Then ask if these measurements are exact. Help him to see that they are not because (1) the beans are not all the same size, (2) some white space still surrounds the beans, and (3) the line of his hand might be different each time it is traced. Nevertheless, this inexact measurement gives us the information we need: Which is larger, the area or the perimeter?
- When introducing fractions, start with your own family. At the dinner table, ask questions: How many people like spinach? How many like milk? How many went to school today? How many will help with the dishes? Have your third grader (and other eager participants) answer in fractions. For instance, if there are four people in your family, the answer to how many people like spinach might be 2/4.
Try to incorporate the language of fractions Into your normal speaking as often as possible. Discuss your day in. fractions: "I spent two thirds of my day at work. Boy, it's good to be spending my last third at home." At meal time, divide food into equal portions and tell the fraction of the portion as you dole it out It won't be long before your third grader is shooting, "Hey. you gave him three eights and I only got two eighths!
Copyright © 1998 by Jennifer Richard Jacobson