1.

Search the Internet for two articles on teaching how to write one whole , one half ,
and three quarters .
a) List down TWO strengths and TWO weaknesses for each of the two
approaches.
ractions are not alwa!s an eas! su"#ect for children to learn, and the! are not an!
easier for teachers to teach. ractions can "e a difficult concept, and the student who does
not learn the "asics will ha$e great difficult! %astering concepts that are %ore ad$anced.
&n eas! wa! for teachers to help students learn fractions is to %ake the lessons fun. &
solid understanding of the fraction ter%inolog! %akes teaching the concept %uch easier.
& fraction is a part of a whole, like one half '1()), one third '1(*), two thirds ')(*),
one quarter '1(+), etc. or e,a%ple, half of an apple is a fraction of an apple. & fraction
can "e e,pressed in the for% a(", where the top nu%"er, a, is called the numerator- the
"otto% nu%"er, ", is called the denominator. The deno%inator of a fraction cannot "e
equal to .ero 'this is "ecause !ou cannot di$ide a nu%"er "! .ero). The $alue of a
fraction is not changed if "oth the nu%erator and deno%inator are %ultiplied or di$ided
"! the sa%e non/.ero nu%"er.
1

Approaches
Weaknesses
)
Strengths
*
1 .0onceptual &pproach
To foster %eaningful learning/
understanding of facts, rules,
for%ulas, and procedures
1eaningful content 'e.g.,
why !ou in$ert and %ultipl!
when di$iding fractions)
Teacher/directed use of
%anipulati$es, 'e.g., linking
concrete %odels to s!%"olic
%athe%atics
Students a"le to clearl! see
the deno%inator and
nu%erator.
evaluate students
fraction skills
Engage students with
the fraction content
Teacher/directed- student
acti$e
Sequential instruction usuall!
presented as a spiral
curriculu% "ased on the
readiness of students to
pupils ha$e difficult! with
the a"stract use of s!%"ols
and their %anipulation.
Without direction pupils
cannot identif! the $alue of
fraction
+
construct understanding

2
). 0oncrete/3epresentational/
&"stract Instructional
&pproach
a) Concrete /The doing4
stage using concrete
o"#ects to %odel pro"le%s
") Representational /The
seeing4 stage using
representations of the
o"#ects to %odel pro"le%s
c ) Abstract / The
s!%"olic4
stage using a"stract
s!%"ols to %odel
pro"le%s
5upils can understand the
concept of fraction $er! well
"ecause the teacher "egins
instruction "! %odeling each
%athe%atical concept with
concrete %aterials 'e.g., red
and !ellow chips, cu"es,
"ase/ten "locks, pattern
"locks, fraction "ars, and
geo%etric figures.
The teacher transfor%s the
concrete %odel into a
representational
'se%iconcrete) le$el, which
%a! in$ol$e drawing
pictures- using circles, dots,
and tallies- or using sta%ps
to i%print pictures for
counting. So the students can
practice the steps in$ol$ed in
reading and writing fractions.
5upils a"le to understand
how to write fraction. The
a"stract stage is de$eloped
"! writing a nu%eric s!%"ol
of the nu%"er of squares or
Modeling concept
always blocking
pupils mind from
thinking about
fraction globally.
Pupils always depend
the model to write
the fraction. This will
confusing the pupils
to write the fraction.
6
parts of the whole in correct
fraction for%. This step
in$ol$es the order in which
digits should "e read or
written.

") State which one of the approaches that !ou would choose to teach in
!our classroo%. 7i$e T8399 reasons for !our choice.
I will choose 0oncrete/3epresentational/&"stract '03&) Instructional &pproach
to teach in %! classroo%. 03& is an inter$ention for %athe%atics instruction that
research suggests can enhance the %athe%atics perfor%ance of students with learning
disa"ilities. It is a three/part instructional strateg!, with each part "uilding on the pre$ious
:
instruction to pro%ote student learning and retention and to address conceptual
knowledge.
The 03& instructional sequence consists of three stages; concrete, representation,
and a"stract;
0oncrete /. In the concrete stage, the teacher "egins instruction "! %odeling
each %athe%atical concept with concrete %aterials 'e.g., red and !ellow chips,
cu"es, "ase/ten "locks, pattern "locks, fraction "ars, and geo%etric figures).
3epresentational / In this stage, the teacher transfor%s the concrete %odel into
a representational 'se%iconcrete) le$el, which %a! in$ol$e drawing pictures-
using circles, dots, and tallies- or using sta%ps to i%print pictures for
counting.
&"stract/ &t this stage, the teacher %odels the %athe%atics concept at a
s!%"olic le$el, using onl! nu%"ers, notation, and %athe%atical s!%"ols to
represent the nu%"er of circles or groups of circles. The teacher uses
operation s!%"ols '<, /, ,, =) to indicate addition, %ultiplication, or di$ision.
3esearch/"ased studies show that students who use concrete %aterials de$elop
%ore precise and %ore co%prehensi$e %ental representations, often show %ore
%oti$ation and on/task "eha$ior, understand %athe%atical ideas, and "etter appl! these
ideas to life situations '8arrison > 8arrison, 1?@6- Su!da% > 8iggins, 1?::). So%e
%athe%atical concepts for which structured concrete %aterials work well as a foundation
to de$elop understanding of concepts are earl! nu%"er relations, place $alue, "ases,
word pro"le%s, pro"a"ilit! and statistics.
Once fraction concepts are understood as part of a whole,4 students can practice
the steps in$ol$ed in reading and writing fractions.
@

