Fractions are hard. Of course, I knew this before my lesson on Saturday, but the responses of my students to a task really drilled that point home for me.
Here is the activity I gave my students to do:
Here’s what I anticipated they might do:
Here’s a sample of what they actually did:
This student seems to understand that if you want to shade 1/4 of something, you want to split it into four equal parts and then shade one of those parts. The triangle drawn is more challenging to divide, so the student likely estimated their partitioning of it.
However, if one wants to shade 1/3 of an object, it looks like this student thinks that they need to split the shape into four unequal parts and shade the smallest of those parts, maybe because they think that 1/3 is smaller than 1/4?
This student told me that they know that 1/4 is the same as “half of a half” and so they divided each of the shapes in half, and then divided one of those halves into a further half, and then shaded it.
When it came to shading 1/3 of a shape though, this student looks like they divided the shape into four equal parts and then shaded three of those parts. My guess is that they thought that fractions involve dividing into four parts, and then used the denominator of the fraction to choose how much to shade? I’m not sure that they noticed the inconsistency in this procedure and what they did in the first part.
This last student seems to have done pretty much the same as the second student, but seems aware that when you want to shade 1/3 of a shape, you want to first divide it into three equal parts and then shade one of those parts. I asked them about it and they said they just weren’t sure how to cut the shapes into three equal parts.
With this gap between what I was expecting to see and what I actually saw, I was left without knowing an effective way to respond. I decided that this task had little entry points for someone who really did not know what 1/4 and 1/3 meant (one of my student’s work was blank, which I am not showing since I do not have permission).
With the worry in the back of my head that I was probably reducing the cognitive demand for students, we split into two groups with my student-teacher leading one group and me leading the other group and we tried a different task, one which offered some context through which one might make sense of what 1/3 means.
“If you had a pizza and you wanted to share it equally with three people, how would you cut it up so that each person got 1/3 of the pizza?”
With this prompt, students in my group almost all produced work similar to the following:
With one student drawing this:
This second student, by the way, said that pizza comes cut into ten-slices and so the best we could hope to do is to give each person 3 slices of the 10 and then give away the last slice to someone else.
The knowledge that would have helped me better anticipate student understandings here is what I call “the ways children typically understand mathematical ideas” and is the kind of knowledge that is rarely explicitly taught before starting teaching. Every time I teach a new topic, I notice that the ways students think about the ideas are different than what I expect, and over time, I learn to anticipate student thinking better as I get feedback from working with them.
If you had students showing these kinds of responses to this task, what would you do during your next lesson on fractions to support them?