primary 3 mathematics · 2015-03-25 · primary 3 mathematics fractions . workshop’s outline 1....
TRANSCRIPT
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PRIMARY 3 MATHEMATICS
FRACTIONS
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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
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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
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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
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PRIOR KNOWLEDGE What They Should Already Know
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PRIOR KNOWLEDGE
• Recognise and name a fraction of a whole
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PRIOR KNOWLEDGE
• Recognise what is a numerator and what is a denominator.
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PRIOR KNOWLEDGE
• Comparing and ordering fractions with denominators of given fractions not exceeding 12
– unit fractions
– like fractions
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PRIOR KNOWLEDGE
• Adding and subtracting like fraction within one whole with denominators of given fraction not exceeding 12
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WHAT ARE FRACTIONS? Refresh your mind!
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FRACTIONS WORKSHEET GIVE IT A SHOT!
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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
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WHAT ARE EQUIVALENT FRACTIONS?
Refresh your mind!
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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
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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.
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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
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COMMON MISCONCEPTIONS / ERRORS
• Half means just one whole cut into two pieces
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What needs to be taught
• Emphasise fractions as being equal parts.
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COMMON MISCONCEPTIONS / ERRORS
•𝟐
𝟒 is always more than
𝟐
𝟓 , not making
reference to the whole.
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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.
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What needs to be taught
• Understanding that fractions must always be related to the whole.
1
2 𝑙𝑖𝑡𝑟𝑒 1
2 𝑎 𝑔𝑙𝑎𝑠𝑠
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COMMON MISCONCEPTIONS / ERRORS
• Fractions are negative numbers
For example to think that 5
8 is less than 0
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What needs to be taught
• locating fractions on a number line
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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.
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What needs to be taught
• Counting in halves, thirds etc. and marking fractions along a number line
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What needs to be taught
• Understand the language behind the fractions. – use of “ths”
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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
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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
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MATHEMATICS What Can You Do To Help Your Child In
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What can you do to help your child in Maths?
• Model the correct mathematical language and get your child to learn the mathematical language
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What can you do to help your child in Maths?
• Show positive attitude towards math yourselves!
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What can you do to help your child in Maths?
• Allow your child to experience early successes in math
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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.
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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.
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What can you do to help your child in Maths?
• Instil good habits in approaching math questions and presenting solutions.
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What can you do to help your child in Maths?
• Provide help for your child when they need it.
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What can you do to help your child in Maths?
• Encourage your child to practice
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What can you do to help your child in maths?
• Relate math to daily living
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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
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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.
?
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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 ?
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Questions and Answers Thank you for attending the workshop.
We hope you have had a fruitful time.
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