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The Common Core Standards: A Conceptual Analysis

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Fractions are often considered one of the most difficult concepts for students to learn during elementary school. The idea of having many parts of a number or a whole can feel abstract. This concepts becomes more challenging as students must apply fractions to addition, subtraction, multiplication, and division. Order to do that, students must have a strong conception of what is a fraction and it’s value. Although fractions are often introduced in upper elementary grades through worksheets, it does not hold the same value as using other more visual methods that can support their understanding (Saxe, 2007). Number lines can be used as a tool to help students comprehend and utilize fractions. Upper elementary school grades can use number …show more content…

The concept of understanding fractions is slow and steady to avoid past mistakes of rushing the basics and jumping into operations. There is a delay of using the fractions through operations until students can fully grasp what exactly a fraction is, and then work their way to equivalents. Having a strong sense of fractions, allows for a base knowledge when applying operations (Jordan, 2013). In the past, students relied on algorithms to come up the correct answer when manipulating fractions, but lacked understanding of what is a fraction, confusing aspects of even just a numerator and a denominator. Putting fractions on a number line helps students grasp a fraction should be compared to a whole number. In third grade, the standards focus on having students view the fractions as divided wholes of a number on a number line. Students are able to explore a deepen meaning of fractions (Heitin, …show more content…

It arguable that the usage of number lines, not only shows this concept of parts and a wholes but gives the ability to connect the relationship between integers. By using a number line students are able to see that a fractions are a divided whole of a number and not one slice of pizza. They also help to ensure a standard unit is being used (Heitin, 2014). Stated in Education Weekly, “Mr. Wray pointed out that students who are trying to compare fractions with a circular model may end up drawing two circles of significantly different sizes. If they shade one-half of the larger circle and three-fourths of the smaller circle, they could make the argument that one-half is greater than three-fourths” (Heitin,

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