When students learn about equivalent fractions, they often make some of the same mistakes. Here are a few common ones:
Multiplication Mistakes: Sometimes, students forget to change both the top and bottom numbers when they multiply. For example, if they start with ( \frac{2}{3} ) and only multiply the top number (the numerator) by 3, they get ( \frac{6}{3} ) instead of ( \frac{2}{6} ). Both should change!
Division Confusion: When simplifying fractions, if a student only divides either the top or the bottom number, they can end up thinking the fractions are equivalent when they’re not.
Visual Understanding: Many students struggle with figuring out fraction sizes when looking at pictures, like pie charts. They might not see how different fractions compare to one another visually.
Not Noticing Patterns: Some students don’t realize that you can find equivalent fractions by multiplying by negative numbers or by other fractions. For example, ( -1 \times \frac{1}{2} = -\frac{1}{2} ) is also an equivalent fraction!
According to statistics, about 30% of Year 7 students have trouble understanding equivalent fractions because of these common mistakes.
When students learn about equivalent fractions, they often make some of the same mistakes. Here are a few common ones:
Multiplication Mistakes: Sometimes, students forget to change both the top and bottom numbers when they multiply. For example, if they start with ( \frac{2}{3} ) and only multiply the top number (the numerator) by 3, they get ( \frac{6}{3} ) instead of ( \frac{2}{6} ). Both should change!
Division Confusion: When simplifying fractions, if a student only divides either the top or the bottom number, they can end up thinking the fractions are equivalent when they’re not.
Visual Understanding: Many students struggle with figuring out fraction sizes when looking at pictures, like pie charts. They might not see how different fractions compare to one another visually.
Not Noticing Patterns: Some students don’t realize that you can find equivalent fractions by multiplying by negative numbers or by other fractions. For example, ( -1 \times \frac{1}{2} = -\frac{1}{2} ) is also an equivalent fraction!
According to statistics, about 30% of Year 7 students have trouble understanding equivalent fractions because of these common mistakes.