Reply To: Lesson 5-6: Question

[Kami Fevery]

This past school year I found myself really struggling to have student conceptualize multiplying fractions. I will fully admit already spending so much time on Fractions I moved on, and quickly used one slide that showed of = x. I see now though that taking a Pivot stance would have actually been more beneficial in the long run, where if I would have went back to even a simple task of Reeses Peanut Butter Cups, the idea of multiplication meaning an amount of another amount would have stuck. This would have further helped out as I proceeded to division of fractions where I unfortunately still had so many students lost.

[Kami Fevery]

This past school year I found myself really struggling to have student conceptualize multiplying fractions. I will fully admit already spending so much time on Fractions I moved on, and quickly used one slide that showed of = x. I see now though that taking a Pivot stance would have actually been more beneficial in the long run, where if I would have went back to even a simple task of Reeses Peanut Butter Cups, the idea of multiplication meaning an amount of another amount would have stuck. This would have further helped out as I proceeded to division of fractions where I unfortunately still had so many students lost.