DiMatteo

Mod4 Application














Module 4 Application Assignment
Equivalent Fractions
Samantha DiMatteo
Marygrove College

























DiMatteo Mod4 Application


Students who have a genuine understanding of the concept of equivalent

fractions will be able to apply their knowledge to new situations. Alternatively, if

students only know the algorithm for writing equivalent fractions they will struggle to

transfer the use of that algorithm to scenarios that alter in format and complexity.

Wiggins and McTighe (2011) state, Distinguishing between understanding and

factual knowledge is arguably one of the biggest challenges in teaching (p. 62). We as

educators must carefully design tasks that help our students demonstrate their

understanding so that we can address and redirect students that have misconceptions

about the lesson. In the article Practical Tips for Making Fractions Come Alive and Make

Sense, Clarke, Roche, and Mitchell (2012) explain that there needs to be a greater

emphasis to the meaning of fractions than on procedures for manipulating them (p.

374). In doing this students will see the validity in the process of solving each problem

and how applicable equivalent fractions can be to various circumstances.

Albert Einstein once stated: Education is not the learning of facts, but the

training of the mind to think. In the process of developing an understanding of the

material students must be encouraged to think inquisitively. This can be done by

presenting students with problems that challenge them and require them to

demonstrate their level of comprehension of the material, not just their ability to repeat

facts or plug in numbers into a formula. Bookhart and Nitko (2015) state, A well-

designed performance task gives students the opportunity to apply their learning to a

new situation, not just repeat information from class or from a text (p. 270). In order

to help our students develop the foundational skills they will need to be successful in
DiMatteo Mod4 Application

their futures we make emphasize the importance on comprehension and application of

the subject matter, not simply the regurgitation of facts.

Gregg and Gregg (2007) state, One goal in our mathematics courses for

elementary teachers is for students to develop a conceptual understanding of the

standard algorithms for adding, subtracting, multiplying, and dividing whole numbers,

fractions, and decimals (p. 490). This goal can only be accomplished through

facilitation techniques in which teachers create tasks that allow students to experience

the material. Barlow and Drake (2008) explain, Students levels of understanding and

abilities are not usually revealed through problems that merely require students to use

an algorithm (p. 328). Hands on activities and tangible examples of equivalent

fractions can help the students embrace the learning process. As a result students will

be more confident and more successful with new applications of equivalent fractions.

Teaching for understanding takes time, however its benefits out way teaching

solely for rote recall. Clarke, Roche, and Mitchell (2012) state, students should be

given time to understand what fractions are about (rather than moving quickly to

computation) (p. 374). Teachers need to be patient with the process of helping their

students thoroughly comprehend the subject matter. When students understand the

concepts of equivalent fractions they will shine in future applications that require these

foundational skills.

DiMatteo Mod4 Application

References


Barlow, A. T., & Drake, J. M. (2008). Division by a fraction: Assessing
understanding through problem writing. Mathematics Teaching in the Middle School,
13(6), 326332.

Brookhart, S. M., & Nitko, A. J. (2015). Educational Assesssment of Students.
Boston, MA: Pearson Education, Inc.

Cengiz, N., & Rathouz, M. (2011). Take a bite out of fraction division.
Mathematics Teaching in the Middle School, 17(3), 146-153.

Clarke, D. M., Roche, A., & Mitchell, A. (2008). 10 practical tips for making
fractions come alive and make sense. Mathematics Teaching in the Middle School, 13(7),
372379.

Coughlin, H. A. (2010). Dividing fractions: What is the divisors role? Mathematics
Teaching in the Middle School, 16(5), 281-287.

Gregg, J., & Gregg, D. U. (2007). Measurement and fair-sharing models for
dividing fractions. Mathematics Teaching in the Middle School, 12(9), 490496.

Perlwitz, M. D. (2005). Dividing fractions: Reconciling self-generated solutions
with algorithmic answers. Mathematics Teaching in the Middle School, 10(6), 278283.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and
middle school mathematics methods: Teaching developmentally (8 th ed.). Pearson:
Boston.

Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating
high-quality units. Alexandria, Va.: ASCD.












DiMatteo Mod4 Application

Activities that will help students develop the equivalent fraction concept:

(1) Game: Fraction Tracks

Directions: Students draw a fraction card and can move their chips until they reach the
total amount on the card. The goal is to land on the whole number 1 and the end of
each track.

This game helps students develop an understanding of equivalent fractions. For
!
example, if you drew a ! you could move to any or the following equivalent fractions
! ! ! !
, , , or !". Additionally, this game helps students to determine which fraction sums
! ! !
are needed to be equivalent to their original fraction on their care. For example, if a
! ! !
student drew a !, they could move to the ! on one track and to the ! on another
! ! !
track because ! + ! = !.

Part 2 of this game gives students a game board with mixed numbers. When they draw
a card it is either a percentage or an improper fraction. The students must identify
which mixed numbers on the board their card is equivalent to in order to move their
chips along each track.

http://teachers.henrico.k12.va.us/math/HCPSCourse1/6-2/6-
2cd_FractionTrackGame.pdf

http://illuminations.nctm.org/Activity.aspx?id=4148
DiMatteo Mod4 Application

(2): Fraction Bars / Real Life Application:

Fraction bars allow students to visually compare equivalent fractions. This concept can
be extended to real life tangible examples that the students can relate to such a pizza or
a Hershey bar.

(3) Technology:

https://illuminations.nctm.org/Activity.aspx?id=3519

This website allows students
to explore equivalent
fractions, decimals, and
percentages. Students can
use the site to manipulate
the numerators and
denominators to see how
they alter the
representations and models.

http://illuminations.nctm.org/activity.aspx?id=3510
This website allows students to create equivalent fractions by dividing and shading
squares or circles. They can then identify each fractions corresponding location on the
number line.

DiMatteo Mod4 Application

An acre is 1/640 of a square mile.
(a) How many acres are in a rectangular plot of land that is 1/8 mile wide and 1/2 mile long?

1 mile

acre



acre

1 mile

acre


acre
1/8 acre

mile

There are 40 acres in a rectangular plot of land that is 1/8 mile wide and 1/2 mile long.
I identified my solution by first constructing a square that represented a 1 mile by 1mile square plot of
land. This represented a total of 640 acres because there are 640
acres in a square mile. I divided it vertically in half and then
horizontally into quarters. I took one of those quarters and = =

divided that in half to represent a piece of land that was 1/8 mile
wide and mile long. I then set up a proportion to represent
acres and miles. My missing value x represented the number of
! ! () = ()()
acres in the 1/8 mile by mile lot. To solve I cross multiplied and
obtained a solution of 40.
=


(b) A rectangular piece of property contains 80 acres and is 1/2 mile wide. How long is the property?


= =



x 80 acres

! ! () = ()()


mile =


=
A rectangular piece of property that contains 80 acres and is
a mile wide is mile long. To solve this portion of the
problem I set up a proportion to represent acres and miles. Since area identified by multiplying the length
and width and I knew the width was a mile, and the length was unknown, this was denoted x. I then
solving for my missing value and found that the plot of land was mile long.