X INTRODUCTION

What do you understand by fractions? Are you able to explain the concept of
fractions clearly to your students?
As mathematic teachers, we need to address the above questions seriously. The
study of fractions is an essential part of mathematics. But many teachers view the
teaching of fractions as a challenging task. It is difficult to explain to students that
1
4
is equal to
3
.
12
It is also not easy to convince students that
3
14
is greater than
5
28
since 3 over 14 seems smaller than 5 over 28 respectively.
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Explain fractions as parts of a whole by representing them with
diagrams;
2. Find the equivalent fractions of a given fraction;
3. Compare fractions and arrange fractions in order, according to
values;
4. Simplify fractions;
5. Recognise mixed numbers, proper and improper fractions; and
6. Perform basic operations (+, , u and y) involving mixed numbers.
proper and improper fractions; and
7. Solve problems involving proper and improper fractions.
T
T
o
o
p
p
i
i
c
c

2
2

X
Fractions
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In this topic, we will share with you some of the strategies employed to teach the
concepts and skills related to the learning of fractions.
CONCEPTS OF FRACTIONS
In this section, we will focus on the following areas:
(a) The concept of fractions as parts of a whole (using representations);
(b) The concepts of equivalent fractions, comparing and simplifying fractions;
and
(c) The concept of mixed numbers.
2.1.1 Fractions as Parts of a Whole
A fraction is a number that represents parts of a whole.
Students initial learning experience with parts-whole relationships of fractions
usually involves investigating parts of shapes or regions in relation to the whole
shape. However, students need to understand that parts and whole of
fractional thinking can also include sets or collections of discrete objects.
The explanation of the meaning of fractions as parts of a whole involves the
following steps:
(a) Identify the whole of an object. This can be demonstrated by using various
shapes such as squares, rectangles, circles and so on. Alternatively, the
whole can also be represented by a set of objects;
(b) Divide the object into equal parts;
(c) Use appropriate colour to shade one or more of the parts;
(d) Determine the fraction by comparing the proportion of the shaded
part/parts to the whole;
(e) For example, in Figure 2.1, the circle is defined as a whole object. The circle
is divided into four equal parts. In Figure 2.2, the set or collection of four
circles is defined as the whole. And, the four circles are equal parts of the
set;
2.1
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Figure 2.1: The circle is divided into 4 different parts

Figure 2.2: A collection of 4 circles
(f) 1 out of the 4 equal parts of a circle is shaded in Figure 2.1 while 1 circle
out of 4 circles is shaded in Figure 2.2. Thus, the shaded part in both
representations can be described as
1
4
of a whole; and
(g) The fraction
1
4
is read as one quarter or one-fourth. It is also common to
read the fraction as one over four.
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The examples shown in Table 2.1 should help you to understand fractions better.
Table 2.1: Fractions
Diagrammatic Representation
Divided
Into
Number
of Parts
Shaded
Symbolic
Representation
(Shaded Region)
Read As

2 equal
parts
1 part
1
2
One-half


4 equal
parts
2 parts
2
4

Two-
fourths or
two
quarters


4 equal
parts
3 parts
3
4

Three-
fourths or
three
quarters


5 equal
parts
3 parts
3
5

Three-
fifths


6 equal
parts
2 parts
2
6

Two
sixths

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2.1.2 Writing Fractions
A fraction is written in the form of ,
a
b
where a and b are whole numbers
separated by a horizontal line called the vinculum but which is commonly
called the fraction bar. The number above the fraction bar, that is a, is
called the numerator. The number below the fraction bar, that is b, is called
the denominator. The numerator represents a number of equal parts and the
denominator indicates how many of those parts make up a whole.
If a is greater than b, then the fraction
a
b
is called a proper fraction. On the other
hand, if b is greater than a, then the fraction
a
b
is called an improper fraction.


SELF-CHECK 2.1
What do you think is the result when a and b are the same?
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Teaching Sample Activity 2.1: Representing fractions.
Objectives: Students are able to divide a piece of paper into equal parts.
Students are able to represent a given fraction.
Students are able to read fractions represented in diagrams.
1. Instruct the students to work in groups.
2. Each group is given several pieces of paper with various shapes as shown
in Figure 2.3.

