The learner group’s attitudes toward the topic are also very important because if students do not like the topic, educators will face substantial difficulties with teaching students successfully. Obviously, students have to like the topic and to be interested in the topic. In this regard, students of the 5th grade suffer from the lack of interest to the topic of fractions. However, educators should be aware of the fact that one of the major causes of the low interest of students to the topic is their failure to understand the topic. Therefore, if instructions are interesting and comprehensible for students they are likely to learn successfully.
Furthermore, educators should take into consideration unique characteristics of the learner group while designing instructional strategies. In this regard, it is necessary to take into consideration such factors as the age of students. As students enter the adolescence, the role of peers has increased substantially for them and educators cannot ignore their problems and specificities of their age. At this point, students should develop the instructional strategy that meets specificities of the students’ age. In addition, educators should take into consideration the educational level of students and their academic progress, including prior skills and abilities.
First of all, educators should develop instructions that meet the current level of the academic development of students. Students should focus on the elaboration of the instructional strategy which is based on the current educational level of students. The academic level of students is very important and students should be based on the skills students have at the moment. These skills should be the basis on the ground of which educators can construct the new knowledge and skills related to fractions.
Furthermore, educators should develop the instructional strategy that meets the age of students in terms of comprehending. For instance, instructions should not be too complicated. Instead, they should be adapted to the age of students. For instance, the use of play may not work as effectively as the play used to be at the earlier grades, but educators should introduce some elements of competition to increase the interest of students. Instructions can motivate students to learn and educators should motivate students effectively. In this regard, educators should motivate all students because their mutual support and opinion of peers are crucial for the motivation of students of the 5th grade.
At the same time, educators should increase the interest of students to the topic. Educators should develop the close correlation between fractions and the real life to help students where and how they can apply fractions. Similarly, educators can develop students’ skills of manipulating fractions correlating them closely to the real life. To increase the interest of students to learning, educators should encourage the close cooperation between students, while working on fractions and encourage them to collaborate to stimulate the mutual support and motivation of students.
The performance context (knowledge and skills) students are to learn
Students have to learn skills of manipulating with fractions. In this regard, students have to reach fluency in manipulating improper fractions, mixed numbers, common denominators, and renaming and comparing fractions by finding a denominator, equivalent fractions and order fractions of all types. They should practice manipulating fractions in collaboration with peers under the guidance of educators.