Texas Instruments TI15TK Teacher Guide - Page 15

Continued, addition easier.

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Fraction Forms (Continued) Analyzing Data and Drawing Conclusions To focus students' attention on the patterns in their fractions and the relationship of these patterns to the denominators, ask questions such as: • What patterns do you see in your results? Example: n When a denominator of 4 is used in the d auto column, every fourth number is a whole number. • How do the results of using a denominator of 2 compare with the results of using a denominator of 4? • How does a denominator of 5 compare to a denominator of 10? • Which other denominators seem to be related? Example: The pattern using a divisor of 6 is related to the patterns for 2 and 3.) • What pattern do you see in the related denominators? Example: They are related as factors and multiples. Continuing the Investigation Have students brainstorm situations in which they would prefer to use each of the combinations of settings of fraction forms. Example: • Wneheedntowboerkaindgdewdi,tuhspinrogbtahbeilnditimesatnhsaettmtinagys would keep the denominators of the probabilities all the same and make mental addition easier. • In a situation where estimanted results are close enough, using the U d auto settings would make it easier to see quickly the whole number component of the result and whether the additional fraction part was more or less than ½. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 8

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© 2000 T
EXAS
I
NSTRUMENTS
I
NCORPORATED
TI-15: A Guide for Teachers
8
Fraction Forms
(Continued)
Analyzing Data and Drawing Conclusions
To focus students’ attention on the patterns in their
fractions and the relationship of these patterns to the
denominators, ask questions such as:
•
What patterns do you see in your results?
Example:
When a denominator of 4 is used in the
n
d
auto
column, every fourth number is a whole number.
•
How do the results of using a denominator of 2
compare with the results of using a
denominator of 4?
•
How does a denominator of 5 compare to a
denominator of 10?
•
Which other denominators seem to be related?
Example:
The pattern using a divisor of 6 is related to the
patterns for 2 and 3.)
•
What pattern do you see in the related
denominators?
Example:
They are related as factors and multiples.
Continuing the Investigation
Have students brainstorm situations in which they
would prefer to use each of the combinations of
settings of fraction forms.
Example:
•
When working with probabilities that may
need to be added, using the
n
d
man
settings
would keep the denominators of the
probabilities all the same and make mental
addition easier.
•
In a situation where estimated results are
close enough, using the
U
n
d
auto
settings
would make it easier to see quickly the whole
number component of the result and whether
the additional fraction part was more or less
than
½.