Subject specific Teaching Methods - Elementary Mathematics

Subject specific teaching methods - Elementary Mathematics

Introduction

By the time students reach fourth grade, they have developed their familiarity with numbers and continue to make way for a better understanding and comprehension of their own innate ability and skills, but also have been ready for being able to learn new and much complex concepts and methods of study altogether.

Equivalent Fractions

Equivalent fractions have the same value, even though they may appear to be different, making it easier for one to identify these fractions, provided they know and are aware of their basics (Riehm, 2002). This could easily be narrated understood with pizza (yum!). When a fraction shows ½, it visually would refer to as

Similarly, as an equal to ½, another equal, 2/4 would visually show and narrate to as:

A further elaboration of ½ is 4/8 which could be illustrated as:

Hence, it is after this delicious meal and a detailed understanding that equivalent fractions root from one key word: equal. While the apparent numbers may appear to be different, they would be considered equals of one another. The key to understand here is to remember this divine rule:

“Change the bottom using multiplies or divides, and the same to the top must be applied”

With the simple application of this rule or theory, it would not only help students learn a better method of dealing with equivalent fractions, but also help develop their own ability and command to learn equivalent fractions.

Pre-requisite rules to learning Equivalent Fractions

Before children would actually succumb and absorb the flavors of equivalent fractions, certain parameters and requirements are needed to be fulfilled:

I-Tables should be memorized by students

One of the most basic reasons that people have a hard time dealing with equivalent fractions is their lack of understanding and relevance to numbers and the tables. ...