![]() ![]() ![]() Understanding fractions has to begin with seeing the fraction as a number, rather than two separate whole numbers. Fraction Sense Begins with Understanding the Numerator and Denominator They will develop number sense and fraction sense. So if we instead teach fractions with visuals, hands on models, and so on, and seek to teach them in a conceptual way, they won’t see math as a set of rules devoid of logic. It’s built on the reality of the world around us. When we do that, we are telling them essentially, “Just do it like this, even though it’s completely nonsensical, and you’ll get the right answer.” We don’t want to teach our kids rules or tricks without any kind of context or conceptual understanding. So what we need to understand is that fraction sense is built on a solid foundation of logic and common sense. Fraction sense is tied to common sense: Students with fraction sense can reason about fractions and don’t apply rules and procedures blindly nor do they give nonsensical answers to problems involving fractions.“ To begin, I want to share a helpful definition of fraction sense that I read this week from the book Beyond Pizzas and Pies by Julie McNamara and Megan Shaughnessy:įraction sense implies a deep and flexible understanding of fractions that is not dependent on any one context or type of problem. Read our full disclosure policy here.* Defining Fraction Sense * Please Note: This post contains affiliate links which help support the work of this site. Today I’m continuing the series on developing fraction sense with You’ve Got This Math, and will be sharing comparing fractions using benchmark fractions. And since fractions are in fact numbers, we want kids to be as fluent and comfortable using and manipulating fractions as they are with whole numbers. As kids progress through school, they begin to be introduced to fractions. In other words, helping them to understand numbers in lots of different ways, and to be fluid in how they use numbers and work with numbers to solve problems. Thursday Tool School: Understanding Fractions- Par.In the early years, a child’s math education should focus on developing number sense. ![]() Thursday Tool School: Understanding Fractions- Ben.Transformation Tuesday: Getting Started with Math.What I'm Reading Wednesday: Making Number Talks Ma.Thursday Tool School: Understanding Fractions- Com.Note: The one whole and two half strips are included for reference. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. Today's resource supports the following Common Core State Standard for Math:ĥ.NF.A.2- Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. See the examples below of how to use fraction strips to compare to a benchmark. Students need lots of opportunities to make the comparisons using fraction tools before being able to make a visual estimation from the formal notation. It's important to note that students don't just develop this understanding without beginning with the conceptual models. ![]() Two-sixths is closer to zero, not one whole.) (An understanding that prevents the dreaded one-third plus one-third equals two-sixths because using benchmark fractions will allow students to see that one-half plus one-half equals one whole. It took some time, but I began to notice that my students' understanding of fractions developed into the deeper understanding I had envisioned. Each time I presented a fraction, I posed the question, "Is this fraction closer to zero, one-half, or one whole?" And, I often added, "How do you know?" A few years back, in an effort to try to help my fourth graders really make connections between the value of a fraction and the formal fraction notation, I taught them how to compare the fraction to a benchmark. For some reason, students struggle to understand how to make sense of the value of a fraction. We all know that fraction concepts have plagued our students for many years. This week, I want to talk about using benchmark fractions to better help students make connections between the value of the fraction and the formal fraction notation. Last week, I discussed how to use fraction tools to help students learn to connect a fractional part to the whole and then to the formal fraction notation. ![]()
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