Beruflich Dokumente
Kultur Dokumente
The textbook Guidelines in Number, and several detailed readings in the EMC300 Reader provide extensive discussion of fractions, decimals, and percentage, year-level by year-level, as mathematical concepts and processes. This includes a helpful horizontal row, across year-levels, on Fractions in the Scope-and-Sequence Chart for NUMBER in Guidelines in Number (un-numbered pages before page 1.)
However, as I argue in the discussions in the Reader, in my opinion one of the serious problems with the Fractions curriculum in Guidelines in Number is that it progresses to slowly, and presents concepts too simply, for too long. Also the Malaysian Curriculum Specifications from Years 1 to 6 outline the suggested curriculum for Fractions, and beyond.
But sharing between people is one way of doing WHOLE NUMBER division (partition). This means that FRACTIONS used this way are equivalent to DIVIDING BY A WHOLE NUMBER. Remember that division as a process of sharing is called PARTITION
Adding Fractions
When we ADD whole numbers we use counting and number-line ideas to explain what addition means. NOTE: In a whole-number number-line, the ones make the smallest unit on a graduated ruler that can be used to measure any whole number, and combine it with any other whole number, and measure the combined total or length. A similar idea applies to fractions, except that we dont always immediately have a graduated ruler whose smallest unit fits exactly into BOTH fractions. For example, if we add 2/13 and 5/13, the smallest unit we have on a graduated fraction number-line (ruler) is THIRTEENTHS, and it fits both fractions, se we easily see they make a total of FIVE thirteenths. Similarly, adding 2/3 and 5/6, it is easy to see that SIXTHS make the smallest unit for a graduated fraction number-line, and we find that 2/3 is equivalent to 4/6, so we have a total of NINE sixths.
Fraction multiplication
Whole-number multiplication is the process of saying, for example, If I have six lots of seven beads, how many beads to I have altogether? We can draw seven beads in a row, SIX times, row beneath row beneath row , and count them all, or skip-count by sevens, making SIX skips: -- none, seven, fourteen, twenty-one, twenty-eight, thirty-five, forty-two! Fraction multiplication works in a similar way. For example we might say, If I one-fifth lot of three apples, how much do I have altogether? We can draw three apples, and slice each into fifths, and take one of the one-fifth parts of each apple and we see easily we have three-fifths of a whole apple. Similarly we can ask, If I have two-thirds of a half of a pineapple, how much do I have? We can draw the pineapple halved by a horizontal cut, and slice it vertically into thirds, and take two parts of the thirds of the half-pineapple and we see easily that we have TWO sixthed parts of the whole pineapple. The DIAGRAMS may look different (adding wholes or fractions): the ideas are equivalent!