Today many students were still confused by how to use fraction strips to find equivalent fractions, so those students having mastered this skill stepped up and helped teach their peers! Students were performing much better by the end of the lesson, and a few even told me that they were able to figure out where they were making their mistake or getting confused. Impressive!
Two incorrect answers given on student papers yesterday read:
2/3 = 6/12 and 2/3 = 2/6
I asked students to think about what they know about fractions to explain how one can tell that 2/3 does not equal 6/12 and that 2/3 does not equal 2/6. Two examples of explanations are below:
Two incorrect answers given on student papers yesterday read:
2/3 = 6/12 and 2/3 = 2/6
I asked students to think about what they know about fractions to explain how one can tell that 2/3 does not equal 6/12 and that 2/3 does not equal 2/6. Two examples of explanations are below: