# Teaching multiplying fractions

Now we are stuck again for a way to write one hundred. Children can play something like blackjack with cards and develop facility with adding the numbers on face cards.

This prevents one from having to do subtractions involving minuends from 11 through And sometimes they neglect to teach one aspect because they think they have taught it when they teach other aspects.

Since part of the common core requires that they use visual area models for multiplying fractions, we had some fun with tracing paper! This is always the hard part. If you don't teach children or help them figure out how to adroitly do subtractions with minuends from 11 through 18, you will essentially force them into options 1 or 2 above or something similar.

Hmmmm, I know I have 8 brownies with sprinkles and icing on them, but what Teaching multiplying fractions are they? And Fuson points out a number of things that Asian children learn to do that American children are generally not taught, from various methods of finger counting to practicing with pairs of numbers that add to ten or to whole number multiples of ten.

Then, students should be given exercises without a visual model but the common denominator is still given. The point of practice is to become better at avoiding mistakes, not better at recognizing or understanding them each time you make them.

It is difficult to know how to help when one doesn't know what, if anything, is wrong. But these things are generally matters of simply drill or practice on the part of children. Further, 3 I suspect there is something more "real" or simply more meaningful to a child to say "a blue chip is worth 10 white ones" than there is to say "this '1' is worth 10 of this '1' because it is over here instead of over here"; value based on place seems stranger than value based on color, or it seems somehow more arbitrary.

Although it is useful to many people for representing numbers and calculating with numbers, it is necessary for neither. The original minuend digit --at the time you are trying to subtract from it 12 -- had to have been between 0 and 8, inclusive, for you not to be able to subtract without regrouping.

He has four categories; I believe the first two are merely concrete groupings of objects interlocking blocks and tally marks in the first category, and Dienes blocks and drawings of Dienes blocks in the second category. I tried to memorize it all and it was virtually impossible.

Adding mixed numbers with like fractional parts In this video we study adding mixed numbers when their fractional parts are like fractions. That would show her there was no difference.

Algebra includes some of them, but I would like to address one of the earliest occurring ones -- place-value.

I cannot categorize in what ways "going beyond in a tricky way" differs from "going beyond in a 'naturally logical' way" in order to test for understanding, but the examples should make clear what it is I mean. Be sure to read through the directions for the rest of the details of playing the game. But following algorithms is neither understanding the principles the algorithms are based on, nor is it a sign of understanding what one is doing mathematically.

Practice versus Understanding Almost everyone who has had difficulty with introductory algebra has had an algebra teacher say to them "Just work more problems, and it will become clear to you. Only one needs not, and should not, talk about "representation", but Teaching multiplying fractions set up some principles like "We have these three different color poker chips, white ones, blue ones, and red ones.

But with regard to trading, as opposed to representing, it is easier first to apprehend or appreciate or remember, or pretend there being a value difference between objects that are physically different, regardless of where they are, than it is to apprehend or appreciate a difference between two identical looking objects that are simply in different places.

Baroody categorizes what he calls "increasingly abstract models of multidigit numbers using objects or pictures" and includes mention of the model I think most appropriate --different color poker chips --which he points out to be conceptually similar to Egyptian hieroglyphics-- in which a different looking "marker" is used to represent tens.

That is, why is the tens column the tens column or the hundreds column the hundreds column? In a discussion of this point on Internet's AERA-C list, Tad Watanabe pointed out correctly that one does not need to regroup first to do subtractions that require "borrowing" or exchanging ten's into one's.

Well, we have 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, And it hopefully makes sense that you get this 8 by multiplying the 2 times the 4. This can be at a young age, if children are given useful kinds of number and quantity experiences. Now for a few teaching ideas. Place-value involves all three mathematical elements. I have championed the conceptual route, until I got to algebraic fractions. We only use the concept of represented groupings when we write numbers using numerals. I also include missing addend problems.

That kind of mistake is not as important for teaching purposes at this point as conceptual mistakes. One could subtract the subtrahend digit from the "borrowed" ten, and add the difference to the original minuend one's digit.

It is easy to see children do not understand place-value when they cannot correctly add or subtract written numbers using increasingly more difficult problems than they have been shown and drilled or substantially rehearsed "how" to do by specific steps; i.

This leads to an interesting discussion and will help addresses a major misconception later on that students have about multiplication always making things bigger.Fractions Worksheets Printable Fractions Worksheets for Teachers.

Here is a graphic preview for all of the fractions worksheets. You can select different variables to customize these fractions. Fractions Worksheets Printable Fractions Worksheets for Teachers. Here is a graphic preview for all of the fractions worksheets. You can select different variables to customize these fractions worksheets for your needs. Multiplying Fractions Math Riddle. Students will multiply the fractions and reduce the answer to lowest terms. They will use their answers to solve a math riddle.

Fraction Worksheets & Printables. With worksheets covering important skills like subtracting fractions, simplifying fractions and multiplying fractions, our collection of fraction worksheets is great for practicing this important math concept. Great lesson to teach students how to multiply fractions.

This multiple part lesson is perfect for grade 4 and 5 students as they learn to multiply fractions. How does critiquing solutions help students develop an understanding of multiplying fractions?

What can you learn from Ms. Pittard about engaging all students? Teaching Channel is. This website and its content is subject to our Terms and Conditions. Tes Global Ltd is registered in England (Company No ) with its registered office at 26 Red Lion Square London WC1R 4HQ.

Teaching multiplying fractions
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