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Topic 2 (Fractions) - Y4 09

This document discusses teaching fractions to primary school students. It covers why fractions are difficult, definitions and interpretations of fractions, and operations involving fractions such as addition, subtraction, comparison and problem solving. Key points include defining proper and improper fractions, equivalent fractions, and changing between improper fractions and mixed numbers. Examples are provided to illustrate fraction concepts and solving word problems involving fractions.

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Noorizan Mohd Esa
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274 views18 pages

Topic 2 (Fractions) - Y4 09

This document discusses teaching fractions to primary school students. It covers why fractions are difficult, definitions and interpretations of fractions, and operations involving fractions such as addition, subtraction, comparison and problem solving. Key points include defining proper and improper fractions, equivalent fractions, and changing between improper fractions and mixed numbers. Examples are provided to illustrate fraction concepts and solving word problems involving fractions.

Uploaded by

Noorizan Mohd Esa
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Teaching of Mathematics for Year 4 Primary School

TOPIC 2 FRACTIONS

Murugiah Velayutham/TCG

FRACTIONS
Why is the study of Fractions a difficult topic for young children? Difficulty faced by students: (1) Recognizing two equal fractions
3/5 = 9/15

(2) Putting fractions in order by size


2/3, 5/9, 7/12

(3) Symbol of a fraction represents a single number 2 = 2/1= 4/2 = 8/4


Murugiah Velayutham/TCG 2

Meanings of Fractions
Interpretations: (1) Fractions as parts of unit whole (2) Fractions as parts of collection of objects (3) Fractions as division of whole numbers It is very important to provide opportunities for students to differentiate these interpretations
Murugiah Velayutham/TCG 3

A fraction is a share of something . A fraction is also known as parts of unit one.

(1) Fractions as Parts of a Unit Whole:

1 out of 2 equal parts One half is shaded

1 out of 4 equal parts One quarter is shaded

Murugiah Velayutham/TCG

(2) Fractions as Parts of a Collection of Objects The number of objects required is obtained by first dividing the collection of objects into equal parts as stated in the denominator and then multiply it with the number in the numerator

two third of the objects are shaded

Murugiah Velayutham/TCG

(3) Fractions as Division of Whole Numbers


A fraction can be expressed as a division of whole numbers in the form of

where p and q are whole numbers. p is called the numerator q is called the denominator

p q

Murugiah Velayutham/TCG

Idea of Fractions
Proper Fractions:
Fractions with the value of the numerator less than the value of the denominator. Examples:

2 , 5

7 , 8

23 123 , 45 456

Murugiah Velayutham/TCG

Idea of Fractions
Improper Fractions:
Fractions with the value of the numerator more than the value of the denominator. Examples:

12 , 5

74 123 62 , , 8 45 62

Murugiah Velayutham/TCG

Idea of fraction
Equivalent Fractions Two fractions of different numerator and denominator with the same value. 1/2 = 4/8 3/6 = 7/14 One half is equivalent to four eighths Three sixths is equivalent seven fourteenths
Murugiah Velayutham/TCG 9

Idea of Fractions
Compound Fractions: Sometimes called mixed numbers. Improper fractions can be written as mixed numbers Examples: 12 2 2 , 11 1 3 ,

How do we change improper fractions to mixed numbers? How do we change mixed numbers to improper fractions?
Murugiah Velayutham/TCG 10

Comparing & Arranging Fractions


Comparing Fractions: (1) When the denominators are equal, the fraction with the bigger numerator is bigger. Examples:

7 bigger than 10

3 10

Murugiah Velayutham/TCG

11

Comparing & Arranging Fractions


Comparing Fractions: (2) When the denominators are not equal, then we should use equivalent fraction. Examples: 3 and 2

3 3 3 9 5 5 3 15 2 2 5 10 3 3 5 15

10 9 bigger than 15 15

Murugiah Velayutham/TCG

12

Arranging Fractions: (1) Ascending Order: Smaller fraction bigger fraction Example: 2 , 3 , 4 , 5 , 6

Comparing & Arranging Fractions

10 10 10 10 10

(2) Descending Order: Bigger fraction 6 5 4 Example:

smaller fraction

3 2 , , , , 10 10 10 10 10
Murugiah Velayutham/TCG 13

(1) Adding & Subtracting fractions with the same denominators:

Adding & Subtracting of Fractions


a b ab c c c

Example:

5 1 5 1 6 6 2 3 8 8 8 8 82 4

Murugiah Velayutham/TCG

14

(2) Adding & Subtracting fractions with different denominators: i. Change each fraction to an equivalent fraction with common denominators. ii. Add or subtract the numerator only. iii. Reduce the fraction if possible. Example:
3 2 3 3 2 2 9 4 5 4 6 4 3 6 2 12 12 12
Murugiah Velayutham/TCG 15

Adding & Subtracting of Fractions

(3) i. ii. iii. iv. v. vi.

Adding & Subtracting of Fractions

Solving Problems Involving Fractions: Understand the problem thoroughly. Identify what information has been given. Identify what does the question asks for. Identify what operations are needed. Find the solution. Checking the answer

Murugiah Velayutham/TCG

16

Problem Solving in Fraction


Example: A watermelon is cut into eight slices. Aminah ate three slices and Halim ate two slices. How many slices are left?
What information is given? Watermelon is cut into eight slices. Aminah ate three slices. Halim ate two slices. How many slices of watermelon are left? 8/8 , 3/8, 2/8 Tinggal => hasil tolak 8/8 3/8 - 2/8 = 3/8 3/8 + 2/8 + 3/8 = 8/8

What does the question asks for? What are the fractions involved? What operations are needed? Selesaikan Semak jawapan

Murugiah Velayutham/TCG

17

Problem Solving in Fractions


Example:
A primary school has a building which is four storey high. Each floor has five classes. Year 1 pupils occupy three classes on the ground level and Year 2 pupils occupy two classes on the second floor. What fraction of the classes are occupied by Year 1 and Year 2 pupils?
What information is given? Four storey building. Each floor has five classes. Year 1 pupils occupy three classes at ground floor. Year 2 pupils occupy two classes at second floor. What fraction of the classes are occupied by Year 1 and Year 2 pupils? Year 1: 3/20 Year 2 : 2/20 and = Addition 5/20 2/20 = 3/20
Murugiah Velayutham/TCG 18

What does the question asks for? What are the fractions involved? What operations are needed? Check the answer

Solve 3/20 + 2/20 = 5/20 = 1/4

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