Form1 Mat 3

Fractions
Learning Area Fractions

Learning Understand and use the knowledge of fractions as part of a whole.
Objective
i. Read fractions.
Learning ii. Describe fractions as parts of a whole.
Outcomes iii. Represent fractions with diagrams.
iv. Write fractions for given diagrams.
Vocabulary Fraction, Denominator, Numerator, Portion
Resources Worksheet, cards, model of a pie, scissors.
Focus Communication in Mathematics, Contextual Learning, Multiple Intelligence.
Introductory Activities
1. “Class, I have here with me a model of a round pie. Ani, I want you to divide
this pie into 4 equal sizes.”
Student cuts the model of the pie into 4 equal sizes.
“How many parts does the pie consist of?”
Expected answer: 4
Teacher takes one portion of the pie to show the class.
“How many parts of the pie is this piece?”
Expected answer: One part out of four
“So this piece is one part out of four equal parts. In Mathematics, we write it as
1
. We call this a fraction.”
4
1
“The fraction is read as one over four”
4
1 1 1 3 5 6
Teacher writes the following fractions on the board: , , , , ,
2 3 4 4 12 7
“Students, please read these fractions.”
85
Mathematics Teaching Scripts – Form 1
Pointing to one fraction at a time, teacher asks the student to read them.
Expected answer: One over two, one over three, one over four, three over four, five over
twelve, six over seven.
1 1 1 3
Teacher explains the special name for fractions , , and .
2 3 4 4
“Students, some fractions have special names. For example, one over two is
also known as half.”
“One over four is also known as one quarter, one over three is one third and
three over four is also known as three quarters. ”
Procedure
2. Teacher uses the following diagrams to show and allow students to understand fraction.
Fraction
1 numerator
2 denominator
“How many equal parts are there in the diagram?”
Expected answer: 2
“How many parts of the diagram are shaded.”
Expected answer: 1
“Can anyone tell me what is the fraction representing the shaded area is?”
Expected answer: One over two, or half.
1
Teacher writes on the board.
2
“So, in the fraction one over two, 2 is known as the denominator and one is
called a numerator.”
3. Teacher shows another diagram on fractions from the textbook.
86
Fractions
“What is the fraction for the coloured portion of this diagram?”
1
Expected response : (read as one over three)
3
Teacher poses the same question for the other examples.
4. Teacher distributes pieces of paper of various shapes,

i.e. circle, square and rectangle.
“I am going to show you a fraction.”
3
8
“Using the pieces of paper, I would like you to fold the papers into equal parts
according to the denominator. Then colour the portion according to the
numerator. Write down the fractions and paste your folded papers in your
worksheets.”
Teacher writes other fractions.
5. Teacher distributes worksheet 1.
“Students, please complete the exercise on this worksheet.”
Closure
“Today, we have used fractions to represent parts of a whole. In our next

lesson, we are going to compare fractions.”
87
Additional Activities
Complete the following tables.
Diagrams Fraction Numerator Denominator
2
2 4
4
3
5
1 3
2
3
7
10
88
Fractions
Fraction Diagrams Numerator Denominator
4 4
9
6
8
6
7
5
6
2
3
3
3
4
7 10
89

Learning
Understand and Use the Knowledge of Equivalent Fractions
Objective
Learning i. Find equivalent fractions for a given fraction

Outcome ii. Determine whether two given fractions are equivalent
Numerator, denominator, equivalent fractions, cross multiply, lowest term,

Vocabulary
cross multiply.
Fraction grid, coloured chalks, scissors, rulers, coloured pencils, double

Resources sided tape, 3 strips of paper (1 strip marked in the middle, 1 strip divided in
4 equal parts, 1 strip divided into 8 equal parts).
Focus Communication in Mathematics, Thinking Skills, Constructivism
Introduction to fractions
The teacher calls a student to the front of the class to cut a given strip of paper into two
equal parts.
1st strip of paper
“Keng, please cut the strip of paper along the dotted line.”
Teacher displays the cut strip of paper and sticks it on the board.
Teacher repeats the procedure for the 2nd strip of paper to be cut into 4 equal parts.
2nd strip of paper
“Halim, please cut this strip of paper along the dotted lines.”
90
Fractions
Teacher displays the cut strip of paper and asks a student to stick it on the board.
“ Muthu, please stick the strips of paper on the board.”
Teacher repeats the procedure for the 3rd strip of paper to be cut into 8 equal parts.
3rd strip of paper
“Amy, please cut this strip of paper along the dotted lines.”
Teacher displays the cut strip of paper and asks another student to stick it on the board.
“Husin, please stick the strips of paper on the board.”
1st strip 1
2nd strip
3rd strip
Teacher asks three students to shade the first half of the strips of paper.
“Osman, please shade the first half of the 1st strip of paper.”
“Wong, please shade 2 parts of the 2nd strip of paper.”
“Lucy, please shade 4 parts of the 3rd strip of paper.”
“That’s good, well done.”
Teacher asks the students about the fractions of the strips of paper on the board.
“What fraction does the first strip of shaded paper represent?”
91
Expected answer: one over two, or half
“What fractions does the second strip of paper represent?”
Expected answer: two over four
“What fractions does the third strip of paper represents?”
Expected answer: four over eight
Teacher asks 3 students to write the fractions mentioned on the board.
“Ah Seng, please write down the fraction represented by the shaded part 1st
strip of paper.”
1
Expected answer:
2
“Mazlina, please write down the fraction represented by the shaded part of the
2nd strip of paper.”
2
Expected answer:
4
“Mariam, please write down the fractions of the 3rd strip of paper.”
4
Expected answer:
8
“Very good.”
Teacher asks students about the length of the strips of paper on the board.
“Class, what do you notice about the length of the shaded portions?”
Teacher overlaps the shaded part of the 1st strip with the 2nd and the 3rd strip.
Expected answer: All are of the same length.
Teacher concludes
1
“So, of the 1st strip of paper,
2
2
of the 2nd strip of paper and
4
92
Fractions
4
of the 3rd strip of paper are all of the same length.”
8
1 2 4
“Although the fractions , and may look different, they are all the same
2 4 8
1 2 4
length. Therefore, the fractions , , all are of the same value.”
2 4 8
“Class, fractions having the same value are called equivalent fractions.”
Procedure
1
Teacher demonstrates how to get equivalent fractions of from the fraction board using a
2
ruler.
Fraction Board
93
“Everybody please pay attention. I’m going to show you how to place the ruler
on the fraction board and read equivalent fractions. If I place the ruler vertically
1 2 3
on the mark, you will be able to see that and are in line with the
2 4 6
1 1 2 3
mark. Therefore, we say , and are equivalent fractions. From the
2 2 4 6
1
fraction grid, can you give some other fractions equivalent to ?”
2
4 5 6
Expected answer: , ,
8 10 12
1 2 3 4 5 6
Teacher writes on the board the answers from students :
, , , , ,
2 4 6 8 10 12
“Note that these fractions are called equivalent fractions because they are of
1
the same value as .”
2
1 2 3 4 5 6
Teacher writes = = = = = on the board.
2 4 6 8 10 12
“This is how we write equivalent fractions.”
Teacher points to the fractions on the board.
1
“Now, using the same method, find some other equivalent fractions for from
3
the fraction board.”
1 2
Expected answer: = etc.
3 6
1 ∆
Teacher writes =
2 24
“Can anybody tell me what number should be written in the ∆ .?”
If the answer is correct:
“… , please show on the board how you got the answer.”
Teacher reinforces the correct method.
If the answer is wrong, teacher demonstrates how to get the right answer.
“Class, please note that the denominators are 2 and 24. We multiply 2 with 12
to get 24. Therefore we have to multiply the numerator by 12 too.”
94
Fractions
1 1×12 12
“ = = , Therefore, ∆ = 12 ”
2 2 × 12 24
To find equivalent fraction, we multiply the numerator and denominator of the fraction with
1 1× 3 3
the same number. For example = = .
3 3×3 9
3 5
“From the fraction board, we can see that and are equivalent fractions.”
6 10
“We can check whether the fractions are equivalent by cross multiplying the
numerator and the denominator.”
3 5
6 10
3 × 10 = 30
6 × 5 = 30
6 10
Another example :
9 15
6 × 15 = 90
9 × 10 = 90
“When we cross multiply the fractions and both the answers are the same,
6 10
then and are equivalent.”
9 15
3 4
Consider this :
7 5
3 × 5 = 15
7 × 4 = 28
“In this example, when we cross multiply the fractions, the answers obtained
3 4
are different. Therefore and are not equivalent.”
7 5
Teacher gives the following exercise to the class.

