The Hypothetical Learning Trajectory III

No The title of The Activity Explanation behind The conjecture of students’ Remarks from the
activities and the the activity strategies and the expectation research
learning goal experiment
1 The Clever First of all, Teacher tells that she is challenged by This first contextual There are some papers bars We need to revise
paper folding her father to divide the “Lapis Surabaya” fairly. activity will guide the given represent cake to be the worksheet. The
activity which Students are asked to divide the cake by fold the students to do the paper divided fairly. Since the cake is worksheet should
has meaning of paper bar below the cake fairly. The paper bar folding. The idea is that long cake and it could be not only include a
fair sharing or under the cake is shown in front of the class by students fold the pieces represented with long paper bar, question about the
measuring and the teacher. Based on that situation, teacher asks or parts of paper bar all the fourth grade students strategy of the
the symbolizing students’ help to solve the problem. Below is the have to be in equal size. probably will use some tools that students to fold the
of the paper picture of Indonesian’s cake that is familiar to With this activity, are familiar for them such as paper but also add
folding activity students. students will be ruler to measure and divide the some guiding
challenged to do paper fairly. Let students do questions about
“clever folding”. what they want first. To face exploring the
Learning goal : Students will students who use tool to measure equivalence of
understand that and divide the paper, the cake fractions and also
 Students will dividing into a number must be made so that it would questions related to
explore the There will be some problems given to the means folding the difficult to be divided use ruler the iteration of unit
equivalence of students. They were asked to divide the cake paper into a number. for example. fractions to get the
fractions in the based on the demand of the teacher’s father. First of all, students are The different strategy will be non unit fractions.
paper folding Some paper bars represent the cake will be folded asked to divide the used by students, they can divide
activity and by students. paper bar into two, they the cake into several shapes such For symbolizing the
describe the 1. Divide into 2 will easily to do that. as paper folding
iteration of 2. Divide into 4 Next they are asked to activity, let the
unit fractions 3. Divide into 3 fold the paper bar into students to write the
to get the non 4. Divide into 6 four. In folding the symbol nearby the
unit fractions. 5. Divide into 8 paper into 4, they will last border folded.
6. Divide into 5
 Students will 7. Divide into 7 do it through the
be able to Students will work in group of two or three to previous folding paper
symbolize the have discussion between them. After the students strategy (fold the paper If we face this condition, we can
paper folding do clever paper folding, they symbolize their into two). They will anticipate with using a cake that
with fraction’s paper folding with fractions’ symbol. The activity fold the two part paper usually cut in slices so they will
symbol, not of symbolizing the paper folding will help them into two again, so they not cut it diagonally like the
only with the to understand the iteration of unit fractions. In will have four parts. probably happened above.
unit fraction symbolizing the fractions, teacher guide the The iteration of the unit Other conjecture is that there are
but also with students to write the symbol nearby the last edge fractions can be done students who fold the paper to
the non unit of the folding. when they did this have fair division. If we found
fraction The worksheet is also provided to the students strategy. Students will this strategy, we can show it to
to describe the iteration of the unit fractions to get investigate the relation other students with give advice
the non unit fractions and the way how they fold between fractions by that it will be handier to do,
the paper. Interviewing and guiding students this activity for beside that students can train to
could be done in this activity. example they could have clever paper folding
divide a paper bar into through that strategy. Through
4 parts by first finding taken as shared and use clever
“1/2” and then dividing paper folding as strategy to fair
each half into two divide the cake, students do
parts. They will see that paper folding activity to divide
1/2 will be equal to 1/4 the paper based on the question
+1/4 or 2/4. in students’ worksheet.
For symbolizing of the Discussion in group to have
paper folding activity, clever paper folding is held.
let students write the Students also will describe their
fractions’ symbol strategy in the student’s
nearby the last border, worksheet.
it was needed to For the symbolizing of the paper
encounter the folding activity, probably some
misunderstanding in student’s still use unit fractions
the next activity that is instead of non unit fractions.
 the activity of number Every part of the paper strip is
line. notated use unit fraction. For
The task also includes example: the paper strip that
dividing the paper bar dividing into 3 , they will notate
into five and seven. as below :
Although our
conjecture is that 1/3 1/3 1/3
students will find it
difficult to divide the This kind of answers could be
paper bar to those used as topics for discussion in
numbers, we still put it the math congress about the
as a task to let them iteration of the unit fractions to
realize that dividing a be the non unit fractions. There
paper bar into five or are probably also some students
seven is more difficult who write the non unit fractions
than to other numbers. in the paper bar.

