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Arrange the following to build a correct sequence for teaching fractions
i. Recognizing fractions as rational numbers
ii. Representing fractions on a number line
iii. Introducing part-whole relations of objects
i. Recognizing fractions as rational numbers
ii. Representing fractions on a number line
iii. Introducing part-whole relations of objects
- a)i, ii, iii
- b)ii, i, iii
- c)iii, ii, i
- d)i, iii, ii
Correct answer is option 'D'. Can you explain this answer?
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Arrange the following to build a correct sequence for teaching fractio...
Initially it is important to recognize fractions as rational numbers. All fractions can be termed as rational numbers; however, all rational numbers cannot be termed as fractions. Only those rational numbers in which 'p' and 'q' are positive integers are termed as fractions. Then, it is important to have better understanding of part -whole relations of objects. In the part-whole interpretation, the denominator shows the number of equal parts in the whole and the numerator shows how many of those parts are included in the particular fraction. This model offers a helpful introduction to fractions and used to explore equivalent fractions and addition-subtraction of fractions. Next sequence is to represent fractions on a number line. Representing fractions on a number line means that we can plot fractions on a number line, which is similar to plotting whole numbers and integers. Fractions represent parts of a whole. So, fractions on the number line are represented by making equal parts of a whole i.e. 0 to 1, and the number of those equal parts would be the same as the number written in the denominator of the fraction.
Thus it is clear that, In the given problem, the correct sequence for teaching fractions is recognizing fractions as rational numbers, introducing part whole relations of objects and last representing fractions on a number line.
Thus it is clear that, In the given problem, the correct sequence for teaching fractions is recognizing fractions as rational numbers, introducing part whole relations of objects and last representing fractions on a number line.
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Arrange the following to build a correct sequence for teaching fractio...
The correct sequence for teaching fractions is:
i. Recognizing fractions as rational numbers
ii. Introducing part-whole relations of objects
iii. Representing fractions on a number line
Explanation:
Recognizing fractions as rational numbers:
- This should be the first step in teaching fractions because it introduces the concept of fractions as a type of number.
- Students should understand that fractions represent a part of a whole and can be used to describe quantities that are less than one whole.
- They should also learn that fractions can be written in the form of a/b, where a is the numerator and b is the denominator.
Introducing part-whole relations of objects:
- Once students understand the concept of fractions as numbers, they can move on to understanding the part-whole relations of objects.
- This step involves using physical objects or visual aids to demonstrate how a whole can be divided into equal parts.
- Students should be able to identify and label the parts of a whole and understand the concept of equivalent fractions.
Representing fractions on a number line:
- After students have a solid understanding of fractions as rational numbers and part-whole relations, they can progress to representing fractions on a number line.
- This step helps students visualize the relative size and position of different fractions.
- They should learn how to locate fractions on a number line and understand the concept of unit fractions (fractions with a numerator of 1).
In conclusion, the correct sequence for teaching fractions is to first recognize fractions as rational numbers, then introduce part-whole relations of objects, and finally teach students how to represent fractions on a number line. This progression helps build a solid foundation of understanding for students as they develop their fraction skills.
i. Recognizing fractions as rational numbers
ii. Introducing part-whole relations of objects
iii. Representing fractions on a number line
Explanation:
Recognizing fractions as rational numbers:
- This should be the first step in teaching fractions because it introduces the concept of fractions as a type of number.
- Students should understand that fractions represent a part of a whole and can be used to describe quantities that are less than one whole.
- They should also learn that fractions can be written in the form of a/b, where a is the numerator and b is the denominator.
Introducing part-whole relations of objects:
- Once students understand the concept of fractions as numbers, they can move on to understanding the part-whole relations of objects.
- This step involves using physical objects or visual aids to demonstrate how a whole can be divided into equal parts.
- Students should be able to identify and label the parts of a whole and understand the concept of equivalent fractions.
Representing fractions on a number line:
- After students have a solid understanding of fractions as rational numbers and part-whole relations, they can progress to representing fractions on a number line.
- This step helps students visualize the relative size and position of different fractions.
- They should learn how to locate fractions on a number line and understand the concept of unit fractions (fractions with a numerator of 1).