Students are required to determine whether each pair of fractions is equivalent or not.
2 10 6 4
a. , d. ,
3 15 10 6
95
3 20 2 10
b. , e. ,
4 30 6 20
8 6
c. ,
12 19
Closure
Teacher asks a student to given any fraction and write the fraction on the board. Teacher
then asks another student to give an equivalent fraction to the one on the board. The teacher
then asks a third student to determine whether the fractions are equivalent or not.
“Raihan, please write a fraction on the board.” “Good!”
“Joseph, please write another fraction that is equivalent to Raihan’s fraction.”
“Chong Beng, are the fractions equivalent? Why?”
“Class, today we have learnt about equivalent fractions. Can anybody tell the
class what is meant by equivalent fractions?”
“ A few examples, please.”
Teacher goes round the class carrying a box of fraction cards.
“Class, please take a card each from this box.”
“Now, find a friend who holds a card with an equivalent fraction to yours.”
Teacher may reward the first student who found his/her partner correctly.
96
Fractions

Learning
Understand and use the knowledge of equivalent fractions.
Objective
Learning i. Compare the values of two given fractions.

Outcome ii. Arrange fractions in order.
Vocabulary Lowest terms, arrange, order, fractions, increasing order, decreasing

order, greater than ( > ), less than (< ).
Number lines chart, two mineral water bottles filled with coloured water /
Resources orange juice.
Focus Communication in Mathematics, Thinking Skills
Teacher brings and shows to the class, two mineral water bottles filled with one – third and
one – half of coloured water or orange juice. Teacher marks the bottles with the letters A and
B.
“Look! Here are two bottles filled with orange juice. What fraction of bottle is
filled with coloured water?”
Expected answer: one – third or one over three
“Ramli, what fraction of bottle B is filled with water?’
Expected answer: half or one over two
Teacher asks a student to write the fractions on the board.
“Normah, please write down the fractions represented by the amount of water
in bottle A and bottle B. Thank you.”
Teacher asks students about the amount of water in the bottles.
“Now, look at the bottles, which has more water?”
Expected answer: bottle B
Teacher concludes.
97
“So, bottle B has more water than bottle A.”
1 1
“So, we can say has a greater value than .”
2 3
Procedure
Teacher draws a number line on the board and explains.
0 1
“Now, students look at the board. I have drawn a number line and marked it
into six equal parts.”
Teacher asks the students.
“Why did I divide the number line into six equal parts?”
“Can anyone answer this question?”
Expected answer : Lowest Common Multiple (LCM)
Teacher explains again.
“Do you remember the LCM of 2 and 3? It is 6.”
1 2 1 3
“So is equivalent to and is equivalent to .”
3 6 2 6
Teacher asks a student to mark on the number line the equivalent fractions.
“Mariam, please mark the equivalent fractions on the number line.”
0 2 1 3 1 1
= =
6 3 6 2
Teacher concludes.
98
Fractions
2 3 3
“If you compare the values of the fractions with , has a greater value
6 6 6
2 1 1
than , so is greater than .”
6 2 3
Teacher writes the symbol > and < on the board.