2 Math congress Teacher holds a class discussion in which The strategy that I expect that students will share Pay more attention
about the clever students share their ideas related to the paper appeared in the their strategy in folding the to the exploring of
paper folding folding activity and the symbolizing of the paper previous activity will paper bar and the symbolizing of the meaning of
and the folding activity. Teacher will orchestrate the be discussed. One the paper folding whether they fractions and focus
symbolizing of discussion. Some groups of students were chosen topic of the discussion use the unit fractions or the non on the meaning of
the paper to share their idea and teacher could ask other is about the unit fractions. They will be able non unit fractions as
folding activity students about their friend’s strategy. The teacher symbolizing of the to do iteration of the unit the result of
can bring the students to focus on the importance paper folding that led fractions to get the non unit iteration of unit
Learning goal: of dividing the paper bar fairly and the iteration to the iteration fractions. fractions (3/4 as
of the unit fractions to get the non unit fractions fractions. For students three times of ¼).
students will who write the non unit This can be used if
share their . fractions, it will be students struggle
strategies in related to the number with finding the
folding the paper
 bar, the line of fractions in the equivalence of non
symbolizing of next activity. unit fractions.
the paper folding
activity, finding
the equivalence
and iteration of
fractions

3 Refining the idea The New contextual situation derived about The new model was The student’s strategy that Pay more attention
of equal fractions game of 17 August to celebrate Indonesian’ used in the string probably come up in dividing to the non unit
using the string independent day. The game that will be hold rubber bands. This into some number is that fractions. We need
rubber bands as was the cone cap game. Before students play model could help students will make a string of to add some
model (The the game, they should help the picture of the students to prepare rubber bands, but of course the questions in the
rubber bands game to give overview fair distance of string frustrating thing come up since it worksheet about the
activity). to put the hanger in it. will be difficult for them if they equivalence of the
With the have to divide the line into 2 for non unit fractions
Learning goal: characteristic of the example since the string rubber
Students will rubber band that bands with two rubbers is not
refine their could be stretched, it enough to be stretched that long
understanding of will help student to distance. They shall find that
the equivalence of put the hanger of the they could use four; six, eight,
fractions through For the game, it needs to prepare fair distance of cone cap with fair etc then divide it into two.
the rubber bands string for place for hang the cone cap. At that distance. With this
activity. moment, there is no rope that can be used but new model, students
teacher have an idea to use the rubber band since can also solve the
she just see some kids play with string rubber problem that are
bands. Teacher shows some of the big rubber faced by students in
bands and ask student to make string rubber the paper folding
activity that is
 bands based on how many parts of area that they dividing a paper into
want to divide. odd number, for
For example: with two rubber bands, they will example if they want
divide the length of black board in two and put a to divide a thing into
hanger in the middle of it. Our conjecture was that seven, they can use
they can not do it with two rubber bands to have seven rubber bands
½ parts. Student will discuss and use 4 or 6 or 8, and stretch it if the
etc to divide the string. They shall come to the thing was long. With
idea that ½=2/4=3/6=4/8 this activity, it helps
With three rubber bands, they will divide the students refine their
string in three and put two hangers in every tied understanding of
rubber band. equal fractions. The
Students will explore to divide the string also in mathematical
4 and 6. discourse that came
The teacher also needs to ask the students to up through this
show the non unit fractions in the length of activity was
something. With the same idea before, they will operations with
explore the equivalence fractions of the non unit fraction that can also
fractions. be done with
denominator more
than 12.

4 Math congress of Teacher holds a class discussion. Teacher will Students can share In sharing knowledge, students After students
equivalence orchestrate the discussion. Some group of their knowledge show their previous experience explore the
fractions (string students will be chosen to share their idea and related with when work with rubber bands. equivalence of unit
rubber bands teacher could ask other students opinion about equivalence of fractions, it needs to
activity) their friend’s strategy so there will be a discussion fraction through ask the equal
in class. The activity can be emerged to other unit rubber bands activity. fractions of non unit
Learning goal: fractions fractions, for
example by asking
 Students will the students to show
share their 2/3 of the black
experience and board using the
ideas of string of rubber
equivalence of bands. They will
fractions within use six rubber
certain domain bands and tell what
(denominator up the equivalent
to 12) and odd fractions of 2/3 are.
denominator

