[Numeracy 136] Re: Starting with intensive study of fractions

Archived Content Disclaimer

This page contains archived content from a LINCS email discussion list that closed in 2012. This content is not updated as part of LINCS’ ongoing website maintenance, and hyperlinks may be broken.

Charlie charlie at durangoaec.org
Wed Feb 10 13:38:16 EST 2010


Thank you for sharing your book, Kate. It looks like an amazing
resource, worth printing, using, and sharing with colleagues. After
taking a quick glance, I really like the egg carton manipulative idea
for fractions and the human digits idea.

Charlie Love
GED/ESOL Instructor
Durango Adult Education Center
701 Camino del Rio, Room 301
Durango, CO 81301
phone: 970-385-4354 ext. 110
fax: 970-385-7968
charlie at durangoaec.org

On Feb 9, 2010, at 9:01 AM, Kate Nonesuch wrote:


> Hi Andrew--"Human Fractions" is a way to model many basic ideas

> about fractions--meaning of denominator and numerator,

> equivalencies, etc. Also gives time for social interaction, much

> repetition in an interesting context, etc.

>

> You are going to ask the class to sort themselves into groups that

> meet the criteria you call out, for example, "pairs in which half

> the people are wearing glasses." Start by saying that there will

> nearly always be a few people left over who can’t make that pair

> (e.g., three people all wearing glasses), and they should come to

> see you immediately (you have a job for them). Then ask the class

> to get into pairs in which half the people are wearing glasses.

>

> Start with the group that doesn’t fit the criteria: What fraction of

> the people in this group is wearing glasses? Ask them to be your

> assistants in checking out the rest of the activity.

>

> Ask one assistant to pick a pair to come forward. Ask the class to

> check that half the people in the pair are wearing glasses. Write

> the fraction on the board. (Two people in the group, so the bottom

> number is 2. One person wearing glasses, so the top number is 1.)

> Ask the assistant to pick another pair, and ask the class to check

> that half that pair is wearing glasses. Ask the second pair to join

> the first, so that the two people with glasses stand beside each

> other. Write the fraction of the new group wearing glasses. (Four

> people in the group, so the bottom number is four. Two people

> wearing glasses, so the top number is 2.) The fraction is 2/4. In

> this new group, do we still have half the people wearing glasses?

> Ask the assistant to bring in another pair, and repeat. You can ask

> another assistant to write the fraction, 3/6. Repeat until all the

> pairs have joined. When all the pairs have been joined to the

> growing group, ask everyone to sit down, and ask your assistants to

> review the equivalent fractions written on the board.

>

> Other suggestions for forming groups: Ask students to get into

> groups where 1/3 of the people are wearing watches; where 2/3 of the

> people are wearing sneakers; where 1/4 of the people are wearing

> shorts; where 4/5 of the people are wearing pants; where 3/4 of the

> people are wearing some piece of black clothing; and finally, to

> find many equivalents for 1, ask for groups of any size where all of

> the people are students, or all are men or all are women, etc.

>

> This idea is taken from my book, Changing the Way We Teach Math,

> available free at http://www.nald.ca/library/learning/mathman/mathman.pdf

>

> Kate Nonesuch

> Kate Nonesuch

> Victoria, BC

> kate.nonesuch at viu.ca

>

>

> Do you or anyone else have any other recommended activities for

> making the abstract concept of fractions more concrete? I would like

> to spend a couple more weeks on approaching them various ways and

> really make sure that they are clear before moving on to decimals

> and percents.

> Thanks~~

>

> Andrew J. Isom

> Math Specialist

> Center For Literacy

> North Philadelphia Community High School

> (215)744-6000 ext. 210

>

>

>

>

>

>

> -----Original Message-----

> From: numeracy-bounces at nifl.gov on behalf of numeracy-request at nifl.gov

> Sent: Mon 2/8/2010 12:36 PM

> To: numeracy at nifl.gov

> Subject: Numeracy Digest, Vol 2, Issue 9

>

> When replying, please edit your Subject line so it is more specific

> than "Re: Contents of Numeracy digest..."

