Question

The students of Class V were able to attempt the problem \(\frac {1}{2} \div \frac {1}{3}\) correctly, but not able to solve the problem "How many \(\frac{1}{3}\) cake pieces are there in half a cake?". The reason is
1. students' language development is poor
2. problem is of higher difficulty level for Class V
3. operations on fractions are taught without contextualisation and language support
4. students are not able to understand the mathematical equivalence of the two problems

Answer 1

Correct Answer - Option 3 : operations on fractions are taught without contextualisation and language support

• Contextualized curriculum helps students learn language skills by teaching the skills using the authentic contexts in which students must use those skills in the real world. 
• Encouraging the students to talk about fractions and use the vocabulary will help them understand some of the difficult vocabulary associated with fractions.
• The questions should show the students how important the correct vocabulary is so that everyone knows what is being referred to. It is important about drawing attention to how words are used. Then focus on getting your students talking.
• The more the students use the words themselves, the more they will build their understanding of fractions. In the given problem, both are of the same type or method is used, but the language makes the difference and students get confused and unable to relate it with the real problem. 
• Contextualization is one of the keys to engaging the students in the teaching-learning process wherein the students can relate their situations to their lesson.

In the given problem, it can be concluded that operations on fractions are taught without contextualisation and language support.