1 1
“You can use the mathematical symbol “ > “ for this comparison that is >
2 3
1 1
or the symbol “ < “ i.e. < .”
3 2
1 1 1 1
Teacher writes > and < on the board.
2 3 3 2
“Students, you can also change fractions to equivalent fractions to compare

the values. Then you can easily find the comparisons you want either of
greater value or lesser value.”
1 1 1 1
“We can say has a greater value than or has a lesser value than or
2 3 3 2
1 1 1 1
mathematically we can write > and < .”
2 3 3 2
Teacher enforces.
2 3
“Now, can you compare with ?”
7 14
2 3
Expected answer: has a greater value than or
7 14
2 3
>
7 14
3 2
has a lesser value than or
14 7
3 2
<
14 7
“Very good.”
Teacher writes on the board a set of fractions and asks the students to arrange the fractions in
creasing order.
7 1 1 5 3
, , , ,
12 3 2 6 4
99
“Students, can you try to arrange the fractions from the smallest to the biggest
by comparing the values of each pair of fractions. Change the fractions to
equivalent fractions with 12 as the denominator.”
Teacher explains.
“Actually, you can use the equivalent fractions method.”
“Firstly, change all the fractions into one common denominator. Then, find the
common denominator using the LCM method.”
Expected answer:
1 4 5 10 7 7
= = =
3 12 6 12 12 12
1 6 3 9
= =
2 12 4 12
Teacher asks students the value of the LCM. Teacher asks different students to write the equivalent
fraction for each given fractions.
“So by comparing the numerator, the arrangement in increasing order is

4 6 7 9 10
, , , , .”
12 12 12 12 12
4 6 7 9 10 1 1 7 3 5
This arrangement in increasing order is , , , , or , , , , .
12 12 12 12 12 3 2 12 4 6
5 3 7 1 1
The fractions in decreasing order are , , , , .
6 4 12 2 3
Teacher writes a few questions on the board.
“Children, please answer these questions.”
Teacher writes the following questions on the board.
1. Arrange the following fractions in increasing order.
7 1 2 8 1 7 5 6 8 1
a. , , , , Answers: , , , ,
15 3 5 15 15 15 15 15 15 15
1 3 5 3 7 2 9 5 6 7
b. , , , , , , , ,
8 4 16 8 16 16 16 16 16 16
100
Fractions
2. Arrange the fractions in decreasing order.
9 1 1 7 5 9 8 6 21 10
a. , , , , Answers: , , , ,
24 3 4 8 12 24 24 24 24 24
3 7 7 13 9
b. , , , , 18 7 14 13 27
5 30 15 30 10 , , , ,
30 30 30 30 30
Closure
Teacher asks a few questions tostudents at random.
3 8
1. Which is bigger or ?
7 21
5 5
2. Which is smaller or ?
18 9
3. Is the following arrangement in decreasing order?

7 15 3 1 1
, , , ,
8 16 4 8 2
4. Is the following arrangement in increasing order?

1 7 2 12 3 4 23
, , , , , ,
5 25 5 25 5 5 25
1. In groups of 2, do the following activity.
a) Write down the fractions of the shaded area.
b) Compare the two fractions.
101
2. Given a set of fractions.