5 Explore the Teacher holds a class discussion about the Before start with the The expectation that hopefully More questions and
relations between activity of number line of fractions. Teacher will number line, teacher appeared from the activity of exploration of the
fractions in the guide the discussion. Some groups of students are can hold discussion number line, students will posit meaning of
math congress chosen to share their idea and teacher can ask to about the symbolizing the fraction in the number line. fractions and the
about the activity other students about their friend’s strategy, so the paper folding that With the number line, students relation between
of number line there will be a discussion in the class. There is previously done Many will show the equivalence of fractions
also a discussion about non unit fraction and its kinds of symbolization fractions and comparing (comparing
Learning goal: meaning through number line model. The number can be used as fractions. Students can reason fractions) are
line that is given is not the drawing of number line reference for students. that the bigger fraction, the more needed in the
Students will on the blackboard but use a rope and some We gave one of the to the right was its position. number line.
share their ideas fraction paper that could be hanged on the rope. example of the For the equivalence of fractions,
and their symbolization below:. the fraction cards that are put in
experience in the same position are equal
symbolizing the 1/3 2/3 3/3 fractions.
paper folding and
also discuss the If there are students
meaning of non who used that kind of
unit fractions and symbolization,
the relation teacher can discusses
between fractions the meaning of
in the number fractions in it and in
line. the number line
model, for example:
2/3 is the name of just
the second part or that
was the name of the
first two parts
together? The
explanation can be
drawn in the number
line. Students will put
the fraction in the
number line and
explain the meaning
of it. Through this
activity, students do
not only understand
the unit fraction, they
are also trained with
non unit fraction. The
different strategies
from students will
appear in the class
discussion. Teacher
will guide students to
get the idea of
equivalence of
fractions from the
paper folding activity.
6. Expand to the The next contextual problem is appeared. The This contextual By discussion, students face
idea of a teacher continues her story about shopkeeper who situation will guide some common denominator
common sells long cake. The shop provides the long cake students to the idea of from many fractions’
denominator and sells it in small parts. Teacher tells story that the common combination. For example, if
through the the shop was very crowded everyday. The shop denominator. Students they have paper bar for ¼, they
shopkeeper sells 1/3, 1/2, 2/3, ¼, ¾ and 1/6 cake. do not only work with don’t need paper bar for ½ (the
context In the previous activity, students already made unit fractions, they idea is that 4 was the common
Learning goal: some paper folding of the part of the cake above also work with non denominator of fraction with
and the teacher show it to the shopkeeper. But, unit fractions. Part of denominator 2 and 4. If they
Students will the shopkeeper asks whether he really needs all the cake that is given is have paper bar with fraction
share their ideas the bars as the tool to help the shopkeeper cut the with denominator with denominator 6, they don’t
and their cake? The teacher can also ask whether it was 2,3,4,6. need paper bar for ½ and 1/3
experiences in possible to just make one bar as helper cutting (the idea was 6 is the common
the problem of tool. denominator of fraction with
helping the Let students discuss in a group and the paper denominator 2 and 3). By the
shopkeeper, folding can be provided if it is needed by last questions, we will guide
related to the students. Beside that, worksheet is provided to students to common
idea of the record the thinking process of students. denominator 12 (for fraction
common with denominator 2,3,4,6)
denominator

7 Math Congress Teacher holds a class discussion. Teacher will Students could share Class discussion We need to add a
about the orchestrate the discussion. Some group of their knowledge discussion about
common students will be chosen to share their idea about related with the idea of the chosen
denominator the previous activity and teacher could ask other common denominator denominator (The
activity students opinion about their friend’s strategy so least common
(shopkeeper there will be a discussion in class. The teacher denominator) if we
context) will provide some fractions on the white board have some common
Learning goal: and ask the students the common denominator of denominators.
The Students those fractions.
share their
 knowledge
related to the
idea of common
denominator

8 Develop the This activity is still related to the shopkeeper This activity will There are some possibilities,
context of cake context. The cake shop sells two types of cake explore the addition of students directly count the price
shop to explore (chocolate and vanilla). The price of both cakes is fractions. of every part of the cake, for
the addition of same Rp. 12.000,-. There are so many customer example by calculating every
fractions who want to buy two parts of cake, for example: part of the cake by the price and
Learning goal: 1/3 chocolate and ½ vanilla then add it.
Students will be 2/3 chocolate and ¼ vanilla The first level of students:
able to solve the 1/6 chocolate and ½ vanilla students will posit the
addition of ¾ chocolate and 1/12 vanilla symbolized bar which was
fractions in a To make the shopkeeper work as fast as possible, explored before. By posit it and
certain domain students are asked to look for the total part of cake see the total part from 12 parts,
(denominator up and the total price that should be paid. Let they could know the total part
to 12) students discussed this problem in group. The that will be sold.
worksheet is also provided to record their strategy
in helping the shopkeeper.
9 Math congress Teacher held a class discussion. Teacher will Class discussion There was a discussion about Remind the teacher
about the activity orchestrate the discussion. Some group of the chosen of the common not to write the
of the addition of students will be chosen to share their idea and denominator by the students. addition of
fractions (cake teacher could ask other students opinion about Probably there are still some fractions problem
shop context) their friend’s strategy so there will be a students who struggle with directly. Don’t
Learning goal: discussion in class. Teacher writes some finding the equivalence forget about the
Students can addition of fractions’ questions on the white fractions of the non unit price that also
share their board and asks some students to share their idea. fractions. To face the struggle, should be added.
understanding teacher can use the bar as the
and their model to help them solve the
strategies to find problem or remind them to the
the result of the previous activity related to the
addition of equivalence of fractions.
fractions.