Math Mammoth Fractions 2 - Miller, Maria

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Résumé :
Maria Miller was born and grew up in Finland where she also received a master's degree in mathematics in 1997. She loves math and teaching, so becoming a math teacher was a natural career for her. Miller started writing math books in 2002, prompted by her experiences in tutoring homeschooled children. She felt the books they were using were inferior, especially when it came to conceptual understanding of mathematics, so she began to write books that focus on the concepts and the why of mathematics, though not forgetting the how and the needful practice. Over the years, her materials have become popular and appreciated, both among parents and teachers. In her free time, she likes walking, bicycling, swimming, reading, helping out with Inspire4.com, playing piano, and listening to music....

Biographie:
in other words for example 5/3 is the same as 5 ? 3. This of course gives us a means of dividing whole numbers and getting fractional answers (for example 20 ? 6 = 3 2/6). The next lesson on the topic explores the thought of solving division problems by multiplying and then introduces reciprocal numbers and the common shortcut for fraction division. The following two lessons focus on two ways to think about division: equal sharing and fitting the divisor (measurement division) and how they apply to fraction division. Here is an example of equal sharing: If two people equally share 4/5 of a pizza how much will each person get? This is represented by the division (4/5) ? 2 = 2/5....

Sommaire:
including simplifying before multiplying multiplication of fractions (and of mixed numbers) division of fractions We start out by simplifying fractions. Since this process is the opposite of making equivalent fractions studied in Math Mammoth Fractions 1 it should be relatively simple for students to understand. We also use the same visual model just backwards: This time the pie pieces are joined together instead of split apart. Next comes multiplying a fraction by a whole number. Since this can be solved by repeated addition it is not a difficult concept at all. Multiplying a fraction by a fraction is first explained as taking a certain part of a fraction in order to teach the concept. After that students are shown the usual shortcut for the multiplication of fractions. Then we find the area of a rectangle with fractional side lengths and show that the area is the same as it would be found by multiplying the side lengths. Students multiply fractional side lengths to find areas of rectangles and represent fraction products as rectangular areas. Simplifying before multiplying is a process that is not absolutely necessary for fifth graders. I have included it here because it prepares students for the same process in future algebra studies and because it makes fraction multiplication easier. Students also multiply mixed numbers and study how multiplication can be seen as resizing or scaling. This means for example that the multiplication (2/3) ? 18 km can be thought of as finding two-thirds of 18 km. Next we study the division of fractions. The first lesson on the topic shows how fractions can be seen as divisions...