Adding and subtracting rationale numbers - summary sheet
Share five candy bars
| Question | Don't know how much each person got. | each person gets one whole and 1/6 and 1/12 |
each person gets one whole and 3/12 | each person gets one whole and 1/4 |
What did the student do?
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What can be inferred about what the student knows because of what the student did?
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Where in your sequence of understanding fractions might the student's understanding be? What evidence can you give to support that placement?
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What activities, from the book, could be used to build on these student's understanding and move them toward mathematical literacy?
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What did you learn about how students divide fractions for sharing the five candy bars? Think - why are these in addition and subtraction?
What did you learn or gain additional information to add to your determination on how to teach based on the two videos - change 3 3/8 to an improper fraction.