Courtnay Gillingwater
Courtnay Gillingwater
Shaunda Wood
January 24 2018
Peer Teaching for Elementary Mathematics: Developing Fractional Concepts and Fractional Computation
Materials
Fraction tiles, fraction blocks, fraction circles, Cuisenaire rods, pattern blocks, geoboards, units and ten
rods, number lines, ten frames, tangrams, and anything else you can group or divide like chocolate bars
or candy
Summary
Students usually will first understand the concept of equal parts in relation to sharing fairly
amongst a group. Fair shares are equal to fractional parts. We must be sure that students understand
that a fraction is a number that describes a relationship between a part (represented by the numerator)
and a whole (represented by the denominator). Although you see two numbers, you must understand
that their relationship represent part of one whole. Students should be able to describe what is the
whole and what are the parts. When learning about fractions, the process of counting fractional parts,
which we call iterating, helps students understand the relationship between the parts (the numerator)
Fractions are often very confusing as they have numerous constructs (part-whole,
measurement, division, operator, and ratio (see page 268-269). Fractions can represent area (how much
of one space is being covered), Length or Number line (the location of a point in relation to 0 and other
numbers on the number line), and Set (the count of a subset of objects as it relates to the defined
Gillingwater 3
Teachers must be aware of the many misconceptions students will have when working with
fractions, to anticipate these mistakes and help students to avoid them. Here are some important points
to consider:
1) Students may think that the numerator and denominator are separate values and have difficulty
seeing them as a single value (ex: ¾ if one number), 2) Students may think that 2/3 means any two parts,
not two equal-sized parts (pieces must be equal sizes!), 3) Students think that a fraction such as 1/5 is
smaller than a fraction such as 1/10 because 5 is less than 10, and 4) Students mistakenly use the
operation “Rules” for whole numbers to compute with fractions (ex: ½ + ½ = 2/4). Having fractions
represented with visuals and physical objects helps clear this and al other misconceptions.
The use of visuals and models in learning about fractions is essential. There are so many options when it
comes to manipulatives for fractions (See materials list for ideas). You should also show students how to
make their own models easily. Students should become comfortable seeing fractions represented in
various physical and pictorial forms and how to create their own. This will help them clarify to
themselves and their teacher what it is they are doing. Students should explore the different
manipulatives and visual forms, as one method may make more sense to one student then another.
Depending on whether you are representing area, length, or a set, you may choose to use different
When students become comfortable with fractions, they should begin trying to estimate with
fractions. Relating fractions to real word concepts all throughout the study is crucial to help learners
It is essential that students are given plenty of time and opportunities to develop their
understanding of fraction concepts before beginning computation. When developing strategies for
fraction computation, first students must know that they must have a common denominator in order to
Gillingwater 4
add or subtract. This is because with fractions we are dealing with equal parts, so to add them, they
must be made into equal parts (a common misconception is adding both the numerator and
denominator). When fractions are greater than 1 you can add or subtract the wholes, but the fractions
must be made equivalent before adding. This shows us the importance of scaffolding knowledge with
fractions through younger years, so we can prepare students for Middle School and beyond when
References
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Math/Math-
Grade3.pdf
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Math/Math-
Grade4.pdf
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Math/Math-
Grade5.pdf
National Council of Teachers of Mathematics (2017). Number and Operations. Retrieved from:
http://www.nctm.org/Standards-and-Positions/Principles-and-Standards/Number-and-
Operations/
Van de Walle, K. Folk, S. Karp., Bay-Williams, J., & Mcgarvey, L.M. (2016). (5th Canadian ed.). Elementary