1 3 5 9 7
, , , ,
2 5 6 30 10
a) Arrange the fractions in increasing order.
b) Arrange the fractions in decreasing order.
c) Which of the fractions has the smallest value?
d) Draw a number line and place the fractions accordingly.
102
Fractions

Learning
Understand and use the knowledge of equivalent fractions.
Objectives
Learning
Simplify fractions to the lowest terms.
Outcome
Vocabulary Equivalent fractions, lowest terms, division of numerator, denominator.
Resources Two pieces of paper.
Focus Communication, Thinking Skills.
Teacher only displays the first row of diagram A. Teacher asks a student the fraction of the
shaded area.
“Hamid, what fraction of the strip is shaded?”
1
Expected answer:
2
Teacher uncovers the next row and asks a student the fraction of the shaded area.
“Maria, what fraction of the strip is shaded in?’
2
Expected answer:
4
Teacher asks the class.
“What else could you say?”
1
Expected answer: It is still
2
Teacher asks again.
103
2 1
“So what does that tell you about and .”
4 2
Expected answer: They mean the same thing.

or
They have the same value.
Teacher uncovers the next row.
Teacher asks a student the fraction of the shaded area.
“David, what fraction of the strip is shaded?”
3
Expected answer:
6
Teacher asks again.
1
“Is this still the same as ?”
2
Expected answer: Yes.
Teacher asks the class.
“What is the next fraction in the pattern?”
4
Expected answer:
8
Teacher asks again.
“And the next?”
5
Expected answer:
10
“And the next one?”
6
Expected answer:
12
Teacher asks a student.
104
Fractions
“Minah, how did you know what came next?”
Expected answer: Add 1 to the top (numerator) and 2 to the bottom (denominator).
Teacher writes the ‘fraction chain’ on the board.
1 2 3 4 5 6
= = = = = = ............
2 4 6 8 10 12
Teacher asks the students to copy them.
“Please, copy the fractions into your exercise book.”
Teacher then writes out a pair of fractions on the board.
2 8
,
3 12
Teacher explains to the class.
“There is a connection between the two top numbers, the numerators, and two
bottom numbers, denominators. Can anyone see what it is?”
Expected answer: Multiply both the numerator and denominator of the first fraction by 4
to get the one in the second fraction.
Teacher marks the operations on the diagram.
x4
2 8
=
3 12
x4
“If we multiply both the numerator and denominator of a fraction by the same
number, the value of the new fraction is still the same as the original fraction.’
Teacher asks the students to copy.
“Please copy the pair of fractions on the board.”
“Similarly, if we divide the numerator and denominator of a fraction by the

same number, the value of the fraction remains unchanged.”
Teacher changes the direction of the operations.
105
÷4
2 8
=
3 12
÷4
2 8
“ and are equal and termed as equivalent fractions.”
3 12
Teacher asks students to give examples of other equivalent fractions.
2
“Kamal, can you give me another equivalent fraction for .”
3
10 4 6
Expected answer: , , etc.
15 6 9
“Could you please tell the class how did you get your answer?”
Expected answer: Multiply both the numerator and denominator by 5 (or 2 or 3 or … )

2
“Anis, can you give me another equivalent fractions of .”
3
12
Expected answer :
18
“Very good.”
Procedure
Teacher draws on the board two diagrams.
9
=
15
Diagram 1
106
Fractions
16
=
24
Diagram 2
Teacher asks a student to write an equivalent fraction such that the numerator and denominator is
less than the ones in the given fraction.
9
“Ramli, please come to the front and write the equivalent fractions for with
15
numbers smaller than the numbers in the original fraction.”
“Please write the operations too.”
Teacher explains that this process is known as simplifying a fraction.
“Look here students, the process of dividing the numerator and denominator
to make them smaller is know as simplifying a fraction.”
Teacher asks a student:
“Aminah, please come to the front and simplify the second fraction.”
“Please write the operations too.”
Teacher asks two more students to simply the second fraction.
“Halim, please come to the front and simplify the fractions.”
“Julie, please come to the front and simplify the fractions.”
Teacher explains.
“The equivalent fraction with the smallest numerator and denominator is

known as the fraction in its lowest terms.”
“A fraction is in its lowest terms when it is in its most simplified form. The
fraction cannot be simplified further.”
Teacher explains to the class.
107
9 3
“So now the lowest terms for is and the lowest terms for
15 5
20 4
is .”
35 7
Teacher writes a few fractions on the board.
12
=
24
Teacher explains an example.
“Now look at this example.”

