Describe fractional parts. What are the two distinct requirements of fractional parts
1. Describe fractional parts. What are the two distinct requirements of fractional parts? Explain how childrens' concepts of partitioning need to be refined to produce a concept of fractional parts.
2. Give a fourth grade explanation of the meaning of the top number and the bottom number in a fraction.
3. Explain why it is obvious that 3/4 x 8/5 = 6/5 without using the algorithm and without first getting 24/20.
4. Explain why the place-value system extends infinitely in two directions. How can this idea be developed with students in the fifth or sixth grade?
1. Describe fractional parts. What are the two distinct requirements of fractional parts? Explain how childrens' concepts of partitioning need to be refined to produce a concept of fractional parts.
2. Give a fourth grade explanation of the meaning of the top number and the bottom number in a fraction.
3. Explain why it is obvious that 3/4 x 8/5 = 6/5 without using the algorithm and without first getting 24/20.
4. Explain why the place-value system extends infinitely in two directions. How can this idea be developed with students in the fifth or sixth grade?
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