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PRIMARY 3 MATHEMATICS FRACTIONS

PRIMARY 3 MATHEMATICS - Ministry of Educationwestviewpri.moe.edu.sg/qql/slot/u539/School Circular/2015 Term 2... · PRIMARY 3 MATHEMATICS FRACTIONS . ... Mr Pang bought a watermelon

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  • PRIMARY 3 MATHEMATICS

    FRACTIONS

  • Workshops 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

    is always more than

    , 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 1

    2

  • 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

    of the

    watermelon. His daughter ate

    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.