>

>

>

>

> Today's Topics:

>

> 1. [Numeracy 116] Re: Personal Introduction (Linda Shilling-

> Burhans)

> 2. [Numeracy 117] Re: introductions (Linda Shilling-Burhans)

>

>

> ----------------------------------------------------------------------

>

> Message: 1

> Date: Mon, 8 Feb 2010 09:43:10 -0500 (Eastern Standard Time)

> From: "Linda Shilling-Burhans" <lshilling at cvabe.org>

> Subject: [Numeracy 116] Re: Personal Introduction

> To: "The Math and Numeracy Discussion List" <numeracy at nifl.gov>

> Message-ID: <4B7022FE.000004.02644 at LSHILLING-BU-PC>

> Content-Type: text/plain; charset="utf-8"

>

> Hello Arnold,

> This sounds fantastic. It has never failed that when an adult

> student weak

> in math comes in it all goes back to fractions. Sounds like you have

> the

> secret. I have been working with one adult for a year (though he is

> not

> putting in intense time to the study) but he just keeps saying he

> just doesn

> t get it.

> As it turns out, I will be in Sarasota in April (who from the north

> won't

> be?). Do you have any material that reflects your teaching style?

> Best,? ? ? ?

> Linda

>

> Linda Shilling-Burhans

> Community Coordinator

> Central Vermont Adult Basic Education

> Bradford Learning Center

> 802-222-3282

>

> -------Original Message-------

>

> From: arnoldbailey

> Date: 2/6/2010 4:10:07 PM

> To: 'The Math and Numeracy Discussion List'

> Subject: [Numeracy 108] Re: Personal Introduction

>

> Sounds as if you have your work cut out for you. I tutor Title 1

> children in

> math and I found a very high success rate by starting them out with

> intensive studies of fractions. I found that by teaching them how

> fractions

> are simply division problems and giving them an easy way to remember

> Numerator and Denominator positions, conversion from fraction to

> division

> problem and division to fraction, and the various other combinations

> the

> children find Algebra rather simple. I have several 3rd Grade

> students with

> IEP's that were D and F students, now doing 5th Grade math and

> middle school

> basic Algebra. Once the light clicks and they grasp the concept of

> fractions, their confidence rapidly increases as does their interest.

>

> Arnold

>

> Sarasota, Florida

>

> -----Original Message-----

> From: numeracy-bounces at nifl.gov [mailto:numeracy-bounces at nifl.gov]

> On Behalf

> Of Andrew Isom

> Sent: Friday, February 05, 2010 9:33 AM

> To: numeracy at nifl.gov

> Subject: [Numeracy 107] Personal Introduction

>

> Hello all!

>

> It's nice to e-meet you all. My name is Andy and I am in a position

> title

> "Math Specialist" for an community literacy organization in

> Philadelphia.

> It's an interesting position for the fact that I actually work with

> youth

> ages 16 - 21 who attend an "accelerated" school for students who are

> behind

> on their credits and therefore at risk of dropping out. Many of our

> students

> have been placed here by a probation officer and we have many teen

> mothers,

> but we do have students who have made their way here through other

> means.

>

> It is an exciting position for me because I have taught high school

> and

> middle school math in the city for 4 years prior to taking this

> position,

> having come here through Teach For America and being placed as a

> Algebra I

> and II teacher at a large comprehensive high school in North Philly.

> It was

> an immensely deflating position because many of the students needed

> intensive remediation, but due to the fact that our old "CEO" Paul

> Vallas

> (now in New Orleans making the same bad policy decisions) decided

> that all

> schools in the city should strictly adhere to a "core curriculum".

> This

> meant that I had to be on the same page in the same textbook as

> every other

> math teacher in every other school in the city, despite the specific

> needs

> of my students.

>

> At the school I am placed at all of our students are given the TABE

> and we

> have a wide range of ability levels, but most students are well

> below their

> grade level. We also place students by ability level, but they are

> usually

> placed more based on their literacy score than math, and they almost

> always

> score lower on their math. So, this position has offered me the time

> and

> freedom to explore remediation strategies for students with profound

> misconceptions. I have had some small successes but also floundered

> wildly

> in my attempts. I spend a great amount of my time and energy seeking

> the

> best possible ways to assist them in their development of their

> numeracy

> skills. I have so much to learn still, and am therefore very excited

> about

> the prospect of learning from a talented and dedicated community of

> like-minded colleagues!

>

> Sorry for the long windedness (you might think I were a drama

> teacher!) and

> I look forward to future e-discussions and discovery of new resources!

>

> Best wishes~~

>

> Andrew J. Isom

> Math Specialist

> Center For Literacy

> North Philadelphia Community High School (215)744-6000 ext. 210

>

> ----------------------------------------------------

> National Institute for Literacy

> Math & Numeracy discussion list

> Numeracy at nifl.gov

> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/numeracy

> Email delivered to charlie at durangoaec.org


-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://lincs.ed.gov/pipermail/numeracy/attachments/20100210/68537500/attachment.html