Figure 2.3: Various shapes

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1. Instruct the students to cut the paper to obtain the various shapes.
2. Tell the students to fold the paper into two equal parts. Encourage them
to use all the 10 shapes with different ways of folding.
3. Repeat the process by folding the shapes into 3, 4, 5 or 6 equal parts. It
may not be possible for some shapes.
4. Complete Table 2.2 by drawing their outcomes in the corresponding
spaces.
5. Guide the students to read the shaded parts.
Upon completion of the activity, students should be able to state the correct
fractions represented by the shaded parts in any figure which is divided into
equal parts.
For Example:

Note:
Students should be given opportunity to draw, identify and justify
representations that are exemplars and non-exemplars of a particular fraction.
For example, Figure 2.4 shows two non-exemplars for
1
.
3


Figure 2.4: Example of non-exemplars
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Table 2.2: Shading Activity
Divide the following shapes into equal parts and shade the parts to represent the
fractions given.
1
2


1
3


1
4


1
5


1
6



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2.1.3 Equivalent Fractions
Equivalent fractions are fractions that have the same value. The following
activity may help students understand the concept of equivalent fractions.
Teaching Sample Activity 2.2: Understanding the concept of equivalent
fractions.
1. Get the students to fold a piece of rectangular paper into two equal parts
and then colour 1 part as shown in Figure 2.5.

Figure 2.5: Coloured rectangular paper with two equal parts
2. Tell the students to write down the fraction represented by the coloured
part. The answer given by the student should be
1
.
2

3. Then ask the students to fold the paper along the dotted line in the centre
as shown in Figure 2.6.

Figure 2.6: Coloured rectangular paper with four equal parts
4. The paper now has four equal parts with two coloured parts.
5. Tell the students to write down the fraction represented by the coloured
parts. Now the correct answer should be
2
.
4



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6. Emphasise to the students that in this activity, both fractions,
1
2
and
2
4

refer to the same coloured parts, hence
1
2
and
2
4
have the same value and
they are known as equivalent fractions. We can write
1 2
.
2 4

7. Guide them to arrive at the conclusion that
1 2
3 6
by using a similar
technique.
8. Ask students to explain why
1 2 3 4 5 6 7 8
.... 1.
1 2 3 4 5 6 7 8



To find the equivalent fractions of a fraction, just multiply or divide both the
numerator and the denominator by the same number.
Example:
1 1 3 3 1 1 7 7
4 4 3 12 4 4 7 28
2 2 5 10 16 16 8 2
3 3 5 15 24 24 8 3
3 3 2 6 18 18 6 3
4 4 2 8 24 24 6 4
u u

u u
u y

u y
u y

u y

Therefore,
1 3
,
4 12

and

7
28

are equivalent fractions.
SELF-CHECK 2.2
Can you think of other activities that can help to explain what
equivalent fractions are?
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Similarly
2 10
,
3 15

and
16
24

are equivalent fractions.
Likewise,
3 6
,
4 8
and
18
24

are equivalent fractions.
The procedure of multiplying or dividing the numerator and denominator to
get equivalent fractions should not be taught mechanically without an
understanding of the concept behind the procedure. Therefore, it is important
that students are able to make the connection between the pictorial
representation as seen in Teaching Sample Activity 2.2 and the symbolic
representation of its calculation.
For example, for the equivalent fraction of:
1 1 2 2
,
2 2 2 4
u

u
students should be
guided to explain the meaning behind the calculation, as shown in Table 2.3.
Being able to make the connection between the pictorial and symbolic
representations of the calculation and explain the mathematical process involved,
will mean that they are communicating mathematical ideas meaningfully and not
merely learning by rote.
Table 2.3: Explanation of the Calculation
Pictorial Representation
Symbolic
Representation
Explanation

1
2

One coloured part out of two equal
parts is shaded.

1 1 2 2
2 2 2 4
u

u

The two parts of the whole are
partitioned into two equal parts,
giving 2 u 2 smaller parts making the
whole. This means the coloured part
is partitioned into two smaller equal
parts, giving 1 u 2 smaller coloured
parts. The region of the two smaller
parts and the original one coloured
part are still the same. Hence, the
values are the same.

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Once the students understand the meaning of equivalent fractions, it will be
useful to guide them to build a table of equivalent fractions like the one shown in
Table 2.4.
Table 2.4: Table of Equivalent Fractions
1
1

2
2

3
3

4
4

5
5

6
6

7
7

1
2

2
4

3
6

4
8

5
10

6
12

7
14

1
3

2
6

3
9

4
12

5
15

6
18

7
21

1
4

2
8

3
12

4
16

5
20

6
24

7
28

2
3

4
6

6
9

8
12

10
15

12
18

14
21



There is a simple method to determine if any two given fractions are equivalent
fractions. What you have to do is just to multiply the numerator of one fraction
by the denominator of the other fraction, and vice-versa (cross-multiply), then
compare the two products to see whether they are of the same value.
SELF-CHECK 2.3
1. How do you determine if two given fractions are equivalent
fractions?
2. Can you draw pictorial representations of the equivalent fractions
in Table 2.4?
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For example, to check whether
a
b

and
c
d
are equivalent fractions, multiply a by
d, and then multiply b by c. If both values are the same, then
a
b
and
c
d
are
equivalent fractions.
The above explanation can be illustrated in the mathematical form as follows:
If
a
b
=
c
d