1
12 1
=
24 2 2
“This method is known as cancellation.”

“So class, the numerator 12 is divided by 12 to get 1 and the denominator
denominator 24 is divided by 12
to get 2.”
“Therefore you can simplify the fractions to its lowest terms using this
operation.”
Teacher asks student to try solve the following questions on the board.
“Class, please solve these problems individually.”
108
Fractions
Find the lowest terms of the following fractions.
4
1. =
10
10
2. =
40
24
3. =
32
25
4. =
60
Teacher then asks a few students to write their answer on the board.
“Ahmad, please try question 1.”
“Wong, please try question 2.”
“Maniam, please try question 3.”
“Melissa, please try question 4.”
“Excellent.”
“Class, please compare the answers on the board with your answer. Any
comments?”
Teacher then discusses the answers with the class.
Closure
“ Class, now we have learned to find fractions in its lowest terms.”
110
“Let’s say, , can you give its lowest terms.”
200
38
“What if it is , can you give its lowest terms.”
54
“Very Good.”
“Class, please complete these exercises.”

Teacher distributes the exercise sheet.
109
Exercise 1
1. Simplify the fractions to its lowest terms.
10
a.
15
32
b.
48
300
c.
550
65
d.
104
78
e.
156
2. Fill in the boxes given.
5
a. =
15 3
45 9
b. = =
105 7
125 25 1
c. = = =
250 10
400
d. =
500 5
63 7
e. =
81
110
Fractions
3. In groups of 2, simplify the following fractions to its lowest terms.
12
a) =
16
25
b) =
40
32
c) =
64
65
d) =
120
85
e) =
415
111
DIAGRAM A
112
Fractions
Learning
Area
Fractions
Learning
Understand the concept of mixed numbers and their representations.
Objective
i. Recognize mixed numbers.

Learning ii. Represent mixed numbers with diagrams.
Outcome iii. Write mixed numbers based on given diagrams.
iv. Compare and order mixed numbers on number lines.
Vocabulary Fourth, fourths, mixed numbers, fractions, whole numbers.
Resources Two apples or any round fruit, knife.
Focus Communication in Mathematics, Contextual Learning.
Teacher shows two apples and cut both the apples into 4 parts.
“I am going to cut each of these apples into 4 equal parts.”
Teacher also draws a representation of the cut apples on the board.

Teacher calls a student to the front and asks the student to hold one of the cut apples.
“Ahmad, please come to the front of the class and hold one of the cut apple.’
Teacher asks another student, while pointing to the apple in Ahmad’s hands
“William, how many parts is this apple cut into?”
Expected answer: 4
Teacher asks again.
“Rosnah, what is each part called?”
Expected answer: A quarter or one out of four.
Teacher explains, referring to the diagram on the board.
“So one whole apple has four quarters or four out of four parts.”
113
4
1 =
4
Teacher calls another student to the front and asks the student to hold the other cut apples.
“Shima, please come to the front of the class and hold the second apple.”
Teacher takes out one part of the apple from Shima’s hand.
“Now, I will take out one part of the apple in Shima’s hands.”
Teacher asks a student.
“Wong, how many parts out of four are there in Shima’s hands now?”
Expected answer: 3
Teacher explains.
“So now there are three out of four parts of an apple in Shima’s hands.”
3
3 out of 4 parts =
4
Teacher explains.
“So there are one whole apple and three quarters of an apple.”
“Then, we can say there are one and three quarters apples.”
Teacher writes on the board one and three quarters.
3
1
4
Teacher explains.
“So this is called a mixed number because it is a mixture of a whole number, 1,

