Application Exercise 14.2:

Application Exercise 14.2: Observing and Responding to Student Thinking Click the link below to watch a 3 Superscript rd grade student solve the problem, “How could 3 children share 5 pizzas equally?”, then answer the questions that follow. Sharing Task https://mediaplayer.pearsoncmg.com/assets/chapter_15_p_353_aw_gr3 Question Part 1 Although the student reasons correctly that each child would get five fifteenths of 5 pizzas, what question might you pose to the student to gather more information about his understanding of the total amount of pizza each child receives? Part 2 Sometimes a young student will interchange numbers pertaining to the dividend, divisor or quotient when articulating a number sentence (e.g., At 1:39, the student incorrectly concludes, “and three divided by fifteen equals five.”). How might a teacher clarify whether or not his statement is a communication error or misconception? Part 3 Can you think of other combinations of (number of) pizzas shared with (number of) children that would eliminate students’ relying on halving to get the answer? Part 4 What other appropriate representation(s) might students show when solving this problem? Application Exercise 14.3 Equivalent Fractions The teacher in this video is facilitating a time for her students to explore with circular fraction manipulatives to guide their recognition of equivalent fractions. Click the link to watch the video and then answer the accompanying questions. A Lesson on Fractions https://mediaplayer.pearsoncmg.com/assets/MMET_007_278_iPad Question content area bottom Part 1 What was the first task the teacher asked the students to do in the video? Explain why this is an important step for students to do for their understanding of equivalent fractions. Part 2 What do you notice about how the students and teacher are using the materials to guide their understanding of equivalent fractions? Part 3 What would be some advantages of using manipulatives to explore fractions like the students in the video versus using a text with visual representations (pictures) of shaded equivalent fractions?