*students make no connections with fractions

*students focus on memorization instead of learning the meaning of fractions

the concept of improper fractions.  Improper

 fractions should be introduced fairly early for

maximum understanding.  "If students seem

to understand the language of fractions and

are making good use of number lines, then

improper fractions will fit in quite naturally"

(Clarke, Roche, & Mitchell, p. 375).

Activity:  I found that using the shape

manipulatives and having students represent

wholes and fractions help with the understanding

of improper fractions. 

Activity:  Include activities related to retail, such as a sale at a store and calulating tax.

Activity:  The example of creating a bridge in the article is a great (and fun!) way of having students work together  to create a bridge while using fractions.

to appeal to all learners in the classroom.  The more ways the

teacher shows fractions, the better chance of student understanding.

"A range of manipulatives and other tools have been employed during teaching

experiments, such as fraction bars, Cuisenaire rods, paper folding, laminated shapes, and

computer programs" (Clarke, Roche, Mitchell, p. 375).

Activity:  Practice adding fractions and coming up with the answers on white boards.

fractions are division problems.  "A fraction may also represent the operation of division such as 3 divided by 5 = 3/5" (Clarke, Roche, & Mitchell, p.374).

pair (3/7, 5/8), students might note that 3/7 is less than one-half and 5/8 is more than

one half" (Clarke, Roche, & Mitchell, p. 376).

Residual Thinking- "Students refer to the amount required to build up to one whole"

**Students should be able to figure out with way of thinking works best for them**