Reading: 3-5 Chapter 12

A- Area modelsB- (Multiplying) By

fractions are based One- equal to the
upon parts of an
multiplicative
area, so this is a
identity property
very good model
of one, it remains
for representing
unchanged. (Van
fractions (Van de
de Walle, pg 225).
Walle pg. 207)
E- Equal Shares- a
way to view
fractions- pieces
are fractional parts
of a whole (Van de
Walle, pg. 203).

I- Interpretationswhole vs. unit, it is

important to look
at the unit rather
than the whole for
a better
understanding
(Van de Walle, pg.
204)

F- Fraction
notation- the way
we write fractions
represents what
they mean and it is
important to be
explicit in
explaining the
numerator and the
denominator. (Van
de Walle, pg. 216)
J-

M- MeasurementComparing an
identified amount
to a whole unit,
number lines can
be helpful here
(Van de Walle, pg.
205)

N- Numerator and
denominator are a
single value, not
two separate
numbers. (Van de
Walle, pg 206).

Q-

R- Ratioexpresses a
relationship
between two (and

C- Class fractionsuse a group of your

students as the
whole and then
work with them for
a concrete example
of fractions that
students can really
relate too. (Van de
Walle, pg 210).
G- Grasping
equivalent
fractions- focus
conceptually on
the equivalence,
model them
explicitly, and help
develop an
equivalent fraction
algorithm (Van de
Walle, pg. 224)
K- [K]omparing
fractions- use
number sense,
order fractions,
and manipulate
those fractions so
you can use them.
(Van de Walle, pg
228)

D- Divisionrepresentation of
the topic of equal
shares, not usually
used by students,
but should be (Van
de Walle, pg. 205)

O- Operatorfractions can be
used to indicate an
operation- the
operator changes
the size or scale
through
multiplication (Van
de Walle, pg 205)
S- Sharing
processes- there
are many different
ways to represent

P- Part-whole
relationships- an
effective place to
start in modeling
fractions and
building meaning,
a circle model is
best to use (Van de
Walle, pg. 205)
T- Teaching
considerations for
fraction conceptsrecap big ideas,

H- Having fractions
written in their
simplest termswriting it so that
the numerator and
denominator have
no common wholenumber factors
(Van de Walle, pg.
225)
L-

sometimes more)
quantities (Van de
Walle, pg 206).

U- Using the word Vequal- make sure

to be explicit in
your use of this
word, they may be
equal amounts but
they will not
always be the same
or have the same
number of pieces
(Van de Walle, pg.
203)

sharing processessuch as squares cut

into smaller pieces,
circles cut into
smaller pieces, or
bars cut into pieces
(Van de Walle, pg.
204).
W- (Sectioning a)
Whole into equal
parts is
partitioning, and a
major factor of
fraction
development (Van
de Walle, pg. 211)

give a greater
emphasis to
number sense and
the mean of
fractions rather
than just standard
procedures,
provide a variety of
models, emphasize
X, Y & Z

Fractions are hard a very hard concept to understand, and a topic that I even
struggle with to this day. It is important to use these strategies and methods to
help increase your confidence as a teacher, so that your students can build
that confidence from an early age and really understand and grasp fractions
from an early age.