1) Researchers have described a number of reasons that students have a tendency to struggle with fraction concepts. Name two of these reasons and describe a method a teacher might use to address each.

2) Equivalent fraction models are important for students to have in several contexts. Identify two models and an example of how they can be used for teaching equivalence.

3) Name two of the major guidelines to consider when developing computational strategies for fractions. Describe an instructional sequence that would support each guideline.

4) Identify and discuss misconceptions that students bring from whole number operations to their learning of fraction operations.

5) Construct an example of when confusing additive and proportional thinking could result in an incorrect answer. Describe an incorrect process that a learner might follow. Describe a correct way to find the solution and a way you might help the learner to see his or her error.

6) Discuss the reasoning behind "restraining the path to computation" for solving proportional problems.