& $ariet! of ph!sical %aterials can "e used to show the %eaning of a fraction as part of
a whole.4 or e,a%ple, fraction cu"es, counters, fraction "ars, or geo%etric shapes can
indicate a fraction 'e.g., * red cu"es 'part) out of the 2 cu"es 'whole, the total nu%"er of
cu"es).

3epresentations and nu%eric s!%"ols of the fraction can de$elop the skills of reading
and writing fractions. The a"stract stage is de$eloped "! writing a nu%eric s!%"ol of the
nu%"er of squares or parts of the whole in correct fraction for%. This step in$ol$es the
order in which digits should "e read or written. or a fraction, which nu%"er is
?
'represented) written on the topA Which nu%"er is 'represented) written on the "otto%A
&n e,a%ple of reading and writing fractions in the correct order follows.
&n e,a%ple of teaching and learning acti$it! ' ractions)
Reading and Writing Fractions

Goal: To de$elop the spatial organi.ation, $isuall! and kinestheticall!, to read and write
fractions correctl!.
Materials ; 3ed squares and larger "lack squares are displa!ed to help with sequencing
and nu%"er place%ent.
Teacher: Toda! we are going to write and sa! fractions.4
Concrete: Teacher points to the squares arranged on a ta"le. What colors are the
squaresA4 'Student sa!s "lack and red. ) 0ount the total nu%"er of squares 'whole).4
'Student points and counts to @. Student sa!s @.) 8ow %an! red squares are thereA4
'Student points and counts to *. Student sa!s *.)
Represent: When we talk a"out fractions, we sa! the Bpart of the whole.C 'Sa! together
Bpart of the wholeC). We can write a fraction showing the part of the whole, as shown
a"o$e. The nu%"er for the part is written on the top and the nu%"er for the whole is
written on the "otto%. 'Sa! part on top and whole on "otto%.) What was the total nu%"er
of squaresA4 'Student sa!s @.) LetCs call that the whole.4
Abstract: Write the total nu%"er of squares or the whole on the "otto% where the word
BwholeC is shown.4 'Student writes @.)
1D
Represent: 8ow %an! red squares are thereA4 'Student sa!s *.) LetCs call the red
squares BpartC of the whole.4
Abstract: Write the nu%"er of red squares on the top where the word BpartC is written.
'Student writes *.)
Summary: ro% this e,a%ple, what did !ou write for the fractionA4 'Student sa!s * and
@.) We sa! * out of @ or three/eighths.4 5ractice se$eral different e,a%ples with the
squares, writing and reading the fractions.
&dapted fro% Teaching Mathematics to Students with Learning Disabilities, Ele! >
Thornton, p. )?6.
). 5lan a teaching and learning acti$it! that would ena"le Fear Three pri%ar! school
children to di$ide units of ti%e in hours and %inutes.
11
DA!" !#SS$% &!A%

G&T9 ; 1D.D*.)D1D

TI19 ; ?;*D H 1D;*D a%

0L&SS ; * Earathi

SIEJ90T ; 1athe%atics

KI1E93 O 5I5ILS ; *2

TO5I0 ; Ti%e

L9&3KIK7 &39& ; &ddition, Su"traction, 1ultiplication and Gi$ision
in$ol$ing ti%e.

L9&3KIK7 OEJ90TIL9 ; &t the end of the lesson, pupils will "e taught to ;
i) di$ide units of ti%e in hours and %inutes.

L9&3KIK7 OIT0O19S ; 5upils will "e a"le to ;/

i) Gi$ide units of ti%e in ;
a. hours - and
". %inutes

539LIOIS MKOWL9G79 ;5upils ha$e "een use and do di$ision in topic Whole
nu%"ers.

5upils ha$e "een using ti%e in their dail! life.

T8IKMIK7 SMILLS ; &nal!.ing idea;
/0lassification
/Identif!ing
/Skillful decision %aking
/5ro"le% sol$ing

1O3&L L&LI9S ; 0ooperati$e, honest, "eing responsi"le, punctualit!

