![Embarassed :oops:](./images/smilies/icon_redface.gif)
Blessings.
In Christ,Mom4Him wrote:...In today's lesson the textbook asks you to find the equivalent fractions of 6/12, and then wants you to give the simplest equivalent fraction of 6/12. I know that it's 1/2, but there was no explanation of what the simplest equivalent fraction is, or what makes it the simplest, or how to find out if it's the simplest. It then goes on to ask you to "express each one of the following (8) fractions in its simplest form."
Thanks, Julie!my3sons wrote:Hi Jessica!I would love to be able to pull out my 3A/3B Textbooks and Workbooks from past years and take a look at this too. Could you please share the Textbook and Workbook pages for this assignment? Then, I'll find my old books and take a look at them with you, and maybe be able to help better.
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Jennifer, Thank you for the great idea. I'll have to check it out! I appreciate you, dear friend!school4princesses wrote:I can't answer about Singapore as I don't use it. But Khan Academy is a great place to go for explanations on any math topic you can imagine. There are videos to watch and, if you so choose, exercises you can do online to see if you understand what's being taught. Certainly worth checking out when the curriculum either doesn't explain or explain in a way that makes sense to our kids (or usually in my case - to me.)
Daneale, Thank you for your sweet help! I really liked the hands-on activity on the first page of equivalent fractions, because that helped my girls get off to a great start. They like hands-on too.Nealewill wrote: Here is how I taught equivalent fractions to my kids...
Thanks for this. I think I have been making math more difficult for my oldest. He is normally good with math and has been struggling lately. I have never been good with math. He can look at a problem and know the answer but not how to work it out. I suppose I should let him do it that way more often unless it says differently?my3sons wrote:What a great thread - this should be one to remember and refer to often!Such wise words here!
One comment as far as the 'do they have to work it out or not?' In the Textbook portion, I make them work it out the way Singapore guides them to (often noted by Singapore in thinking word bubbles). In the Workbook portion, if they want to do it more mentally and they are able to get it right, I'm all good with that, until they miss several problems.
Then, I just point out they need to go back to doing it the way I just taught them in the textbook, as their way (for now) isn't working, but I always stress I like that they are trying to do math mentally and that this is a great way to continue to build that skill over time, though maybe it's just not the best way to work problems with skills they JUST learned.
Oh, and I do make them draw out the 'bars' for word problems that the Textbook examples showed them to do that for - as this is a WONDERFUL way to solve future, more difficult problems. (Solve for the 'unit' and you can figure out the answer to almost anything! It's pre algebra made easy, really.) That is just what we do though, so those are just some thoughts to ponder as you decide how you want to approach this.
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In Christ,
Julie