Talking Points for 5th Grade Special Session
Engaging Mathematics
Mr. Zamora’s Lasagna, pp. 24-25
TEKS:
5.2A The student uses fractions in problem-solving situations. The
student is expected to generate a fraction equivalent to a given
fraction such as
Clarifying
Activity:
1
3
4
1
and or
and .
2
6
12
3
See pp. 183-184 in Standards in the Classroom, 3-5. Students
1
2
generate equivalent fractions by creating and comparing 8 inch
by 1-inch fraction strips, noticing patterns, simplest form, and
properties of equivalence.
Side-by-Sides:
See TEKS 5.2A for years 2003 and 2004 (word problems – no
pictorials are shown), and 2006 (word problem with table of data).
Information
Booklet
See pp. 15 (item 3; word problem with table involves time) and 32 (item
Released
Items
See p. 2, item #2 (find equivalent only – note denominator), with
reference to #3 (word problem; comparing fractions, using equivalents).
Misconceptions:
Students often perceive that when they multiply numerator and
3; word problem with table involves probability and renaming fractions).
2
2
denominator by , for instance, they are multiplying by 2, even though they know =1.
2
2
The misconception then, is that students do not realize they are multiplying by 1 and this is
why the fraction does not change in value. The pictorial below shows that the number of
equal pieces is doubled in each descending row, while
2
4
8
= =
remain equivalent.
3
6
12