Answer to Question #211956 in English for and

Question

3.1. Fractions knowledge domains include the following: equal sharing, partitioning, and unitising. Design learning activities that you can use to teach learners fractions guided by each knowledge domain. The learning activities should be practical and include the use of teaching and learning resources. (12) 3.2 Examine the pattern below and construct the general statements for the positions given below. 3.2.1 27th position 3.2.2 64th position 3.2.3 109th position (9) 30 3.3 Draw a 200-square chat to present the following: 3.3.1 For each row from left to right, the number increases by 2. 3.3.2 For each column from top to bottom, the number increases by 20. 3.3.3 On the diagonal from left to right, the number increases by 22. 3.3.4 On the diagonal from right to left, the number increases by 18.

Answer 1

When partitioning an area into fractional parts, students need to be aware that (1) the fractional parts must be the same size, though not necessarily the same shape; and (2) the number of equal‐sized parts that can be partitioned within the unit determines the fractional amount (e.g., partitioning into 4 parts means each. Locating a fractional value on a number line is particularly challenging but very important for students to be able to do. Shaughnessy (2011) found four common errors students make in working with the number line: They use incorrect notation, change the unit (whole), count the tick marks rather than the space between the marks, and count the ticks marks that appear without noticing any missing ones. This is evidence that we must use number lines more extensively in exploring fractions (most real-life contexts for fractions are measurement related).  Students can partition sets of objects such as coins, counters, or baseball cards. When partitioning sets, students may confuse the number of counters in a share with the name of the share. In the example in Figure 15.4, the 12 counters are partitioned into 6 sets—sixths. Each share or part has two counters, but it is the number of shares that makes the partition show sixths. As with the other models, when the equal parts are not already figured out, then students may not see how to partition. Students seeing a picture of two cats and four dogs might think 2 4 are cats (Bamberger, Oberdorf, & Schultz‐Ferrell, 2010).