Equivalent Fractions – Ordering of Fractions – Addition of Fractions of the same Denominators (Primary 3)

 

 

MATHEMATICS

FIRST TERM  

WEEK 6

PRIMARY 3

THEME – FRACTIONS 

PREVIOUS LESSON – Fractions of Concrete Objects – Shapes or Objects (Primary 3)

TOPIC – FRACTIONS 

LEARNING AREA

1. Equivalent Fractions

2. Ordering of Fractions

3. Addition of Fractions of the same Denominators

 

PERFORMANCE OBJECTIVES 

By the end of the lesson, the pupils should have attained the following objectives (cognitive, affective and psychomotor) and should be able to –

1. write fractions which have the same value as a given fraction.

2. use the symbol < or > to order fractions.

 

ENTRY BEHAVIOUR

Dividing objects

 

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

Papers of equal sizes, Markers, Coloured pencils or crayon, Inequality chart, etc.

 

 

METHOD OF TEACHING – Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. 

 

REFERENCE MATERIALS

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

 

CONTENT OF THE LESSON  

LESSON ONE – INTRODUCTORY ACTIVITIES 

EQUIVALENT FRACTIONS 

Teacher’s/Pupil’s Activities – Gets two oranges and cut one into two equal parts and the other into four equal. Lets the pupils identify the fractional parts –

½ and ½ – ¼, ¼, ¼ and ¼

Picks one of the half – ½ with 2 of the ¼ (2/4) for the pupils compare and identify the similarity and different.

Except Response is EQUAL. 

Teacher’s remark – 1/2 and 2/4 are called equivalent fractions.

 

 

More activities from New Method Mathematics Book 3 – Equivalent Fractions – Study Chart.

Guides the pupils to discover equivalent fractions such as –

  • 1/2 = 2/4 = 4/8 = 3/6 = 6/12
  • 1/4 = 2/8 = 3/1
  • and so on.

Teacher’s remark – We can get equivalent fractions by multiplying both numerator and denominator by the same number.

For example,

1/2 = 2/4 = 4/8 3/6 = 6/12

Numerator         – 1 x 2 = 2 x 2 = 4 and 1 x 3 = 3 x 2 = 6

Denominators   – 2 x 2 = 4 x 2 = 8 and 2 x 3 = 6 x 2 = 12

 

Quick Assessment/Response 

Copy and Complete each of the following –

1. 2/3 = ◻️/6

2. 5/◻️ = 25/50

 

LESSON EVALUATION/ASSIGNMENT 

Copy and Complete each of the following –

1. 1/2 = ◻️/4 = 6/◻️

2. 2/3 = 4/◻️ = ◻️/12

3. 1/4 = ◻️/16 = 16/◻️

4. 3/5 = ◻️/15 = 18/◻️

5. 1/10 = ◻️/30 =  6/◻️

 

Match the following fractions with its equivalent fractions –

6. 1/2              12/18

7. 5/15            6/9

8. 6/9              4/10

9. 2/5              2/4

10. 2/3           10/30

 

 

LESSON TWO – ORDERING OF FRACTIONS (5 minutes) 

Teacher’s/Pupil’s Activities – Revises the activities on ordering of whole numbers using < and > with the pupils.

Ordering the following number using < or >.

1. 56 and 65

  • 56 < 65

2. 265 and 256

  • 265 > 255

Teacher’s remark – Just like we order whole numbers using < or >, we are going to do the same with fractions.

 

ORDERING OF FRACTIONS WITH THE SAME NUMERATORS OR DENOMINATORS (10 minutes) 

Teacher’s/Pupil’s Activities – Takes the pupils to follow the instructions –

1. When two or more fractions have the same numerator, we compare denominators. The bigger the denominator, the smaller the fraction.

For example – 1/2 and 1/3 – the same numerators

2 < 3

Therefore, 1/2 > 1/3.

2. When 2 fractions have the same denominator, just compare numerators. The bigger the numerator, the bigger the fraction.

For example, 2/5 and 4/5 – the same denominators

2 < 4

Therefore, 2/5 < 4/5

More examples until the pupils understand the concept.

 

LESSON EVALUATION/ASSIGNMENT/MARKING/CORRUPTION (25 minutes) 

Order the following fractions using < or >.

