ChuChu Wu final

which of the following models is the most common interpretation of fractions used in elementary schools?

part-whole

Mr. Nunez wants to help his students develop the concept of Equality of Parts in Fractions. which of the following activities should be introduced last?

using tangrams to model equal fractions

when teachers fold strips of paper to model various fractions, they are exploring which model of representations?

measurement

which of the following is an activity that will help children understand equivalent fractions?

using fractions circles to show ½ is the same as 4/8

Jimmy is comparing fractions. he indicates that 2/3<2/4. which activity would you suggest to help Jimmy understand this kind of problem?

ask Jimmy to demonstrate his reasoning using fraction manipulatives or drawings

which of the following statements is true when introducing fraction computation?

give students different kinds of fraction models, I.e., fraction circles, fraction number lines, and sets of objects, as they explore fraction computation.

according to some research reports, which operation with fractions seems to be the most difficult for students?

subtraction

one of the most common errors students make when adding fractions is adding numerators for the answer numerator and adding denominators for the answer denominator. which would be the best procedure to correct a student who computes 3/5+1/3=4/8?

ask him to demonstrate the problems using fraction bars or circles

according to the text, which of the following are some common misunderstandings children have about multiplication and division of fractions? (mark all that apply.)

the product is bigger than the factors, division makes smaller, multiplication makes bigger

which of the following is a common incorrect answers given by students when solving the problem 8 divided by 1/2?

4

what is fraction circles also called?

region model

what is a fraction number-line also known as?

linear/measurement model

If this diagram shows 3/5 of a set; what would the whole set look like?

Part of set: xxx xxx xxx

xxx xxx xxx xxx xxx

can you give this fraction another name?

3/5

6/10

Comparing units fractions, what do you notice?

larger bottom numbers mean smaller fractions

When drawing an area model to multiply fractions, how do you know the final answer?

overlapping shaded area