submitted by: Jeff LeMieux, August 2005This narrative describes how I use my javascript tools, cataloged in the Math Tools digital library, in the classroom.
Course: Math 7
Topic:Fractions, equivalent fractions, addition and subtraction of proper fractions
Resource type: Support Materials/JavaScriptsResource location:
http://syzygy.virtualave.net/webwork/OL_Text/tfractionator.htmMath Forum catalogue entry:
http://mathforum.org/mathtools/tool/20215Story:
The Fractionator was developed to help students make models for fractions which would be relatively simple to do and remain consistent. Oftentimes, students are asked to make 'pie' models
which while appearing simple, can be a confusing process determining the equal parts of a circle - especially on a small drawing. The Fractionator device is an aide to allow students to create and subdivide unit squares. The device allows for same size unit squares with scales for subdividing the unit squares.
Another part of this document is the Word® document which contains a series of squares including the unit square and the various subdivided squares. It is suggested that two sets of these be printed on overhead transparency sheets and then cut out. The various fraction models can be represented by coloring in the appropriate models on on the first transparency and then overlaying the other subdivision on top.
The short tutorial graphic demonstrates this idea.
The three tools should be almost self-explanatory. The addition demonstration randomly generates an addition problem of two proper fractions, creates the model, demonstrates the simplist common denominator, generates the new models and then procedes to the answer model. The program does not attempt to find lowest common denominator or reduced answers. The subtraction demonstration is similar. Clicking the button or refreshing the screen will generate a new problem. The Fractionator Addition Tool allows the student to enter their own problems (Denominators should be <= to 12).
Where and how I used this:
I generally use this approach after the introduction to fractions and operations with like-denominator fractions. Typically I introduce the idea of common denominator (not least common denominator) and equivalent fractions at the same time. These ideas are practiced first by comparing fractions (using models) then moving on to addition and subtraction. The low-tech fractionator enables students to quickly generate the models.
Send comments to Jeff LeMieux at tackweed@whidbey.net
Jeff LeMieux August 2005
http://www2.whidbey.net/ohmsmath
