Some children have
a great deal of trouble forming and using a mental number line. Unless
the whole body is used to experience magnitude changes, these children may have
problems using the number line to solve problems and represent the
relationships between numbers.
I was working with
two rising 5th graders recently. We were working on fraction and decimal
concepts. For these two children the key was to experience the math
concepts using multiple representations. We constructed fraction problems
with our rainbow fraction tiles. We used pattern blocks to illustrate
fraction operations. We colored shapes to solve fraction problems and
finally we used the number line. Still, one of the children who has
spatial deficits had to work at placing his fractions on the number line.
Lots of practice. The use of alternative support strategies. And
then, more practice at large motor levels and at fine motor levels.
This visual representation of multiplying fraction was very helpful to me. I have limited experience drawing pictures at this level. When I see the problem drawn out it makes perfect sense to me. However, I am going to need practice generating the picture from a problem on my own.
ReplyDeleteI have had many children who really struggle with the concept of the number line. I love that this course recommends using a number line frequently. One activity that has been really successful in my class is to hand out index cards with different numbers (fractions, decimals) and have the students place them in order as a number line.
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