Simplifying Fractions
In the video, the teacher utilized the CRA cyle to promote simplifying fractions. First, the teacher displayed the amount of space the fraction took up. For example, 3/6 is three equal parts out of the whole, which is six in a grid of six. Then he showed that is the same as 1/2 through a model as the representation.
He then went into factoring the numbers, which is more advanced for students in middle school. He uitilized new terminology for students to learn as they become more advanced with fractions. The goal is to find any wholes within the factoring. For example, for 3/6 it would be 1*3 in the numerator and 2*3 in the denominator. There is one whole within the numbers to simplify the fraction. 3/3 is equal to one so it would be 1/2 *1 = 1/2. The teacher in the video says they cancel out, but I would want students to know there is still a number there and that is one. Teachers should not skip over the basic facts for the sake of their own student's learning.
The third part goes over the procedure for simplifying fractions. He refers to common factors that helps students simplify the problem. I would like to know how to explain the why of the procedure to show students how they get to the simplified fraction. I would start the lesson off with models of the fractions. Fraction bars and pies would help students see how some fractions are the same amount. Students find fractions difficult and even I struggle to understand some of the models of fractions. It is a popular math anxious topic for many people. This video would be a great tool for students struggling with the process
Math Antics. (2012, April 17). Math Antics - Simplifying Fractions. Retrieved from https://www.youtube.com/watch?v=AtBUQH8Tkqc
In the video, the teacher utilized the CRA cyle to promote simplifying fractions. First, the teacher displayed the amount of space the fraction took up. For example, 3/6 is three equal parts out of the whole, which is six in a grid of six. Then he showed that is the same as 1/2 through a model as the representation.
He then went into factoring the numbers, which is more advanced for students in middle school. He uitilized new terminology for students to learn as they become more advanced with fractions. The goal is to find any wholes within the factoring. For example, for 3/6 it would be 1*3 in the numerator and 2*3 in the denominator. There is one whole within the numbers to simplify the fraction. 3/3 is equal to one so it would be 1/2 *1 = 1/2. The teacher in the video says they cancel out, but I would want students to know there is still a number there and that is one. Teachers should not skip over the basic facts for the sake of their own student's learning.
The third part goes over the procedure for simplifying fractions. He refers to common factors that helps students simplify the problem. I would like to know how to explain the why of the procedure to show students how they get to the simplified fraction. I would start the lesson off with models of the fractions. Fraction bars and pies would help students see how some fractions are the same amount. Students find fractions difficult and even I struggle to understand some of the models of fractions. It is a popular math anxious topic for many people. This video would be a great tool for students struggling with the process
Math Antics. (2012, April 17). Math Antics - Simplifying Fractions. Retrieved from https://www.youtube.com/watch?v=AtBUQH8Tkqc