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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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### Text of PRIMARY 3 MATHEMATICS - Ministry of Educationwestviewpri.moe.edu.sg/qql/slot/u539/School...

• 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.

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