3
and a fraction, .”
4
“We read this mixed number as one and three quarters.”
4
Teacher writes 2 on the board.
7
114
Fractions
“Class, we read this mixed number as two and four over seven.”
Teacher then writes the following mixed number on the board.
5 3 3 5 53
1 , 6 , 11 , 21 , 7
8 5 4 6 65
“Students, now read the mixed numbers on the board.”
Expected answer: One and five over eight, six and three over five, eleven and three over
four, twenty-one and five over six, seven and fifty-three over sixty-five.
Procedure
Teacher draws two circles and divide it into 4 parts. Then shade one of the circles
completely and the other circle three quarters.
Teacher asks a students.
“Aminah, please write the fractions of the shaded part.”
3
= 1
4
4 3
= 1
4 4
Teacher explains.
3
“So we can write beside the circles 1 .”
4
3
“1 is a mixed number.”
4
115
Teacher reinforces with a few diagrams drawn on the board and asking the students to write
the mixed numbers for each diagram.
“Class, write the mixed numbers for these diagrams.”
1. a) b)
c) d)
Teacher asks two students to write the mixed numbers next to the diagrams and discusses
the answers with the class.
“Rahim and Muthu, please come to the front and write down the answers.
Please explain your answers to the class.”
“That’s very good.”
Teacher then ask students to draw diagrams to represent the mixed numbers.
“Class, please write these mixed numbers in your exercise book and draw diagrams to
represent the mixed numbers.”
2
a) 1
7
5
b) 2
8
4
c) 3
9
11
d) 3
12
5
e) 4
11
Teacher writes down a few mixed numbers on the board.
2 7 3 1 1
2 , 3 , 1 , 3 , 2
5 10 5 10 10
116
Fractions
Teacher draws the number line on the board.
1 2 3 4
Teacher shows how to mark one of the mixed numbers.
x
1 2 2 3 4
2
5
2
“The mixed number 2 is between 2 and 3.”
5
2
“To mark the mixed numbers 2 first you must use the line between 2 and 3 on
5
the number line.”
“Since the line between 2 and 3 is divided into 10 equal parts, we must find an
2
equivalent fraction with denominator 10 for .”
5
“Students you have done this in the previous lesson on the topic equivalent
2 4 2 4
fractions. Now, = , so 2 = 2 . The whole number 2 is
5 10 5 10
unchanged. The whole number 2 is also already shown on the number line, you
4 4
only need to find . Mark with a cross. Write down the mixed number
10 10
below the cross.”
Teacher asks students to mark and write all the mixed numbers listed.
“Johan, please come to the board and mark the first mixed numbers.”
“Parameswari, please come to the board and mark the second mixed
numbers.”
“Siew Hong, please come to the board and mark the third mixed numbers.”
“Edward, please come to the board and mark the fourth mixed numbers.”
“Very good.”
Expected response:
117
x x x x x
1 3 2 1 2 3 1 7 4
1 2 2 3 3
5 10 5 10 10
Teacher then discusses the value of the mixed numbers with the students.
“Class, from the number line, can anyone

anyone tell me the smallest number in the list? Why?”
3
Expected answer: 1
because it is the number to the left of all the other numbers on the
5
number line.
1 2
“Class, can anyone tell me which is bigger, 2 or 2 ? Why?”
10 5
2 1
Expected answer: 2 because it is to the right of 2 on the number line. Numbers on
5 10
the right is always bigger than the number on the left on the number
line.
Teacher explains.
1 3 1
“So now you can see for yourselves that 2 is to the right of 1 , so 2 is
10 5 10
3 1 3
greater than 1 or 2 > 1 .”
5 10 5
2 1 2 1
“Similarly, 2 is less than 3 or 2 < 3 .”
5 10 5 10
Teacher then asks students of other ways to compare mixed numbers.
“Is there any other way of comparing the mixed numbers.”
Expected answer: Yes, there is.
Teacher then explains another way to compare mixed numbers.
“This is another way we compare mixed numbers. Firstly, we compare the whole number
part of the mixed numbers. The one with the bigger whole number is the bigger mixed
number. Secondly, if the whole number is equal, compare the fraction part. Ifthefraction
part is bigger then the mixed number is bigger.”
“Class, we can arrange a list of mixed numbers in an increasing order or in a

