Part 1 Watch assigned IMAP videos (There are at least 4 different student videos; Ally, Sean, etc). Transcript of vido is attached Comparing fractions with different denominators is a difficult concep

Part 1 Watch assigned IMAP videos (There are at least 4 different student videos; Ally, Sean, etc). Transcript of vido is attached

Comparing fractions with different denominators is a difficult concept. Discuss strategies for helping ONE student with this concept AFTER watching the classroom videos:

Discuss and NAME your post with the students' name from the video. Example:

Jace's Misconceptions

a.) misconceptions held by the student (Use student name)

b.)what you would do to address them

c.) next steps for each student. Choose one student only.

Part 2  Respond to classmate with a constructive discussion of the effectiveness of their strategy and please do not include "I like". 

Racheal's Misconception

a.) misconceptions held by the student Racheal. Racheal multiplied the whole number times the numerator.

b.)what you would do to address them? First I would let her know that the manipulative she used was correct, but she has to correct the actual problem of turning a mixed fraction to an improper fraction. I would acknowledge the small confusion she had. She started with 3 3/8. I would explain that when converting a mixed fraction to an improper fraction, she should multiply the denominator times the whole number, then add the numerator. She went wrong when she multiplied the whole number times the numerator when it should have been the whole number times the denominator. To remember where to start, I would tell her to always start from the bottom to the top.

c.) next steps for each student. Choose one student only. Racheal should multiply the bottom then add the top.