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Understanding Linear Fractions

The document contains questions and answers about fractions: 1) Unit fractions are the basic building blocks for representing other fractions. They allow students to understand fractions as portions of a whole and make comparisons on a number line. 2) Dividing fractions refer to partitive division where a quantity is divided into parts. Operational fractions use quotative division to measure how many times one quantity contains another. 3) Quantity fractions allow comparisons of fraction sizes based on their values relative to a whole unit. 4) Dividing fractions are difficult to compare on a number line because the size of the whole is unclear. 5) Operational fractions explain mixed and improper fractions by measuring how many times the numerator

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NATHANIEL GALOPO
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4 views3 pages

Understanding Linear Fractions

The document contains questions and answers about fractions: 1) Unit fractions are the basic building blocks for representing other fractions. They allow students to understand fractions as portions of a whole and make comparisons on a number line. 2) Dividing fractions refer to partitive division where a quantity is divided into parts. Operational fractions use quotative division to measure how many times one quantity contains another. 3) Quantity fractions allow comparisons of fraction sizes based on their values relative to a whole unit. 4) Dividing fractions are difficult to compare on a number line because the size of the whole is unclear. 5) Operational fractions explain mixed and improper fractions by measuring how many times the numerator

Uploaded by

NATHANIEL GALOPO
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Chapter 4

Mathematics Education to Develop


Students Agency: The Case of Fractions

Q.1) Why do we need the idea of unit fraction? How do we use it?

The idea of unit fraction is needed because it serves as a necessary base or a starting point to extend
proper fraction to improper fraction. It is important that students know what unit they are working with.
Having said that, they will have an easier time understanding the concept. Once students have an
understanding of unit fractions, they can then move on to other fractions (proper and improper) - a
several copies of the same unit fraction, that is, as a multiple of a unit fraction - such as 2/5, 3/4, 4/6,
etc. For example, you can then say "two-fifths" has two copies of the unit fraction "one-fifth". Moreover,
if students understand the the unit fraction, they can easily represent the fraction on the number line,
and easier to think four operations of fractions.

Q.2) What is the difference between dividing fraction and operational fraction?

From the viewpoint of division, dividing fraction is deeply related with the activity of partitive division,
whereas operational fraction is related with the activity of quotative division. Although operational
fraction can be seen as a dividing fraction however it tries to measure the whole as a unit by the
remaining part.

Q.3) Why we need the quantity fraction?

We need the quantity fraction because it allows us to compare the size of fraction in relation to the unit
quantity.

Q.4) Why is difficult to compare the size using dividing fractions?

Dividing fractions is difficult to compare the size of fractions on the number line because the size of the
whole unit is not clear and it looks always less than one.

Q.5) Why operational fractions are explained by measuring through the remaining part? (If
needed, please refer to question #1 on Q&A from participants in Lesson #2.)

Operational fraction tries to measure the whole as a unit by the remaining part. It can explain mixed
fractions and improper fractions which means that the original length is longer than the whole like 1 m.
Moreover, operational fractions lead the way to the discussion of finding the unit (GCD) for the
measurement which works for whole numbers. Through this, the Euclidean Algorithm is introduced.

Chapter 4

Q.1) Find the equivalent property of addition and subtraction: Gakkotosho Grade 1.

For Addition:

9+2=8+3=7+4=6+5=5+6=4+7=3+8=2+9=11

9+3=8+4=7+5=6+6=5+7=4+8=3+9=12

9+4=8+5=7+6=6+7=5+8=4+9=13

9+5=8+6=7+7=6+8=5+9=14

9+6=8+7=7+8=6+9=15

9+7=8+8=7+9=16

9+8=8+9=17

For Subtraction:

11-2=12-3=13-4=14-5=15-6=16-7=17-8=18-9=9

11-3=12-4=13-5=14-6=15-7=16-8=17-9=8

11-4=12-5=13-6=14-7=15-8=16-9=7

11-5=12-6=13-7=14-8=15-9=6
11-6=12-7=13-8=14-9=5

11-7=12-8=13-9=4

11-8=12-9=3

Q.2) In Chapter 2, Q11, there are two meanings of dividing activity. Which activity can you see
on Figure 6a and 6b and explain why.

Figure 6a illustrates the meaning of Partitive Division, because we know the number of partitions at first,
in this problem we know the number of students in which the 2 L will be divided EQUALLY among them,
and we need to figure out how many liters of milk should each student receive. On the other hand,
Figure 6b illustrates the meaning of Quotative Division because we are not sure the number of partitions
at the beginning.

Q.3) Find the same product in the multiplication table.

1x2=2x1=2; 1x3=3x1=3; 1x4=4x1=4; 1x5=5x1=5; 1x6=6x1=6; 1x7=7x1=7; 1x8=8x1=8; 1x9=9x1=9;

2x3=3x2=6; 2x4=4x2=8; 2x5=5x2=10; 2x6=6x2=12; 2x7=7x2=14; 2x8=8x2=16; 2x9=9x2=18;

3x4=4x3=12; 3x5=5x3=15; 3x6=6x3=18; 3x7=7x3=21; 3x8=8x3=24; 3x9=4x9=36;

4x5=5x4=20; 4x6=6x4=24; 4x7=7x4=28; 4x8=8x4=32; 4x9=9x4=36;

5x6=6x5=30; 5x7=7x5=35; 5x8=8x5=40; 5x9=9x5=45;

6x7=7x6=42; 6x8=8x6=48; 6x9=9x6=54;

7x8=8x7=56; 7x9=9x7=63;

8x9=9x8=72

Common questions

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Understanding both partitive and quotative division is significant because they represent different conceptual approaches to division that affect how quantities are interpreted and distributed. Partitive division involves knowing the number of parts beforehand and distributing equally, while quotative division involves determining how many parts can be derived from a given quantity. These perspectives allow for a deeper understanding of fraction division and its applications in real-world contexts .

Unit fractions serve as a foundational concept because they form the basic building block for understanding proper and improper fractions. By conceptualizing fractions like 'two-fifths' as two copies of the unit fraction 'one-fifth', students can more easily grasp the structure and operations of fractions. This understanding is crucial for accurately placing fractions on the number line and performing the four arithmetic operations with fractions .

Operational fractions are explained by measuring the whole as a unit by the remaining part, which facilitates understanding of mixed and improper fractions. This approach demonstrates that the original length is longer than the whole, such as 1 meter. Through this framework, the Euclidean Algorithm can be introduced as a method for finding the greatest common divisor (GCD) for measurement, connecting fraction concepts to whole number operations .

The equivalent properties of addition and subtraction demonstrate how different pairs of numbers can sum to the same total or how subtraction results can be similar across equations. This recognition helps students understand the commutative and associative properties of operations, enhancing their ability to identify patterns and predict outcomes in numeric relationships .

When comparing fractions using division, the main challenge is that the size of the whole unit becomes unclear, often seeming less than one. This complexity makes it difficult to accurately place and compare fractions on the number line, as the relative sizes aren't immediately obvious .

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