Fractions
Strand: Number
Outcome: 6
Step 3: Plan for Instruction
Guiding Questions
- What learning opportunities and experiences should I provide to promote learning of the outcomes and permit students to demonstrate their learning?
- What teaching strategies and resources should I use?
- How will I meet the diverse learning needs of my students?
A. Assessing Prior Knowledge and Skills
Before introducing new material, consider ways to assess and build on students’ knowledge and skills related to fractions.
Ways to Assess and Build on Prior Knowledge 
B. Choosing Instructional Strategies
Consider the following general strategies for teaching multiplication and division of fractions:
- Connect the meaning of fraction computation with whole number computation.
- Let estimation and informal methods play a large role in the development of strategies. Estimation keeps the focus on the meanings of the numbers and the operations, encourages reflective thinking and helps build number sense with fractions.
- Explore each of the operations using models (Van de Walle 2001, p. 229).
- Use graphic organizers, such as a concept definition map, a modified Frayer model or a generalization/principle diagram.
- Use classroom strategies, such as an anticipation/reaction guide and think–pair–share discussion.
- Use problem solving as the principal instructional strategy to facilitate the learning of these concepts.
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Caution: |
Research indicates that the teaching of fractions by memorizing rules has significant dangers; the rules do not help students think in any way about the meanings of the operations or why they work and the mastery observed in the short term is often quickly lost (Van de Walle 2001, p. 228).
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C. Choosing Learning Activities
Learning Activities are examples of activities that could be used to develop student understanding of the concepts identified in Step 1.
Grade 8
