fractions of discrete and continuous quantities

shahar

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Like as Dr Peterson said, "Educator should know how to tell people what the mean".
Here is another example of misunderstanding:

In Page 8 under the title "Note and guidance (non-statutory)
"...Pupils are taught half and quarter as ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities."(1) What the meaning of fractions of discrete and continuous quantities?
(2) Can the reader give Some examples to it?
(3) One or two examples to questions with it?
https://assets.publishing.service.g..._national_curriculum_-_Mathematics_220714.pdf
 
Last edited:
Like as Dr Peterson said, "Educator should know how to tell people what the mean".
Here is another example of misunderstanding:

In Page 8 under the title "Note and guidance (non-statutory)
"...Pupils are taught half and quarter as ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities."(1) What the meaning of fractions of discrete and continuous quantities?
(2) Can the reader give Some examples to it?
(3) One or two examples to questions with it?
https://assets.publishing.service.g..._national_curriculum_-_Mathematics_220714.pdf

I mentioned my irritation with failure to define terms partly because I happened to have looked in a curriculum document earlier that did have a glossary at the end. It didn't contain these words, however.

Did you look up the word "discrete"? Try this: https://artofproblemsolving.com/wiki/index.php/Discrete_quantity .

Or this, which is slightly different: https://www.mathsisfun.com/data/data-discrete-continuous.html .

Fraction of a discrete quantity: 1/4 of the 24 people in this room; 1/4 of these bottles; 1/4 of these apples; 1/4 of these circles

Fraction of a continuous quantity: 1/4 of my height; 1/4 of the 24 ounces of drink in this bottle; 1/4 of this pie; 1/4 of this circle
 
Like as Dr Peterson said, "Educator should know how to tell people what the mean".
Here is another example of misunderstanding:

In Page 8 under the title "Note and guidance (non-statutory)
"...Pupils are taught half and quarter as ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities."(1) What the meaning of fractions of discrete and continuous quantities?
(2) Can the reader give Some examples to it?
(3) One or two examples to questions with it?
https://assets.publishing.service.g..._national_curriculum_-_Mathematics_220714.pdf
I do not like the term "discrete" and "continuous" applied to quantities. It would be better to use the word "variables."
 
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