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Lorem Ipsum Dolor Spring 2016
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manipulative because she thought it would be easier for her to use because
there is more distance between the fractions and whole numbers on the
slides.
Jim thought of a foundational part of teaching and understanding
fractions that he emphasizes with his students, such as comparing fractions
from least to greatest and/ or greatest to least. By having Barbara continue to
assist with communication, he related the fraction number lines on the
manipulative to Dana by imagining them as string cut into halves, fourths,
eights, and sixteenths.
Jim asked Dana to rank the fractions 1/4, 3/16, 7/8 and 1/2 from least to
greatest. Dana used her fingers to find the fractions on the number line from
the sample math problem Jim gave her. Once she found the first fraction, she
anchored her left pinky finger to that fraction. Next, she proceeded to find the
other fractions with her index fingers until she had her other fingers on the
other three Braille fractions on the number lines. Finally, she proudly stated,
"The fractions are in this order: 3/16, 1/4, 1/2, and 7/8." It is important to
note, while Dana was comparing the fractions, she realized students could
simplify and find equivalent fractions as well as add or subtract mixed
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