Question 5

Question 1

What are the three important key ideas that students need to learn about fractions

Answer 1

Student need to learn about a while or 1
Students need to learn that a fraction is number and can be placed on a number line
Denominator how many part make a while
Numerator how many part you have

Question 2

Clearly differentiate between the area set and length models for teaching fractions and provide an example for each

Answer 2

Area - is the signed reigned
Parts are defined by equal area
Length or number line - the unit of distance or length defined by equal length/ distance

Set- what ever value is determined as one set and is defined by an equal number of objects

Set is collection model class population for example 1/6 of the class are wearing a school pole shirt if 4 students out of 24 are wearing it

Set model whole thing is a collection rather then one object

Shape model would be a shape of something eg pie or pizza 1/2, 1/4 etc

Length the location of a point in relation to 0 and other values on the number line
would be a number line or fraction wall

Question 3

Select a common fraction misconception explain how might it have occurred and what would you do as a teacher to address it

Answer 3

Students believing that 1/12 is bigger then 1/8 due to the denominator being a bigger number and student learning throughout their early education that 12 is bigger then 8

I would use a fraction wall to help student conceptualise that 1/8 is bigger then 1/12 as it shows sizes of different fraction that make up a while which would also allow students to compare them against each allow them to see which fraction size is smaller or larger