Chapter 16: Developing Strategies for Fraction Computation

Understanding Fraction Operations

o Success with fractions very important, directly related to success in
Algebra 1
o Developmental process for fractions:
Grade 4: add/subtract fractions with like denominators,
multiplications of fractions by whole numbers
Grade 5: add/subtract fractions, multiply fractions, simple dividing
fractions
Grade 6: dividing fractions
o Four steps to effective fraction computation instruction:
Use contexts
Use a variety of models
Include estimation and informal methods
Address misconceptions
o Ways to estimate fractions:
Benchmarks (decide whether fractions closest to 0, , 1, etc.)
Relative size of unit fractions (decide how big fraction is based on
denominator)
Addition and Subtraction
o Word problems with whole and mixed numbers (context and variety of
models)
o Modeling fractions
Area models (pie circle)
Length models (number line, ruler)
Set models
o Start fraction addition and subtraction with like denominators
Units are the same so they can be combined
Top number counts and the bottom number tells what is counted
o Begin adding and subtracting with unlike denominators with tasks where
only one fraction needs to be changed
o Do not focus on finding common denominator, say must add equal-sized
parts
o For fractions greater than one
Students tend to naturally add whole numbers and then fractions,
so take away from whole part
Change mixed number to improper fractions and solve
o Misconceptions
Adding both numerators and denominators (use models to show
students how adding both does not look correct)
Failing to find common denominator, just ignore different
denominators and add numerators (use number line/fraction strip to
show relative size of fraction)
Difficulty finding common multiples (good multiplication skills,
any common denominator will workdoes not have to be LCM)

Difficulty with mixed fractions (subtract smaller number from

larger, dont know what to do if one number isnt fraction, focus
only on whole number and not fraction)

Multiplication
o Start with finding fractions of whole numbers
o Fractions of fractions
o Subdividing (paper strip, partitioning, counters)
o Area model (visual)
o Work with different examples and representatives
o Explain why you do not treat the denominator the same way that you treat
it in addition/subtraction (adding=counting parts of a whole so they must
be the same size, multiplication=finding part of part so part may change
size)
Division
o Begin by building upon students prior knowledge of division with whole
numbers
o Partitive (partition or share whole) and measurement (equal group taken
away from whole repeatedly) division
o Common denominator
o Invert and multiply (notice pattern of multiplying of second fraction)
o Misconceptions
Think that when dividing, answer should be smallernot true if
the fraction is less than one, help this by asking student to estimate