answer 22

• insufficient experience counting in fractions
• moved too quickly to using fractional symbols before using the language

Question 23

How could a teacher help a child to correct the mistake of adding both the numerator and denominator?

Answer 23

• counting in fractions with the child
• providing fraction bars/circles for the learner to shade when adding
• encouraging the child to read the problem aloud (e.g. two eighths add three eighths)
• modeland use correct fractional language

Question 24

How can teachers avoid a learner misunderstanding a fraction name as referring only to a certain shape?

Answer 24

• expose learners to many different fractional models
• give learners experience partitioning many different shapes not only circles, squares or rectangles