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Work the problems below using any of the strategies presented in the module.

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I noticed that using money makes the fractions more meaningful!

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Should I introduce fractions and money at the same time?

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Should I always try to convert to decimals first when adding or subtracting fractions?

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I would have to remind myself to convert the answers back into fractions.
This method of solving problems gives students context.

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How do we stop students from becoming too depended on the anchor charts?

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They might get confused with the fraction (1/25) and 25 cents.

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Learning fractions can be tough for a lot of kids. Using money to teach fractions will give them opportunities to think about and make sense of fractions.

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I noticed converting the numbers to decimals as if they represented money made it a lot easier to add and subtract. I think connecting it to money helps give the numbers more meaning. Along with that, thinking of the 100 in the denominator as 100 pennies was very helpful.

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If some students struggle with money, would it make sense to introduce this strategy to them?

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I think students will be confused about the denominator if it is not in a coin denomination (5, 10, 25, 50).

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Relating Fractions to money made it much simple to add and subtract.

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It would be challenging for my ELL's to relate money to fractions and visualize the relationship.

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You need to practice money so it gets easier to use fractions and find the relationship.

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Is it really better to use money than using equal denominators? It seems high skill for our very low students.

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How can I remember the value of each coin?

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I noticed that relate fraction with money is easy to add and subtract fractions and mixed numbers.

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What is the best method to teach my fourth graders how to simplify fractions? e.g. 80/100 = 4/5

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Students may have difficulty understanding the money value of 7/20, 19/20.