Teaching Fractions

Using Visuals

Peggy FooMarshall Cavendish Institute

Theories

• Concrete-Pictorial-Abstract Approach pedagogical model

• Enable students to visualize the concepts

• Build conceptual understanding before we teach the skill of computation (procedural understanding)

Fractions

• Represent a part-whole relationship

• Need to provide ample opportunities to make sense of fractions using concrete, pictorial representation so that they can understand the abstract concept of fractions

• Concrete materials– real objects, fraction discs, paper strips (folding)

• Pictorial representations– model bars

• Abstract - symbols and notions

Mixed Numbers and Improper Fractions

• Watch a video

Multiplication of Fractions (Concrete)

• Find the value of 1/2 x 2/3

• Find the value of ¾ x 2/3

Word Problem (Pictorial)

• Tom spent 2/5 of his money on a shirt and ½ of the remainder on a pair of pants. What fraction of his money had he left?

Division by a whole number (concrete)

• Share ¾ of a cake equally among 4 persons

• What fraction of the cake does each person get?

Question?

• Fraction ÷ Whole number = answer (smaller)

• Fraction ÷ Fraction = answer (bigger or smaller?)

Division by a fraction(concrete)

• Andrea wants to share 2/3 tub of ice-cream with his friends. She wants to give her friends 1/6 of a tub. How many friends can Andrea share the ice-cream with?

Challenging Word Problem

Summary

• Using visuals to teach fractions to enhance conceptual understanding

• Concrete (fraction discs, stripes)

• Pictorial (bar model)

• Abstract (symbols and notions)