Interpreting 50/60 as a part of cake
In this video, SN has asked students to draw 50/60 cake which is share of a child. The question is modeled as “If Manpreet ate 50/60 cake, show me by drawing how much cake he ate? Students are actually using equivalent fractions’ knowledge to draw this share because no one is going for drawing 50 cakes and 60 children. Teachers can make use of this strategy to know whether students have understood the concept of equivalent fractions. This is also an example of anti-stereotyped vision which teachers should have.
