Upload
jimmy-keng
View
2.270
Download
5
Embed Size (px)
DESCRIPTION
This is one of the classr
Citation preview
Teaching Fundamental Concepts in Fractions
~ using Problem Solving Approach~
Peggy FooMarshall Cavendish Institute
Focus of Singapore Math
The central focus is on mathematical problem solving
Reasoning, communication and connections
Exercise vs Problem Find the sum
275 + 418 = ___
How many ways can I get 3?
−
Exercise vs Problem
Exercise
Simple, straightforward
Familiar
Use routine procedures
Problem Complex
Novel
Do not have routine procedures
Problem Solving Approach
Does not always have to come after teaching of basic concepts and skills
Can take place at the beginning of a topic to teach basic concepts
Teaching through problem solving
Teaching through Problem Solving
Problem 1
Find different ways to represent halves and quarters?
Who is correct?
Problem 2
Allen thinks that ¼ of the rectangle is shaded. Sherlyn thinks that Allen is wrong because the triangles are different?
Learning Points
Allen is correct.
Each equal part can be identical (same size and shape)
Each equal part can also be of the same size but different shape
Example
4 parts are in equal size when the shapes are different.
Who is correct
Problem 3:
From the previous task, Allen concludes that ½ is bigger than ¼. Sherlyn thinks Allen is wrong again.
Learning Points
Allen is wrong.
½ may not be bigger than ¼.
It depends on the quantity of the whole used.
Equivalent Fractions
Fold a piece of paper into 4 equal parts
Show 3 fourths
Fold the same strip into 8 equal parts.
How many eighths are equal to 3 fourths?
How many twelfths are equal to 3 fourths?
Mixed Numbers
Share 1 cake equally among 4 children
Share 3 cakes equally among 4 children
Share 5 cakes equally among 4 children