https://padlet.com/kris_gibson/uy0bpqjs18ou Discussion of different ways to divide with fractions en-us 2017-10-08 19:16:05 UTC 2017-10-08 21:24:19 UTC hello@padlet.com kris_gibson https://padlet.com/kris_gibson/uy0bpqjs18ou/wish/195036871 When teaching students how to divide fractions, the standard algorithm allows for students to learn the "multiply by the reciprocal" of the second fraction. I have even coined a term "keep-change-flip" when teaching the kids how to divide. The process allows for students a concrete way to remember how to divide fractions correctly. To teach the reasoning behind why we invert the second fraction, will allow students to see how division works, and thus be able to understand the principles behind what division means.  I found an article which demonstrates why we invert and multiply, and then describes different ways to solve the same problem through different methods.

http://www.mikesmathclub.org/div_fractions.pdf

]]> 2017-10-08 19:36:30 UTC https://padlet.com/kris_gibson/uy0bpqjs18ou/wish/195036871 kris_gibson https://padlet.com/kris_gibson/uy0bpqjs18ou/wish/195042967 The first method that I found was a video that shows division of fractions using fraction strips. It is a visual model that allows students to see how the strip is divided into parts. The teacher describes the lesson so that students can see how many "groups" are into the whole "group." A great way to incorporate this into a lesson would be for students to have the same strips as the video, and follow along as the video progresses forward. Then
as a formative assessment, students would take a blank strip and model just like the video did.


 https://learnzillion.com/lesson_plans/7928-use-models-for-division-of-fractions-by-fractions]]> 2017-10-08 20:31:50 UTC https://padlet.com/kris_gibson/uy0bpqjs18ou/wish/195042967 kris_gibson https://padlet.com/kris_gibson/uy0bpqjs18ou/wish/195044435 The second idea I found to teaching students fraction fluency allows for students to participate with manipulatives to understand fractions in different forms. The best way to use these ideas would be to use in a center type form, where students rotate to different tables and participate in learning how fractions can be represented differently. A great extension would be for students to complete the activity, and then show some equivalent fractions.   For example, students first would use a pipe cleaner to represent fractions of a whole.  Then, as an extension, students could divide the fraction in other ways to represent equivalent fractions.

http://gottoteach.com/2016/02/hands-on-fractions-key-to-understanding.html]]> 2017-10-08 20:48:21 UTC https://padlet.com/kris_gibson/uy0bpqjs18ou/wish/195044435 kris_gibson https://padlet.com/kris_gibson/uy0bpqjs18ou/wish/195047002 The third idea is an implementation of the area model with decimals. I really like how this activity gives students a sheet protector over an area model, and then they can color in portions of the grid to determine the answer to any operations with fractions. This teacher used the sheet protectors for decimals, but it can be easily 
transferred to fractions, if colored correctly.

http://wheremsgreensmathgrows.blogspot.com/2014/10/multiplying-decimals-with-modelsoh-how.html?m=1]]> 2017-10-08 21:16:21 UTC https://padlet.com/kris_gibson/uy0bpqjs18ou/wish/195047002