WEBVTT

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>> Hi, I am Vonda Franklin.

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I teach fourth grade at Spalding
Elementary in Boise, Idaho.

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>> Franklin (to students):
So here is our number line.

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We have at this end zero and all
the way on this end we have one.

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>> Franklin: My goals for this
lesson were for them to start

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to have an idea to go
from the enactment stage

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of actually cutting the fraction
blocks to seeing it laid out

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and to understand
that a fourth is half

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of one-eighth

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and to start to see
that they are numbers

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and that there are numbers on
the number line between zero

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and one, and beyond, and
that those numbers that are

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on the number line between
zero and one are fractions.

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>> Franklin (to students):

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Yesterday we talked
about fractions.

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We talked about what
are fractions.

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What are they?

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>> Student: Parts of a whole.

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>> Franklin: Parts of a whole.

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>> Franklin: In today's lesson I
asked them several times what is

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a fraction, and they continually
answered fractions are parts,

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parts of a whole, and they
are not making the connection

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to fractions being numbers even

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after we put the numbers
on the number line.

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And I asked the question again.

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One student made the conjecture

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that sometimes fractions
are numbers on a number line

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and sometimes they are not.

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And we do have to find
the things to pick

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out to get the kids to
find those misconceptions

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if they are not or find a way

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of explaining what
they are trying to say.

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>> Franklin (to students):
So the unit fractions

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that we are looking at are
one-fourth, one-eighth,

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and we'll do one-sixteenth
at the very end

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if we get that far today.

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Okay? So look at
one-fourth, two-fourths,

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and any related non-unit
fractions that go

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with fourths and eighths.

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>> Franklin: I did choose to
use the fourths, the halves,

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the eighths, sixteenths today

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because we had built
fraction strips

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with those same measurements,

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and I was linking the
two of them together.

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I was building on
what they already knew

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and what they already did
and adding that visual model.

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At the end of our activity, at
the bottom of their worksheet,

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they were asked to fill
in the decimal equivalents

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on the number line
and percentages.

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My goal wasn't that
they were able to fill

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in the one-eighth fractional
piece of what that number was,

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but that they were able to
start to see the connection

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between fractions,
decimals, and percents.

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>> Student: Three-fourths
is correct, right?

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>> Student: Because
this is one-fourth,

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and then this would be
two-fourths-also one-half-and

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then three-fourths?

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>> Franklin: I think
the misconception

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that we are battling right now
is still that idea of number.

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That kiddos see an eighth
and they see that as larger

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than a fourth, and we are still
battling their idea of number

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and how it's changed
with fractions.

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With the misconceptions
that the kiddos are having

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with whole numbers and
fractions, we are going

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to just keep working on them
again through measurement.

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That's going to help
when we start dealing

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with fractional pieces of
an inch that they are able

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to measure out and that they see
how many fourths, and how long

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that is for three-fourths
versus one-half.

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So measurement will be a huge
time for us to address some

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of these misconceptions.

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We will definitely
continue talking

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about fractions though
measurement.

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And even the ideas, some
of the other misconceptions

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that they had is measuring
the chunks of pieces rather

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than the measurement
of the piece.

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It's not one-fourth until
you have actually gone

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that one-fourth measurement.

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And so I think as we do
measurement activities,

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that misconception will
be addressed as well.

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I see the light click
on with a lot

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of understanding
during that time.

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>> Student: Now I
know what that is.

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>> Franklin: What is that?

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>> Student: It's one-eighth.

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>> Franklin: How do you know?

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>> Student: Because
this is your one-quarter

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and this is one-eighth, and this
is half of your one-quarter.

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>> Franklin: Okay.

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So we folded it, we cut
it, and we're making...?

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>> Student: One-eighth.

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>> Franklin: One-eighth.

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>> Franklin: Also,
I have a chance

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to preteach them something that
we might be doing the next day,

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so that when it comes up
the next day, they are able

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to participate because it's
not the first time they have

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heard it.

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It might be the second
or third time,

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depending on when
I've brought it up.

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And to see them engage in that
and feel like they understand it

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and their participation
increases

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and therefore their
understanding

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of the topic increases.