1. 7/8 _____ 3/8

2. 5/11 _____ 5/8

3. 2/5 _____ 2/7

4. 3/8 _____ 7/8 _____ 5/8

5. 3/7 _____ 4/7 _____ 5/7

 

 

LESSON THREE – ORDERING OF FRACTIONS WITH DIFFERENT NUMERATORS OR DENOMINATORS (15 minutes) 

Teacher’s/Pupil’s Activities – Takes the pupils to follow the instructions –

1. Find some equivalent fractions for each fraction using multiplication.

Note – You start the multiplication with the numerator or take a lesson number.

2. Pick the equivalent fractions that have the same denominators for all fractions.

3. Compare the numerators.

For example, 2/3 and 3/4

2/3 = 4/6 = 8/12

3/4 = 9/12

8 < 9,

That’s, 8/12 < 9/12

Therefore, 2/3 < 3/4.

More examples until the pupils understand the concept.

Note – When the fractions have same numerators and denominators, it means both fractions are equal.

 

LESSON EVALUATION/ASSIGNMENT/MARKING/CORRECTION (25 minutes) 

Order the following fractions using < or >.

1. 1/3 _____ 2/5

2. 2/4 _____  3/6

3. 2/3 _____ 3/5

4. 2/3 _____ 5/6

5. 2/10 _____ 1/5

 

LESSON FOUR – ADDITION OF FRACTIONS WITH THE SAME DENOMINATORS 

Teacher’s/Pupil’s Activities – Guides the pupils to apply the instruction to add fractions with the same denominators –

When adding 2 fractions with the same denominators, we add their numerators.

For examples,

1. 2/7 + 3/7

Add the numerator – 2 + 3 = 5

Therefore, 2/7 + 3/7 = 5/7

 

 

2. 3/10 + 4/10

3 + 4 = 7

Therefore, 3/10 + 4/10 = 7/10

More exercises until the pupils understand the concept. Allow allowing materials because individual differences.

Oral Questions/Response

1. 2/5 + 1/5 = 3/5

2. 2/9 + 5/9 = 7/9

 

LESSON EVALUATION/ASSIGNMENT 

Add the following fractions to together.

1. 2/9 and 6/9

2. 1/10 and 3/10

3. 3/5 and 1/5

4. 4/11 and 6/11

5. 11/21 and 4/21

 

WORKBOOK – WEEKLY ASSESSMENT 

 

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions;

2. Guides pupils to divide different sets of objects into two to discover that 1⁄2 = 2⁄4 = 3⁄66 = 4⁄8.

Divide different set of objects into two to discover that 1⁄2 = 2⁄4= 3⁄6 = 4⁄8.

3. Guides pupils to divide different sets of objects into 3 to discover that 1⁄3 = 2⁄6 = 4⁄12.

Pupil’s Activities – Divide different set of objects into three to discover that 1⁄3 = 2⁄6 = 4⁄12.

4. Guides pupils to use 2 pieces of paper of the same size and marker to divide first into 2 and second into four equal parts , colour and match the outcome.

Pupil’s Activities – Divide, colour and match the outcome of the marked paper.

 

 

5. Guides pupils to divide sets of objects.

Pupil’s Activities – Divide sets of objects.

6. Using the number of objects for the various fractions, leads pupils to identify which fraction is less than (<) or greater than (>) the other, e.g. 1⁄4 < 1⁄2, 1⁄5 < 1⁄4, 1⁄4 > 1⁄5 and 1⁄2 > 1⁄5

Pupil’s Activities – Using the result obtained above, identify which fraction is less than (<) or greater than (>) the other.

7. Guides pupils to add fractions with same denominators.

Pupil’s Activities – Follow the instructions to add fractions together.

 

CONCLUSION

  • To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.
  • Next Lesson –

 

LESSON EVALUATION 

Pupils to:

1. divide a given set of objects into 1⁄2, 1⁄3, 1⁄4, 1⁄5.

2. divide given shapes into fractions: 1⁄2, 1⁄3, 1⁄4, 1⁄5, 1⁄6.

3. divide given set of objects into a given number of parts to form require equivalent fractions;

4. order given set of fractions using the symbol < or >.

 

 

 

 

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