# Fractions of Concrete Objects – Shapes or Objects (Primary 3)

Last Updated on September 3, 2020 by Alabi M. S.

**MATHEMATICS **

**FIRST TERM** ** **

**WEEK 5**

**PRIMARY 3**

**THEME – FRACTIONS **

**PREVIOUS LESSON – Ordering Whole Numbers with the Symbols and = (Primary 3)**

**TOPIC – FRACTIONS OF CONCRETE OBJECTS **

**LEARNING AREA**

1. Introductory Activities

2. Fractions of Concrete Objects

- Shapes – Square, Circle, Triangle and Rectangles

- Fruits – Oranges, Apples, Grapes, etc.

**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. state fraction of a group of concrete objects.

2. divide shapes into 1⁄2, 1⁄3, 1⁄4, etc.

**ENTRY BEHAVIOUR **

Dividing objects

**INSTRUCTIONAL MATERIALS**

The teacher will teach the lesson with the aid of:

Concrete objects: counters, paper cutouts in shapes of square, circle, rectangle and triangle.

**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 (5 minutes) **

Teacher’s/Pupil’s Activities – Displays the chart of division for pupils to identify.

## ÷

Guides and asks the pupils to divide –

- 4 by 2 = 4 ÷ 2 =
~~I I~~~~I I~~= 2

- 10 by 5 = 10 ÷ 5 =
~~I I I~~~~I I~~~~I I I~~~~I I~~= 2

- 15 by 3 = 15 ÷ 3 =
~~I I I~~~~I I I~~~~I I I~~~~I I I~~~~I I I~~= 2

Teacher’s remark – The above questions can be written as –

4/2

10/5

15/3

Asks them, this sign

(/)stands for ______.Probably, some will be able to recognize or remember the sign as frictional sign.

Teacher’s remark – Both signs represent division for dividing things into two or more parts.

**MEANING OF FRACTIONS (10 minutes) **

Teacher’s/Pupil’s Activities – Gives each pupils A4 paper for them to divide based on the teacher’s instrument –

1. Asks them to divide the paper into two equal part for identification.

## ◻️◻️

2. Pick one part of the paper and ask, what does this represent?

Majority of them will identify it as

HALF.Half stands for one over two –

½inMATHEMATICSTeacher’s remarks – One part is called ½ because it is one of two equal parts.

## ½ – One of equal parts

3. Guides and asks the pupils to further divide the paper into four equal part for identification. Lets them –

First – pick one and name the part.

Response – one over four

## ¼ – One of equal parts

Second – pick two and name the part.

Response – two over four

## 2/4 – Two parts out of 4

Third – pick three and name the part.

Response – three over four

## ¾ – Three parts out of 4

Four – pick four and name the part.

Response – four over four

## 4/4 -Four parts out of 4 = 1

Continue this process with other objects until the pupils are able to understand the concept of fractional part.

Based the the above activities, leads the pupils to identify and discuss fraction as a part of whole.

Fraction is the equal parts of the whole.

Quick Evaluation/Pupil’s Response (10 minutes)Divide this rectangular shape into 10 equal parts. Pick the following and name the fractional parts –

1. 2

2 part out of 10 = 2/10

2. 4

4 part out of 10 = 4/10

3. 7

7 part out of 10 = 7/10

4. 9

9 part out of 10 = 9/10

**LESSON EVALUATION/ASSESSMENT **

Teacher’s Activities –

Part A – Draw five (5) different shapes and divide the shapes into a certain equal parts for the pupils to identify each fractional parts of the shade and unshaped parts –

1. A circle

Shaped parts –

Unshaped parts –

2. Triangle

Shaped parts –

Unshaped parts –

3. Square

Shaped parts –

Unshaped parts –

4. Rectangle

Shaped parts –

Unshaped parts –

5. Semi circle

Shaped parts –

Unshaped parts –

Part B – Draw the same shapes as in Part A for the pupils pupils to shape the following parts –

6. Circle – 3/8

7. Triangle – 1/3

8. Square – 5/10

9. Rectangle – 3/4

10. Semi circle – 1/2

**LESSON TWO – TYPES (PARTS) OF FRACTION**

PARTS OF FRACTIONTeachers/Pupil’s Discussion on Parts of Fraction

Three are parts of fraction – the number above the fractional sign and the number below. The above number is called numerator and below is called denominator as shown below l:

## Numerator

## Denominator

Numerator is known as number of parts.

While

Denominator is known as total parts of whole.

**TYPES OF FRACTION**

Teacher’s/Pupil’s Activities – Display chart of two fraction for pupils to compare and identify the different.

## 2/3 and 3/2

Expected Response – Listen to the pupils and take note of all points make by them and drawn conclusion on what types of fraction they present.

2/3 is called

Properfraction.3/2 is called

Improperfraction.Asks the pupils to examine each in terms of size of numbers, then ask them to describe proper and improper fractions.

Use two A4 papers to introduce mixed fraction as whole number + part of whole.

Quick Evaluation/ResponseWhat types of fractions are –

1. 5/4 – improper fraction

2. 4/9 – proper fraction

3. 2 3/7 – mixed fraction

State reasons for your answers.

**LESSON EVALUATION/ASSIGNMENT **

Which of the following are –

- proper fractions

- improper fractions

- mixed fractions; write the answer in the provided space?
1. 1/3 _________________

2. 5/2 _________________

3. 7 1/3 _________________

4. 9/8 _________________

5. 1 1/7 _________________

**LESSON THREE – REVISION AND MORE ACTIVITIES/EXERCISES **

As in lesson one and two.

**LESSON FOUR – 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 a given number into parts without remainder to form fractions.

Pupil’s Activities – Divide shapes into given number of parts without remainder.

3. Guides pupils to divide shapes into given number of parts without remainder.

Pupil’s Activities – Divide a set of objects into various fractions (e.g. 1⁄2, 1⁄3, 1⁄4, 1⁄5, 1⁄6).

4. Guides pupils to match the division with the corresponding fraction e.g. 1⁄2, 1⁄3, 1⁄4, etc.

Pupil’s Activities – Match division of sets of objects or shapes into various parts of a fraction – 1⁄2, 1⁄3, 1⁄4, etc.

**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.