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In addition to work with whole numbers, young children should also have some experience with simple fractions through connections to everyday situations and meaningful problems, starting with the common fractions expressed in the language they bring to the classroom, such as "half". At this level, it is more important for students to recognize when things are divided into equal parts than to focus on fraction notation. Second graders should be able to identify three parts out of four equal parts, or three-fourths of a folded paper that has been shaded, and to understand that "fourths" means 4 equal parts of a whole. Although fractions are not a topic for major emphasis for pre-K-2 students, informal experiences at this age will help develop a foundation for deeper learning in higher grades. |
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