3879359
Descripción
Fichas por Jordyn Pitman, actualizado hace más de 1 año
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Creado por Jordyn Pitman
hace alrededor de 9 años
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| Pregunta | Respuesta |
| Fractional thinking concept map stage 1 | Partitioning and divided quantities - Involves dividing an object into parts - sharing into equal sized parts - recognise part-whole relationship between numerator and denominator - use a variety of representations to understand no just memorise |
| Fractional thinking concept map stage 2 | Fractions as part whole relationships |
| Fractional thinking concept map stage 3 | Equivalence -realise fractions have a size - can be compared and ordered - use drawings, shapes, benchmarks - identifying fractions with same denominator/numerator - converting |
| Fractional thinking concept map stage 4 | Fractions and number lines - place fraction on number line - ability to compare and order fractions - follows from part-whole understanding - can visualise the size - good tool for representing and comparing |
| Fractional thinking concept map stage 5 | Adding and subtracting fractions |
| Fractional thinking concept map stage 6 | Unitising |
| Fractional thinking concept map stage 7 | Fractions as operators |
| Fractional thinking concept map anagram | Do (divided) People (part whole) Even (equivalence) Need (number line) An (adding and sub) Ugly (unitising) Octopus (operators) |
| Dividing a fraction | Number gets larger |
| Multiplying a fraction | Number gets larger |
| 2 divided by 1/8 = ??? (word story) | Miss Brown brings 2 cakes to school. Each child can have 1/8. How many children end up receiving a piece of cake? |
| 5/6 multiplied (of) 12 = ??? (story) | Dad has a lawn that is 12 metres long. He has mowed 5/6 of the lawn, how many metres of lawn has Dad mowed? |
| Benefits of Paper strips | Easily manipulated use any fraction large or small can represent choc bar or similar context you can see the whole and its parts used for additive or mult thinker can compare with other fractions on paper strips |
| Benefits of pie segments | Shows the whole Each whole can be divided accordingly represent a variety of contexts (pie, cake) visual aid physical aid use for imaging later in life |
| Benefits of interlocking cubes | Can use whole number (15 blocks) can use a factor (5 representing 3 each) split and join easily Can form a range of fractions/numbers see the whole additive and mult thinkers |
| Benefits of fraction wall | See the fractions they relate to Compare sizes of fractions Order fractions once order largest to smallest - equivalent fractions are a next step |
| Year 4 strategy 3/5 of 5 = ??? | use denominator to split into that many parts (5) split the amount evenly (3 each) count up the fraction that is being asked (3+3+3) |
| Year 6 strategy 4/6 of ??? = 32 | divide total number by numerator (32/4) to find how any in each group (8) if there are 6 groups (6x8) |
| year 8 strategy (within and between) | place numbers on number line to find an unknown within- relationship that goes top to bottom between - relationship that goes side to side |
| Fraction language | Very important to introduce fraction language numerator denominator build on fraction schemata |
| POLYA (1945) | understand plan do check |
| Skemp (1976) | Relational and instrumental understanding R: meaningful learning, connections of concepts and ideas I: Rote learning, rules without reasons |
| Instrumental advantages | - teachers usually learnt that way so its easier - faster for students to pick up - rewards are more immediate - less knowledge is involved |
| Relational advantages | - adaptable to new tasks - its a goal in itself - easier to remember - schemas are organic in quality |
| Young-Loveridge | - builds on additive as a foundation - materials to develop imagery - need to understand the relationship between the diagram and the problem |
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