Our 3rd edition of Time 4 Fractions is ready to start: all aboard !

Please click here to follow Time 4 Fractions.

I am quite excited about starting our 3rd edition of Time 4 Fractions in the coming weeks. I should be able to update the posts from last year significantly, since I went to the conference dedicated to Cognitively Guided Instruction in June and I am taking a course on Children’s thinking this semester as a doctoral student.

As you may remember, I started Time 4 Fractions two years ago, after I read the book “Extending Children’s Mathematics – Fractions and Decimals” (Epson & Levi, 2011) as a M.Ed. student, thinking “This IS the way I would have liked to explore fractions! “. An ah-HA! moment, a true eye-opening: building up meaning for fractions through equal sharing problems. A wonderful approach to pursue at School. But also at home, I believe: the more opportunities to extend math reasoning, the better.

Over the twelve coming weeks, I am going to post a word problem that will take the kids to slowly, gradually, explore the concept of fractions. We will start our journey with multiplication problems (yes, even with lower graders, click here if you are not sure why !), division problems, then, finally equal sharing problems, the core of our journey, and the true beginning of our fraction exploration. The sequence of problems is based on the reading of two books, Children’s Mathematics (Carpenter et al, 2015) and Extending Children’s Mathematics – Fractions and Decimals” (Epson & Levi, 2011).

Whether your child is in lower grade or upper grade, I hope you join us. I share what I do with my own child as a illustration of what a child may do, but by no mean as what a child should do. It is not a test, it is not a race. Week after week, problem after problem, children practice their reasoning skills by creating their own strategies to solve problems.

In the previous year, I found it quite convenient to put together a “math box”. You may want to do the same before we start !

  • paper and pencils. Markers are also helpful to connect a visual representation to an equation.
  • manipulatives to model the problem.  You do not need the base-Ten blocks. Marbles, buttons can do the trick. I like Legos® and Duplos®, as you can stack them in Tens.
  • Containers (e.g. paper cups, Tupperware®), to model problems involving groups of items.
  • A stack of paper (e.g. blank flashcards), to explore fractions, by cutting parts of a whole, and putting them back together.Our math box

 

Most important, I will be here to support you in the journey. Please, feel free to comment or email at journey2helpchildrenwithmath(at)gmail(dot)com if you have any question about our journey. The more feedback I receive, the more complete the next post will be ! Let’s build up a community of people supporting at home what our children learn during Math instruction !

Off we go !

References:

  • Carpenter, T., Fennema, E., Franke, M., Levi, L. and Empson S. (2015). Children’s Mathematics, Second Edition: Cognitively Guided Instruction. Portsmouth, NH: Heinemann. ISBN-13:978-0325052878.
  • Empson, S. E., and Levi, L. (2011). Extending Children’s Mathematics: Fractions and Decimals. Portsmouth, NH : Heinemann. ISBN-13: 978-0325030531.

Would love to hear from you !

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