decreasing order.”
118
Fractions
“From the number line, we can compare the value of mixed numbers. We can
also arrange mixed numbers using the number line. For example, the list of
mixed numbers on the number line are arranged in ascending order when read
3 1 2 1 7
from left to right: 1 , 2 , 2 ,3 , 3 .”
5 10 5 10 10
“When the mixed numbers are read from right to left, it is in decreasing order:
7 1 2 1 3
3 , 3 ,2 ,2 , 1 .”
10 10 5 10 5
“For further exercise please refer to your textbook.”
Closure
“Class, today we have learnt about mixed numbers, compared the value of
mixed numbers, and arranged mixed numbers in ascending and descending
order.”
“Now write your age in the unit years using mixed numbers. Then compare
your age with your friend to your right. Who is older? In groups of five,
arrange your age in ascending order. Who is the oldest in the group? Who is
the youngest in the group?
119

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Fractions

Learning Area Fractions

Vocabulary Fraction, Denominator, Numerator, Portion

Resources Worksheet, cards, model of a pie, scissors.

Focus Communication in Mathematics, Contextual Learning, Multiple Intelligence.

Student cuts the model of the pie into 4 equal sizes.

“How many parts does the pie consist of?”

Teacher takes one portion of the pie to show the class.

“How many parts of the pie is this piece?”

Expected answer: One part out of four

“How many equal parts are there in the diagram?”

“How many parts of the diagram are shaded.”

Expected answer: One over two, or half.

3. Teacher shows another diagram on fractions from the textbook.

“What is the fraction for the coloured portion of this diagram?”

4. Teacher distributes pieces of paper of various shapes,

“I am going to show you a fraction.”

Teacher writes other fractions.

5. Teacher distributes worksheet 1.

“Students, please complete the exercise on this worksheet.”

“Today, we have used fractions to represent parts of a whole. In our next

Diagrams Fraction Numerator Denominator

Fraction Diagrams Numerator Denominator

Learning Area Fractions

Learning i. Find equivalent fractions for a given fraction

Numerator, denominator, equivalent fractions, cross multiply, lowest term,

Fraction grid, coloured chalks, scissors, rulers, coloured pencils, double

Focus Communication in Mathematics, Thinking Skills, Constructivism

1st strip of paper

2nd strip of paper

“ Muthu, please stick the strips of paper on the board.”

3rd strip of paper

“Husin, please stick the strips of paper on the board.”

“Wong, please shade 2 parts of the 2nd strip of paper.”

“Lucy, please shade 4 parts of the 3rd strip of paper.”

“That’s good, well done.”

“What fraction does the first strip of shaded paper represent?”

Expected answer: one over two, or half

“What fractions does the second strip of paper represent?”

Expected answer: two over four

“What fractions does the third strip of paper represents?”

Expected answer: four over eight

Teacher asks 3 students to write the fractions mentioned on the board.

Expected answer: All are of the same length.

“This is how we write equivalent fractions.”

Teacher points to the fractions on the board.

“Can anybody tell me what number should be written in the ∆ .?”

If the answer is correct:

“… , please show on the board how you got the answer.”

Teacher reinforces the correct method.

numerator and the denominator.”

Teacher gives the following exercise to the class.

“Raihan, please write a fraction on the board.” “Good!”

“Joseph, please write another fraction that is equivalent to Raihan’s fraction.”

“Chong Beng, are the fractions equivalent? Why?”

“ A few examples, please.”

Teacher goes round the class carrying a box of fraction cards.

“Class, please take a card each from this box.”

Learning Area Fractions

Learning i. Compare the values of two given fractions.

Vocabulary Lowest terms, arrange, order, fractions, increasing order, decreasing

Focus Communication in Mathematics, Thinking Skills