Educator recognizes how number lines support student understanding of fractions, and understands when to effectively incorporate them as a tool in their instructional practice.
Number lines are a key instructional tool for supporting students in understanding fractions as numbers and understanding the iteration of unit fractions to form a whole. This representation of fractions affords the use of multiple student strategies that educators can use to connect to the construct of fractions as a measure, develop understanding of the magnitude of numbers, and build student intuition around specific fraction concepts.
This writing is an excerpt taken from the IES Guide, Developing Effective Fractions Instruction for Kindergarten Through 8th Grade. This excerpt covers the second recommendation, pages 19-25.
http://bit.ly/1HX7DAN
Author: Yukari Okamoto, Univ of California, Santa Barbara
Source: Doing What Works Library at WestEd
One of the authors of the Practice Guide on Developing Effective Fractions Instruction describes the misconceptions that students may have about fractions and how to help them understand fractions’ place in the number system. She demonstrates instructional approaches with number lines and number strips to expand beyond the part-whole approach to teaching fractions, emphasizing the importance of students understanding that a fraction is a number, not two separate integers. She also shows how the number line can be used to help students understand equivalent fractions and operations with fractions. There is a summary and a transcript with time markers available.
http://dwwlibrary.wested.org/media/number-lines-a-key-representational-tool
Source: Doing What Works Library at WestEd
This multimedia overview explains why measurement and number line activities are recommended to teach students about fractions and help them understand fractions as numbers, relationships between fractions, and fractions applied to measurement. The presentation demonstrates many uses of number lines, including teaching students about the relationship between integers and fractions, mixed numbers, equivalent fractions, and comparing fractions. There is a summary and transcript with time markers available.
https://mooced-prod.appspot.com/fractions2/unit?unit=22&lesson=26
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a “Yes” for parts 1 and 2. Through any of a variety of methods (written, scanned, audio, video, and/or multimedia), you must demonstrate an understanding of what number lines are and how they can be used to support fraction instruction and student understanding. You must also effectively reflect on how number lines apply to your instruction.
(200-word limit for each response)
Reflect on a time when you taught fractions in the past and how using number lines would have been useful for supporting your students’ understanding. Provide an insightful reflection that demonstrates your understanding of the potential for the use of number lines in improving your instructional practice using the rubric below as a guide. Please submit one or more artifacts (such as writing, scanned documents, images, video, audio, etc.) for your reflection.
(Your artifact submission will be assessed based on the following rubric. You must earn a “Yes” score on this portion of the total submission in order to earn the micro-credential.)
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
http://creativecommons.org/licenses/by-nc-nd/4.0/