MTE1502
Assignment 4
PORTFOLIO 2024
QUESTIONS WITH ANSWERS
[DATE]
[COMPANY NAME]
[Company address]
, MTE1502 Assignment 4 PORTFOLIO 2024
1. Describe your personal experiences with learning fractions as a student.
Discuss any challenges or difficulties you encountered when first
introduced to fractions. Explain how your understanding evolved over time.
(10)
Reflecting on my personal experiences with learning fractions as a student,
I recall that the initial introduction to the concept was somewhat
challenging. Fractions were unlike whole numbers, which were more
intuitive, and the idea of representing parts of a whole was initially
confusing. For example, understanding that 12\frac{1}{2}21 was the same
as 0.5, or half of something, required a shift in thinking from counting to
dividing. The abstract nature of fractions made it difficult to visualize and
grasp the concept of how they worked.
One particular challenge was the process of comparing fractions with
different denominators. At first, it seemed perplexing to understand why
23\frac{2}{3}32 was larger than 12\frac{1}{2}21. The need to find a common
denominator to compare them accurately was a significant hurdle. It
required not only an understanding of fractions but also a strong grasp of
multiplication and division.
As time passed, my understanding of fractions evolved. With practice and
exposure, I became more comfortable with the concepts. Visual aids like
fraction bars and pie charts helped tremendously in providing a concrete
representation of fractions. Additionally, learning about equivalent fractions
and how to simplify them was a crucial turning point. The realization that
Assignment 4
PORTFOLIO 2024
QUESTIONS WITH ANSWERS
[DATE]
[COMPANY NAME]
[Company address]
, MTE1502 Assignment 4 PORTFOLIO 2024
1. Describe your personal experiences with learning fractions as a student.
Discuss any challenges or difficulties you encountered when first
introduced to fractions. Explain how your understanding evolved over time.
(10)
Reflecting on my personal experiences with learning fractions as a student,
I recall that the initial introduction to the concept was somewhat
challenging. Fractions were unlike whole numbers, which were more
intuitive, and the idea of representing parts of a whole was initially
confusing. For example, understanding that 12\frac{1}{2}21 was the same
as 0.5, or half of something, required a shift in thinking from counting to
dividing. The abstract nature of fractions made it difficult to visualize and
grasp the concept of how they worked.
One particular challenge was the process of comparing fractions with
different denominators. At first, it seemed perplexing to understand why
23\frac{2}{3}32 was larger than 12\frac{1}{2}21. The need to find a common
denominator to compare them accurately was a significant hurdle. It
required not only an understanding of fractions but also a strong grasp of
multiplication and division.
As time passed, my understanding of fractions evolved. With practice and
exposure, I became more comfortable with the concepts. Visual aids like
fraction bars and pie charts helped tremendously in providing a concrete
representation of fractions. Additionally, learning about equivalent fractions
and how to simplify them was a crucial turning point. The realization that
