3rd Grade Fractions

Topic
Rationale
Research questions
Population
Assessment tasks & methods
Results & discussion of students understanding
Implications to teachers

Topic

3d Grace Fractions

Rationale
CRA Concrete-Representational-Abstract

instructional approach

Research questions

Is CRA approach an effective instruction

for teaching 3d grade Fractions?

How do students think when teacher

introduced Fractions.

Population

Andrew boy , 9
Dan boy, 8
Jessie girl, 8

Assessment tasks & methods

Method
Hypothesis
3 Lessons
Intervention
Teacher ask questions
Student ask questions & response
Assessment
Redirect

Reflection
Result

Lesson 1
Lesson 1 Introduction to

Fractions
Intervention:
Assessment problem sheet

(fraction circle )
Result
Teaching
Assessment

 Andrew : he sees a circle is made of lines.

Dan: he looks at each parts of fraction

circle as triangle.
Jessie: she sees each a whole as a square

box.

Lesson 2
Fraction Equivalent Fractions parts
Intervention:
Assessment problem sheet (fraction

circle )
Result
Teaching
Activity using 1/2, 1/4 ,1/8, to make a
whole circle.
Assessment

 Activity using 1/2, 1/4 ,1/8, to make a

whole circle
Reflection

They were very interest in using 1/2, 1/4 ,1/8, to make a

circle. But when I ask them Is + = by
demonstrating with fraction circle. They seemed they
couldnt see the connection. Even though their homework
shows the right answer of Equivalent Fractions questions.

For lesson 3, I will use another approach to teach

Equivalent Fractions.

Lesson 3
New approach
Let students abstract ideas being displayed.
Students will make their own graphic bars

and they will fold them into equal parts. They

will do the same thing to circle.
Intervention:
Activities
Result
Teaching
Assessment

Results &
discussion of students understanding
Reflection of Lesson 1
Each students view the parts of circle differently.
Their understand of the fraction symbol is blurring.
Reflection of Lesson 2
Activity using 1/2, 1/4 ,1/8, to make a whole circle
They were very interest in using 1/2, 1/4 ,1/8, to make a

circle. But when I ask them Is + = by

demonstrating with fraction circle. They seemed they
couldnt see the connection. Even though their homework
shows the right answer of Equivalent Fractions questions.
Reflection of Lesson 3
When students were doing hands on activities, they are

pretty active. But when I gave them fraction bar graphic

and let them shade the equal parts. They were less
interested in this activity, and they did not totally
understand the meaning of equivalent parts.

Implications to teachers

Teachers should give more time and

opportunities for students to show how

do they interpretate the meaning of
Fraction. Such as, give them more hands
on activities.
Every questions a teacher asks to

students has its own purpose and redirect

students thinking.
Even a student can answer all questions

right, but teacher should check students

understanding from more approaches.