We have begun our study of fractions. While our focus has shifted, our computation goal remains the same: By the end of Grade 3, all students will memorize their multiplication facts up through 10 X 10. We will continue activities and games to practice for speed and accuracy and continue to take weekly timed quizzes to monitor and reach this goal.
In fractions, we have been using various maniplatives to work with unit fractions. Students have used these to create their own models and also to draw pictures with fractional parts. One concepts we've been discusng: How can 1/2 (or 1/3 or 1/4) of one whole be a completely different size than 1/2 of a different whole? The size of the fraction is dependent on the size of the whole. This is a hard concept for students to grasp- until you amke it all about food! Would you rather have 1/2 of a pizza or half of my cookie? They are both half, but is the amount of each you are getting going to be equal?
This week (and much of next week, thanks to the snow!) we'll begin to look at fractions on a number line and also fractions that are more than one whole. We no longer use the terms "improper" fractions- 4/3 is just as good of an answer as 1 and 1/3 and both are completely correct.
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