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Background For Teachers:
Intended Learning Outcomes:
Ask students if they are only called by one name. Have students discuss in small groups or share with the whole class different names people call them. Give the example of someone named “Richard”. My friend Richard was called “Rich” by his girlfriend, “Rick” by his coach, “Ricky” by his Mom and “Richard” when he was in trouble. A boy named Robert was called a lot of different names, but they weren't bad names, just different names people called him. He was still the very same person even though he was known as Rob, Robby, Bob & Bobby—lots of names for the same person. Well, that’s how it is with FREIDA FRACTION. Her friends call her 1⁄2, her Mom calls her 2/4, her Dad calls her his little 3/6 and Grandma calls her 4/8. Her teacher calls her 5/10 and on special occasions she is known as 6/12.
Meagher, M., ERIC Digest, June 2002, “Teaching Fractions: New Methods, New Resources”
It doesn't matter if fractions are introduced as counting or as measurements. Teachers often fail to recognize or utilize prefractural knowledge. Preschoolers recognize what “1/2” is. We often take an adult centered approach rather than a child centered approach to teaching children about fractions. Knowledge of fractions falls into three strands: 1) procedural knowledge, 2) factual knowledge and 3) conceptual knowledge.
Caine, R.N. & Caine, G. (1994) “Making Connections: Teaching and the Human Brain”
Brain research demonstrates that the more senses used in instruction, the better learners will be able to remember, retrieve, and connect the information in their memories. By incorporating realistic, interdisciplinary activities that involve more than one of the child’s senses, memory pathways become more easily accessed and cross- referenced for future use.
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