Embed Size (px)
Citation preview
PRIMARY 3 MATHEMATICS
FRACTIONS
Workshop’s Outline
1. Learning Objectives for P3 Fractions
2. Prior Knowledge (P2)
3. Common Misconceptions / Errors and What to Teach
4. Problem Sums - Model Drawing
5. Helping Your Child With Math
6. Questions and Answers
LEARNING OBJECTIVES FOR P3 FRACTIONS
1. Recognise and name equivalent fractions
2. List the first 8 equivalent fractions of a given fraction
3. Write the equivalent fractions of a fraction given the denominator or numerator
LEARNING OBJECTIVES FOR P3 FRACTIONS
4. Express a fraction in its simplest form
5. Compare fractions with respect to half
6. Compare and order unlike fractions
7. Add and subtract related fractions within one whole
PRIOR KNOWLEDGE What They Should Already Know
PRIOR KNOWLEDGE
• Recognise and name a fraction of a whole
PRIOR KNOWLEDGE
• Recognise what is a numerator and what is a denominator.
PRIOR KNOWLEDGE
• Comparing and ordering fractions with denominators of given fractions not exceeding 12
– unit fractions
– like fractions
PRIOR KNOWLEDGE
• Adding and subtracting like fraction within one whole with denominators of given fraction not exceeding 12
WHAT ARE FRACTIONS? Refresh your mind!
FRACTIONS WORKSHEET GIVE IT A SHOT!
ANSWERS FOR WORKSHEET
1.4
8
2. 6
3. 7
4. 4
5.6
8
6.2
10 ,
3
15 ,
4
20
7.4
15
8.2
3 ,
1
2 ,
4
9
9.3
4
10.1
2
11.1
6
12.1
2
WHAT ARE EQUIVALENT FRACTIONS?
Refresh your mind!
COMMON MISCONCEPTIONS / ERRORS • The bigger the denominator, the bigger
the fraction.
• This results in wrongly ordering unit fractions.
For example to think that 1
6 is bigger than
1
2
COMMON MISCONCEPTIONS / ERRORS
• The size of a fraction depends on the denominator and ignore the numerator.
For example: to think that 1
4 is bigger
than 7
8.
COMMON MISCONCEPTIONS / ERRORS
• Fractions of the whole are whole numbers in themselves. For example to think that when a cake is cut into half you get two cakes
COMMON MISCONCEPTIONS / ERRORS
• Half means just one whole cut into two pieces
What needs to be taught
• Emphasise fractions as being equal parts.
COMMON MISCONCEPTIONS / ERRORS
•𝟐
𝟒 is always more than
𝟐
𝟓 , not making
reference to the whole.
What needs to be taught
• Understanding that the denominator tells us how many parts the whole has been divided into. The more parts there are the smaller each portion will be.
What needs to be taught
• Understanding that fractions must always be related to the whole.
1
2 𝑙𝑖𝑡𝑟𝑒 1
2 𝑎 𝑔𝑙𝑎𝑠𝑠
COMMON MISCONCEPTIONS / ERRORS
• Fractions are negative numbers
For example to think that 5
8 is less than 0
What needs to be taught
• locating fractions on a number line
COMMON MISCONCEPTIONS / ERRORS
• Fractions incorrectly named.
For example to read 1
3 as three quarters
or to write three quarters as 31
4 or simply
not being able to read fraction symbols.
What needs to be taught
• Counting in halves, thirds etc. and marking fractions along a number line
What needs to be taught
• Understand the language behind the fractions. – use of “ths”
COMMON MISCONCEPTIONS / ERRORS
• Fractions are added together by adding the numerators together then adding the denominators together.
For example to think that 3
5 +
2
4 =
5
9
What needs to be taught
• Understanding equivalence between fractions with like denominators e.g. 1
4 +
1
4 and with related denominators
e.g. 1
2 +
1
4
MATHEMATICS What Can You Do To Help Your Child In
What can you do to help your child in Maths?
• Model the correct mathematical language and get your child to learn the mathematical language
What can you do to help your child in Maths?
• Show positive attitude towards math yourselves!
What can you do to help your child in Maths?
• Allow your child to experience early successes in math
What can you do to help your child in Maths?
• Place importance in the process of arriving at the answer at not just the answer itself.
What can you do to help your child in Maths?
• Help your child memorise basic math facts like number bonds, multiplication tables, facts of number family etc.
What can you do to help your child in Maths?
• Instil good habits in approaching math questions and presenting solutions.
What can you do to help your child in Maths?
• Provide help for your child when they need it.
What can you do to help your child in Maths?
• Encourage your child to practice
What can you do to help your child in maths?
• Relate math to daily living
What can you do to help your child in maths?
• Teach them strategies in problem solving like model drawing, draw a diagram, simplify the problem, key words and annotations
1. Mr Pang bought a watermelon. He ate 𝟒
𝟗 of the
watermelon. His daughter ate 𝟏
𝟑 of it. What fraction
of the watermelon did they eat in all?
Mr Pang daughter
1 ___
3 =
Express:
3 ___ 9
x3
x3
From the model:
Mr Pang and his daughter ate 7
9 of the watermelon.
?
2. Peter painted 5
8 of a wall blue. He painted
1
4 of
the wall yellow and the rest of the wall green. What fraction of the wall did he paint in green?
yellow
blue
From the model: 1
8 of the wall is painted green.
1 ___
4 =
Express:
2 ___ 8
x2
x2 ?
Questions and Answers Thank you for attending the workshop.
We hope you have had a fruitful time.
