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5.2 ConceptsIn the 7th national mathematics assessment, fourth graders found representating a fraction to be easier if the unit was a region than if it was a set of objects (Wearne and Kouba, 2000). Results from the Seventh Mathematics, Assessment of NAEP, page 165Choose two different models for fractions, one using a region and one using a set of objects. Designate a unit for each model and illustrate the following with diagrams: a proper fraction; an improper fraction; addition of fractions; and subtraction of fractions. 5.2 Concepts The fraction 5/8 is in lowest terms and 4/8 is not in lowest terms. Is 0/6 in lowest terms? Explain your reasoning. Write a definition of lowest terms and show how this definition supports your reasoning. 5.2 Teaching To be effective teachers must know and understand deeply the mathematics they are teaching and be able to draw on that knowledge with flexibility in their teaching tasks. NCTM Standards 2000, page 17Suppose you were teaching and a student asked you if there is a smallest positive number. Write a response to this question that would be convincing to the student. Write some questions you would ask to help students conclude that there is no smallest positive number. |