Your co-teacher Alex found a problem for your fifth-grade classroom: “One third of our class is going to the art museum next week, a third of the kids that aren’t going to the art museum are practicing for a big band performance, and the remaining 12 of us are going to have a pizza party and study fractions together. How many students are in our class?” Alex thinks this is a great problem for strip diagrams and shows you this one: 1/3 | 1/3 | 12 a. Alex says, “This makes it easy to see there are 36 students!” What is misleading about this diagram? b. Draw a better strip diagram and use it to solve this problem. (How do you draw a strip diagram without complicated algorithms and fraction work if I am only in 5th grade?)
Your co-teacher Alex found a problem for your fifth-grade classroom: “One third of our class is going to the art museum next week, a third of the kids that aren’t going to the art museum are practicing for a big band performance, and the remaining 12 of us are going to have a pizza party and study fractions together. How many students are in our class?” Alex thinks this is a great problem for strip diagrams and shows you this one:
1/3 | 1/3 | 12
a. Alex says, “This makes it easy to see there are 36 students!” What is misleading about this diagram?
b. Draw a better strip diagram and use it to solve this problem.
(How do you draw a strip diagram without complicated algorithms and fraction work if I am only in 5th grade?)
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