Thinking and Talking About Fractions
The following video lays the groundwork regarding how we start conceptualizing what fractions are. We begin by understanding that we can partition our whole into same size pieces. Once we understand that we can begin naming fractions and identifying unit fractions. Once we can create and model unit fractions we can use manipulatives to compare fractions and to create equivalent fractions.
A misconception is faulty mathematical reasoning. The following explores how to avoid creating a misconception that a fraction is always a part of 1. A fraction is part of a whole. A whole and 1 are not always the same thing.
Doing Fraction Work
The following video outlines how you can start doing fraction work. Manipulatives are essential at this point, see the homepage for some resources. Students begin by breaking up a whole into same size pieces. Students then can identify and name the unit fraction created by filling in one same size piece. Once students can model and name a unit fraction they can begin to compare unit fractions. Students are then able to move to building fractions from a unit fraction, and then comparing those fractions.