Review Questions

Chapter 9: Fractions

1. How could you explain why it makes sense to divide the numerator by the denominator to interpret a fraction?
2. How would you convince a student that there are an unlimited number of equivalent fractions for any given fraction?
3. What examples would be important to use to provide students with a full understanding of what a fraction like 4/5 means?
4. What do students have to understand about what multiplication means to make sense of the procedure for multiplying fractions?
5. Why is it easier to estimate the product of two mixed numbers than the product of two improper fractions?