![]() ![]() Please, PLEASE remember that students need lots of concrete and pictorial experiences with fractions to be able to reason about the relative size of fractions, which is why I included visuals on the anchor chart. I have been working with my 4th graders on this skill, and I created an anchor chart for them to use as a reference when comparing fractions. Comparing fractions using a benchmark of one-half is just one of the strategies students should have in their toolbox. The first fraction is clearly less than one-half, while the second is greater than one-half. For example, consider this pair of fractions:ĭo you really need to find a common denominator in order to compare these two fractions? I think not. While creating a common denominator is one of the strategies, it is often not necessary. Thursday Tool School: Understanding Fractions- Par.Recently, I published a series of posts describing the various strategies students can use for comparing fractions.Thursday Tool School: Understanding Fractions- Ben.Transformation Tuesday: Getting Started with Math.What I'm Reading Wednesday: Making Number Talks Ma.Thursday Tool School: Understanding Fractions- Com. ![]() Note: The one whole and two half strips are included for reference. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. Today's resource supports the following Common Core State Standard for Math:ĥ.NF.A.2- Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. See the examples below of how to use fraction strips to compare to a benchmark. Students need lots of opportunities to make the comparisons using fraction tools before being able to make a visual estimation from the formal notation. It's important to note that students don't just develop this understanding without beginning with the conceptual models. Two-sixths is closer to zero, not one whole.) (An understanding that prevents the dreaded one-third plus one-third equals two-sixths because using benchmark fractions will allow students to see that one-half plus one-half equals one whole. It took some time, but I began to notice that my students' understanding of fractions developed into the deeper understanding I had envisioned. Each time I presented a fraction, I posed the question, "Is this fraction closer to zero, one-half, or one whole?" And, I often added, "How do you know?" A few years back, in an effort to try to help my fourth graders really make connections between the value of a fraction and the formal fraction notation, I taught them how to compare the fraction to a benchmark. For some reason, students struggle to understand how to make sense of the value of a fraction. We all know that fraction concepts have plagued our students for many years. This week, I want to talk about using benchmark fractions to better help students make connections between the value of the fraction and the formal fraction notation. Last week, I discussed how to use fraction tools to help students learn to connect a fractional part to the whole and then to the formal fraction notation. ![]()
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