In conclusion, the correct sequence for teaching fractions is to first recognize fractions as rational numbers, then introduce part-whole relations of objects, and finally teach students how to represent fractions on a number line. This progression helps build a solid foundation of understanding for students as they develop their fraction skills.
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Arrange the following to build a correct sequence for teaching fractionsi. Recognizing fractions as rational numbersii. Representing fractions on a number lineiii. Introducing part-whole relations of objectsa)i, ii, iiib)ii, i, iiic)iii, ii, id)i, iii, iiCorrect answer is option 'D'. Can you explain this answer?
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Arrange the following to build a correct sequence for teaching fractionsi. Recognizing fractions as rational numbersii. Representing fractions on a number lineiii. Introducing part-whole relations of objectsa)i, ii, iiib)ii, i, iiic)iii, ii, id)i, iii, iiCorrect answer is option 'D'. Can you explain this answer? for CTET & State TET 2025 is part of CTET & State TET preparation. The Question and answers have been prepared according to the CTET & State TET exam syllabus. Information about Arrange the following to build a correct sequence for teaching fractionsi. Recognizing fractions as rational numbersii. Representing fractions on a number lineiii. Introducing part-whole relations of objectsa)i, ii, iiib)ii, i, iiic)iii, ii, id)i, iii, iiCorrect answer is option 'D'. Can you explain this answer? covers all topics & solutions for CTET & State TET 2025 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Arrange the following to build a correct sequence for teaching fractionsi. Recognizing fractions as rational numbersii. Representing fractions on a number lineiii. Introducing part-whole relations of objectsa)i, ii, iiib)ii, i, iiic)iii, ii, id)i, iii, iiCorrect answer is option 'D'. Can you explain this answer?.
Arrange the following to build a correct sequence for teaching fractionsi. Recognizing fractions as rational numbersii. Representing fractions on a number lineiii. Introducing part-whole relations of objectsa)i, ii, iiib)ii, i, iiic)iii, ii, id)i, iii, iiCorrect answer is option 'D'. Can you explain this answer? for CTET & State TET 2025 is part of CTET & State TET preparation. The Question and answers have been prepared according to the CTET & State TET exam syllabus. Information about Arrange the following to build a correct sequence for teaching fractionsi. Recognizing fractions as rational numbersii. Representing fractions on a number lineiii. Introducing part-whole relations of objectsa)i, ii, iiib)ii, i, iiic)iii, ii, id)i, iii, iiCorrect answer is option 'D'. Can you explain this answer? covers all topics & solutions for CTET & State TET 2025 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Arrange the following to build a correct sequence for teaching fractionsi. Recognizing fractions as rational numbersii. Representing fractions on a number lineiii. Introducing part-whole relations of objectsa)i, ii, iiib)ii, i, iiic)iii, ii, id)i, iii, iiCorrect answer is option 'D'. Can you explain this answer?.
Solutions for Arrange the following to build a correct sequence for teaching fractionsi. Recognizing fractions as rational numbersii. Representing fractions on a number lineiii. Introducing part-whole relations of objectsa)i, ii, iiib)ii, i, iiic)iii, ii, id)i, iii, iiCorrect answer is option 'D'. Can you explain this answer? in English & in Hindi are available as part of our courses for CTET & State TET.
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Arrange the following to build a correct sequence for teaching fractionsi. Recognizing fractions as rational numbersii. Representing fractions on a number lineiii. Introducing part-whole relations of objectsa)i, ii, iiib)ii, i, iiic)iii, ii, id)i, iii, iiCorrect answer is option 'D'. Can you explain this answer?, a detailed solution for Arrange the following to build a correct sequence for teaching fractionsi. Recognizing fractions as rational numbersii. Representing fractions on a number lineiii. Introducing part-whole relations of objectsa)i, ii, iiib)ii, i, iiic)iii, ii, id)i, iii, iiCorrect answer is option 'D'. Can you explain this answer? has been provided alongside types of Arrange the following to build a correct sequence for teaching fractionsi. Recognizing fractions as rational numbersii. Representing fractions on a number lineiii. Introducing part-whole relations of objectsa)i, ii, iiib)ii, i, iiic)iii, ii, id)i, iii, iiCorrect answer is option 'D'. Can you explain this answer? theory, EduRev gives you an
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