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might be worthwhile or give any hint of what the common denominator might be. Students confronting a
problem like 1/3 + 1/2 often get stuck on the first
step of finding the common denominator even when
they understand equivalent fractions. What is needed,
therefore, is a manipulative that helps students see
the first step of finding the common denominator and
suggests what it might be. Once students get over this
hurdle, finding the sum or difference is accomplished
using the exact same method as used for like fractions. For adding or subtracting unlike, unrelated fractions, I suggest using the fraction computer, which
Fraction Computer!
five red pieces gives six red pieces altogether).
Although addition and subtraction of unlike but related fractions (e.g., 1/8 + 3/4 and 5/6 1/3) are slightly
more difficult, such manipulatives as pattern blocks,
fraction circles, and fraction strips are still helpful. For
these problems, students learn fairly easily that the
larger piece should be replaced by some of the smaller
pieces (i.e., each green piece should be replaced by two
red pieces). Thus, although the manipulatives do not
model the solution directly, the solution is not far away;
students only need to figure out how many smaller
pieces make up the bigger pieces. The smaller pieces
themselves represent the common denominator.
Fraction circles, pattern blocks, and fraction strips
are less helpful for teaching addition and subtraction
of unlike, unrelated fractions (e.g., 1/3 + 1/2 and 3/4
1/3). For these fractions, the relationship between the
model and the solution is much less direct. Students
first must find a common denominator, but the manipulatives themselves do not suggest that this strategy
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tor? Students should see that the computer is helping them to restate these
problems as operations with like fractions, which are relatively easy.
Summary
WHEN USED PROPERLY, MANIPULA-
tives are valuable tools for helping students understand mathematical concepts and operations, and their use
should be part of every teachers practice. Fraction circles, squares, and
strips are excellent for teaching fraction concepts and addition and subtraction of like and unlike but related
fractions, but they may be less useful
for teaching addition and subtracting
of unlike, unrelated fractions. In response to this shortcoming, I propose
the fraction computer as another manipulative that teachers may wish to
add to their repertoires. The fraction
computer is useful because it helps
students see the logic of restating the
problem with common denominators,
a realization that teachers can build
on as they teach the paper-and-pencil
algorithm for understanding.
References
National Council of Teachers of Mathematics (NCTM). Curriculum and Evaluation Standards for School Mathematics. Reston, Va.: NCTM, 1989.
. Principles and Standards for School
Mathematics. Reston, Va.: NCTM, 2000.
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