Fractions
Built from: this class's own evidence (9 of 20 students show a gap); curriculum notes and a verified worked solution (the shared lesson is not prepared yet); 2 further verified bank question(s).
1 · Learning objective
Students can apply Fractions correctly and explain why each step is valid.
2 · The misconception to fix
adds numerators and denominators separately
Seen in this class (6 student(s))
3 · Say it simply
A fraction names a part of a whole: the denominator says how many equal parts the whole is cut into and the numerator how many of them are taken. Fractions with different denominators are added only after they are written over a common denominator.
4 · Worked example
Add 1/2 and 1/4, giving the answer in simplest form.
- Write both fractions with a common denominator
- Add (or compare) the numerators and keep the denominator
- Simplify the result
Answer: 6/8
6 · One question for the whole class
Add 1/3 and 1/5, giving the answer in simplest form.
7 · Exit ticket (with answer key)
Add 1/4 and 1/6, giving the answer in simplest form.
Answer key: 10/24
- Write both fractions with a common denominator
- Add (or compare) the numerators and keep the denominator
- Simplify the result
Source: verified question bank
8 · What to look for in the answers
- A correct response ends with: 10/24
- The first step you should see: Write both fractions with a common denominator
- A student who still holds the misconception will write something like: adds numerators and denominators separately