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Maths Learning Design Topic: Subtopic : Content Learning Objectives: Fractions Year 4 4 to 6 periods Class: Duration: Convert Improper Fractions into Mixed Number Year 6 (I) and vice-versa Pupils should be able to: • Identify improper fractions and mixed numbers using concrete material and drawings. • Represent improper fractions and mixed numbers using concrete material and drawings. • Express an improper fraction as a mixed number and vice-versa. Teaching & Learning Activities 1. Tuning in (Introduction) Determine prior knowledge and prepare pupils 2. 3. 4. 5. 1. Resources Use concrete representations to explain the meaning of a ‘proper fraction’. Use paper folding and shading activity to introduce. Ask the pupils to compare the numbers in the numerator and the denominator. For proper fractions, the numerator is always smaller than the denominator. Any fraction with value smaller than ONE is called a proper fraction. The teacher may show using fraction circles as well as using various shapes. (Appendix 1). • • • Summary Appendix 1 Fractions circles Strips of papers Introduce ‘improper fraction’ by using concrete representations: Ask them to name each shaded part → one sixth (Fraction Pizza or Fraction Circles). Show them the 7 sixths. Finding out & Sorting out (Lesson Development) Put all the one-sixth together. There are 7 sixths. (Take out all the one-sixth from each whole by cutting the shaded parts only). Ask the pupils to combine all the 7 sixths. Time to locate, gather information, organise and process ideas. 2. Emphasise that improper fractions depict that the given fractions add up to be greater than a whole. Examples: 7 and 9 . 6 3. 8 Improper fraction is also a fraction with a numerator that is equal to the denominator. Examples: 10 and 8 . 10 8 1 • • • Fraction pizza Fraction circles Appendix 2 Pupils should be able to visualize using concrete representations of improper fractions. 4. 5. 10 8 and are 10 8 improper fractions and they refer to whole numbers. (Teacher may also use rectangular shapes for further understanding) – (Appendix 2). 1 Make connections with 7 sixths to 1 . 6 (The teacher may demonstrate using fraction pizzas or fraction circles). Emphasise that fractions such as = = 6 6 = • • 1 1 is a ‘mixed number’. A mixed 6 number is a number made up of a whole number and a fraction. (Appendix 3). 7. Group pupils into 3 or 4 according to their abilities. 8. Distribute to each group with Activity Sheet (Appendix 4). 9. Provide each group with concrete material such as Fraction Circles (Appendix 5) to explain how an improper fraction is converted into a mixed number. 10. Then, pictorial representation (shading given fraction diagram) to illustrate improper fractions and state the mixed numbers. 11. Ask the pupils to look at the information gathered and organised the information according to the task given. 12. Each group presents their findings. 6. Introduce that 1 2 • Appendix 3 Appendix 4 (Activity Sheet) Appendix 5 Pupils should be able to recognise fractions with the same numerator and denominator as whole numbers. 1. 2. 3. Teacher discusses and generalises what they have presented. Teacher emphasises on what proper fraction, improper fraction and mixed numbers are. 4 6 Improper fractions such as , etc are expressed as 4 6 1 whole. After the discussion, make the pupils notice that the denominators of improper fractions are the same as the denominators of a mixed number. Using fraction circles or fraction pizza, demonstrate why we multiply the whole number to the denominator and add the result with the numerator. Making Conclusions Draw conclusion and consolidate understanding • 4. Using fraction disc or fraction pizza, demonstrate how to change improper fractions into mixed numbers using division methods. 5. Teacher asks pupils to convert improper fractions into mixed number & vice-versa given on a worksheet (Appendix 6). Teacher asks each pupil to find any daily life experience based on the conversion of improper fraction into mixed number. Teacher provides them with manila cards and coloured A4 paper. Inform them that they may put pictures or diagrams to make their explanation of converting mixed number to improper fraction. 1. Go further (Enrichment) Apply knowledge to develop further understanding 2. • • • • Fraction Circles Fraction Pizza Appendix 6 At this stage, the pupils should be able to convert improper fractions into mixed numbers by using concrete representations and pictorially Manila cards Coloured A4 paper Evaluation (with respect to the Content Learning Objectives) What worked well? What would make it even better next time? 3 APPENDIX 1 – Proper Fractions 4 7 4 5 7 12 4 APPENDIX 1 – Proper Fractions 5 APPENDIX 2 – Improper Fractions 7 6 7 6 7 4 6 APPENDIX 2 – Improper Fractions 8 8 1 8 + = 9 8 6 6 4 4 8 8 10 10 7 APPENDIX 3 – Mixed Number = 1 7 6 16 = 6 6 1 = 4 4 4 4 1 4 1 1 1 24 8 1 4 APPENDIX 3 – Mixed Number 9 9 2 9 equals to 1 + 2 9 = 9 1 92 APPENDIX 4 – Activity Sheet Group Name: _________________________ Group Members: 1) _________________________________________ 2) _________________________________________ 3) _________________________________________ 4) _________________________________________ You need: ü Fraction circles ü Strips of Paper ü Mah-jong paper ü Marker pen What to do: 1. Create at least five (3) improper fractions as you can. 2. Create at least five (3) mixed numbers as you can. 3. On a mah-jong paper, create drawing of mixed numbers change into improper fractions OR Create drawing of improper fractions change into mixed numbers. 10 APPENDIX 5 – Fraction Circles 11 APPENDIX 6 – Worksheet Name : ________________________________ Year : _______ Answer all questions. Please show your workings if necessary. 1. Change the improper fractions to mixed numbers. a 3 2 c 12 7 b 7 5 d 11 6 2. Change the mixed numbers to improper fractions. a 3 2 3 c 4 1 7 b 2 5 8 d 3 3 4 12 Date : __________________ APPENDIX 6 – Worksheet 3. Study the figure below. a Write an improper fraction for the shaded part. = _____________ b Write a mixed number for the shaded part. = _____________ c Write a mixed fraction for the shaded part. = _____________ d What fraction does the figure show? Give your answer as an improper fraction. = _____________ 13 APPENDIX 6 – Worksheet 4. Study the figure below. a b c d Shade 3 Shade 17 of the diagram below. 4 Shade 2 Shade 5 of the diagram below. 6 3 of the diagram below. 5 29 of the diagram below. 9 14