T9&08IK7 &IGS ( ; 1anila card, Slides
1&T93I&LS 1ah#ong paper, %arker pen, L0G pro#ector
Set Induction
1)
Introduction to di$ide units of ti%e in hours and %inutes.
Rhyme

i. Teacher pla!s the slide show.
ii. Teacher asks the student to read the 3h!%e.
iii. 5upils listen to the rh!%e and sing together.
i$. 3efer to the rh!%e teacher asks how long does she spend to %ake the cakesA
$. Teacher relates the acti$it! with toda!Cs topic,
di$ide units of ti%e in hours and %inutes.
Step 1
i. Teacher pla!s the slide which shows the pictures and situations.


ii. Teacher introduce di$ision question using units of ti%e in %inutes.
9,a%ples ;
1*
1iss.Loke spends )+D %inutes to "ake 6
cakes. 8ow long does she take to "ake a
cakeA
)+D %inutes = 6
iii. Teacher e,plain di$ision %ethod using long di$ision calculation.
+D %inutes
6 )+D %inutes
)+D
D

&nswer ; +D %inutes

i$) Teacher repeat the acti$it! with another slide.
Step )
i. Teacher e,plain di$ision as a sharing equall!.
ii. Teacher introduce di$ision question using units of ti%e in hours.
9,a%ples ;
@ hours = )
iii. Teacher e,plain di$ision %ethod using long di$ision calculation.
+ hours
) @ hours
@
D

&nswer ; + hours
i$. Teacher proceed with ne,t e,a%ple
1+
2 hours
) 1D hours
1D
D
$. 5upils do on the "lack"oard and teacher correct the answer
Step *
i. Teacher di$ides the pupils into + groups.
ii. Teacher distri"ute the questions 'cards) and the answers.
iii. Teacher e,plains the questions 'cards)
i$. 5upils in groups stud! the questions 'cards) and choose the
correct answer and paste it.
$. 9ach group present their outco%e.
$i. Teacher rectif! the %istakes.
Step +
i. Teacher distri"utes worksheet to the pupils.
ii. 5upils write the answers.
iii.Teacher help and guide the%.
0losure
Su%%ar! of lesson
i. Teacher su%%ari.es the lesson "! asking few pupils
a"out di$ide units of ti%e in hours and %inutes.
12
ii. Teacher ask pupils to co%plete the e,ercise
in the worksheet 'at ho%e)
iii.Teacher gi$e so%e %oti$ation.
9$aluation
i. Teacher show so%e concrete o"#ects and ask pupils to use it.
ii. 5upils answer the questions.
iii.Teacher correct their %istakes.
TO5I0 ; TI19
GILIG9 T89 OLLOWIK7 NI9STIOKS.

KO

NI9STIOKS

19T8OG
16


1


6D %inutes = ) O






)


*6 hours = ? O






*


)+D %inutes = 6 O






+


+2 hours = * O






2


1)D %inutes = + O






6


:) hours = @ O




Sol$e these pro"le%s.

1. 6@ hours = + O

1:
&. 16 hours
E. 1: hours
0. 1@ hours
G. 1? hours

). 1D@ %inutes = 6 O

&. 1@ %inutes
E. 1: %inutes
0. 16 %inutes
G. 12 %inutes

*. )1D %inutes = : O

&. )D %inutes
E. *@ %inutes
0. *D %inutes
G. )) %inutes

+. ind the quotient when +)D %inutes is di$ided "! :.

&. 12 %inutes
E. 6D %inutes
0. +D %inutes
G. *D %inutes

2. 1r Wong spends *6D %inutes to %ake 6 ta"les. 8ow long does he take to %ake a
ta"leA
&. +D %inutes
E. )D %inutes
0. 6D %inutes
G. *D %inutes

6. Mala has )+D %inutes for + acti$ities. 8ow long is the ti%e for each acti$it! A

&. )D %inutes
E. +D %inutes
0. 22 %inutes
G. 6D %inutes

Ei"liograph!
Le%on, S. '1???). Teaching 'ractions and ratios for understanding; 9ssential
content knowledge and instructional strategies for teachers.
1@
1ahwah, KJ; Lawrence 9rl"au%.
1ack, K. M. '1??D). Learning 'ractions with understanding; Euilding on infor%al
knowledge. Journal for 3esearch in 1athe%atics 9ducation, )1, 16/*).
5othier, F., > Sawada, G. '1?@*). 5artitioning; The e%ergence of rational nu%"er
ideas in !oung children. Journal for 3esearch in 1athe%atics 9ducation, 1+'+),
*D:/*1:.
S%ith, J. 5. ')DD)). The de$elop%ent of studentsP knowledge of 'ractions and
ratios. In 7. Eright > E. Litwiller '9ds.), 1aking sense of 'ractions, ratios, and
proportions; )DD) !ear"ook 'pp. */1:). 3eston, L&; Kational 0ouncil of Teachers
of 1athe%atics.
R#(#R#%C#S
1. 1athe%atics te,t "ook 'part 1) !ear three.
). 1athe%atics !ear four TeacherCs 7uide
*. 0G/ 3O1 Fear * and +
+. 1DD1 Series 1athe%atics Fear +
2. 0oncrete/3epresentational/&"stract Instructional &pproach.ht%
6. Teaching/fractions.ht%
:. Teaching ractions Kew 1ethods, Kew 3esources.ht%
@. 9nchantedLearningQco%.ht%
1?
?. Telling Ti%e Lesson 5lans, Worksheets, Teaching Lessons.ht%
1D. Telling Ti%e Worksheet / 9le%entar! Lessons > Worksheets / 1! Schoolhouse /
Online Learning.ht%
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