Reply To: 1-3 – Fractions – Discussion

[Dianne Brodie]

My takeaway was how to build understanding of fractions by using all three model – area, set, and line – and making connections among them. This concrete experience would make equivalent fractions and comparing them would be much more meaningful. I’d like to try introducing equivalent fractions entirely through visual models, and see if students would come up with the “shortcut” of multiplying by a form of one (3/3, 5/5, etc) and be able to explain why it makes sense.