This week’s math class focus was on fractions. We started
off the class by breaking up into three groups to conduct the weekly led
activities. For this week I was in Hamoun’s group where we did activities based
on adding and subtracting fractions, an activity that would be geared towards
grade sevens. The concept of Hamoun’s activity was taught through the
requirement of solving simple everyday problems in regards to fractions. The
activity that he chose to conduct was 12.19, mental problem solving involving
fractions where we used examples of problems that involved cooking and
measuring with cups. We started of answering a questions in pairs to find out
how much more sugar than flour was used in a recipe. To solve this question we
had to find common denominators in order to subtract the fractions and find our
answers. We then as a group came up with our own problem to solve regarding the
total measurement of ingredients needed to make a pie. Instead of using common
denominators this time, we were instructed to solve the problem visually using
pie charts. Throughout this activity we learned how to solve simple addition
and subtraction fractions using two methods. I enjoyed this activity because it
provided a useful example of math in real life. I have always been a baker and
so I use these fractions all the time. It was a good example of using math in
everyday life and its significance. When
the whole class got back together, the three presenters briefly provided an
overview of their activities. We could see the progression of difficulty
growing within the three activities and how each one builds on each other.
Clark, S. (2013, 24, January). Kitchen Essentials. [Online Image] Retrieved
from https://www.bodybuilding.com/fun/kitchen-essentials-8-items-you-need-to-prepare-healthy-food.html
Coming back together as a whole class, we looked further
into fractions. We explored the Frayer Model to determine what a fraction is.
The definition we came to was, a numerical quantity that is not a whole number.
Some characteristics of a fraction include having a numerator and denominator
where the smaller number is on top and the larger number on the bottom. Some
examples of fractions include ¾, 1/3, 2/7. A non-example of a fraction would be
anything that is not a fraction.
We then went to explore some big ideas regarding fractions.
One of the big ideas was, fractions could represent parts of regions, parts of
sets, parts of measures, divisions, or ratios. At the end of class we explored
different ways of teaching fractions. We looked at teaching through children
literature where we were given the example of the Hershey bar. We talked about
teaching fractions through games such as those that can be found online. It can
also be taught through problem solving which we did quite a few examples of in
class. We largely used manipulatives to solve these problems as it provided a
great visual for students to understand what they are doing.
Until next week. Happy mathing!
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