Then, a u d = c u b.
For example, the given fractions
3
4
and
6
,
8

the cross-multiplications are: 3 u 8 = 24 and 4 u 6 = 24.
Since both products are the same,
3
4
and
6
8
are equivalent fractions.
Another example:
The fractions
2
5
and
13
,
30

the cross-multiplications are: 2 u 30 = 60 and 5 u 13 = 65.
Since both products are different,
2
5
and
13
30
are not equivalent fractions.
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2.1.4 Comparing the Values of Two Fractions
Let us now compare the values of two fractions.
(a) If two fractions to be compared have the same denominator, then the
fraction with the bigger numerator is greater in value than the other
fraction.
(b) If two fractions to be compared have the same numerator, then the fraction
with the smaller denominator is greater than the other fraction.
(c) If two fractions to be compared have different numerators and
denominators, then we have to change the fractions into equivalent
fractions with a common denominator before the comparison can be made.
(d) For example,
5
7
is greater than
3
7
since 5 is greater than 3 and
5
8
is greater
than
5
9
since 8 is smaller than 9.
(e) It is good to illustrate the differences in value using pictorial
representations. For example, the shaded parts in Figure 2.7 for
5
8
is greater
than the shaded parts for
5
.
9


Figure 2.7: Shaded figure

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Teaching Sample Activity 2.3: Compare the values of two fractions with
different numerators and denominators.
1. Write down the fractions as shown in Figure 2.8 on two flash cards. Then
ask the class to guess which of the two fractions is greater in value.

Figure 2.8: Flash cards
2. Guide your students to draw two identical rectangles on two separate
transparencies and shade the regions as shown in Figure 2.9 and
Figure 2.10.

Figure 2.9: Rectangular transparency

Figure 2.10: Rectangular transparency
3. Ask the students again: Are you able to judge which of the two shaded
regions is larger in size?


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4. Guide the students to place 1 transparency on top of the other as shown
in Figure 2.11.

Figure 2.11: Rectangular transparency
5. Guide students to discover through observation of equivalent fractions
that
3
5
=
9
15
and
2
3
=
10
15

6. By now, students should be able to tell that
2
3
is greater than
3
.
5

7. Once the students understand the concept, you need to guide them
to make the connection between the pictorial representations, the
mathematical procedures and the reasoning involved in getting the
answer.
3 3 3 9
5 5 3 15
u
and
2 2 5 10
3 3 5 15
u
Since
10
15
is greater than
9
,
15

therefore
2
3

is greater than
3
.
5


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Number lines can also be used to compare values of two fractions. Figure 2.12
illustrates how
2
3
is greater than
3
.
5


Figure 2.12: Number lines to show which value is greater

2.1.5 Arranging Fractions in Order
Fractions with different numerators and denominators can be arranged in an
increasing or decreasing order. First, change them to equivalent fractions with a
common denominator. This common denominator is actually the lowest common
multiple (LCM). After that, you just need to compare the values by looking at the
numerators.

SELF-CHECK 2.4
Describe 2 ways to compare the fractions
3
7
and
2
.
5
Which fraction has
a greater value?
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Teaching Sample Activity 2.1: Arranging fractions in ascending or descending
order.
1. Divide your class into groups of six.
2. Each group is given a set of six cards written with different fractions.
3. Each student in the group is given a card.

4. Appoint a group leader for each group.
5. Lead the students in discussing how they can determine which student is
holding the card with the biggest or the smallest fraction.
6. You can suggest they start off by everyone choosing a partner in the
group. Then the two of them would compare the fractions on their cards.
7. Next they can exchange partners and repeat the process.
8. You will find that after a while, the students will be able to apply the
skills that they have learned earlier to compare fractions by using LCM.
9. Finally, with the help of the group leader, the students in each group
should arrange themselves in a row, based on the values of the fractions
written on their cards in an increasing or decreasing order.
10. The group that completes the task in the shortest time will be the winner
and shall be awarded a prize.

2
3
4
5
5
7
3
4
5
6
7
8
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2.1.6 Simplifying Fractions
We now know that
1 2 3 4 5 6
, , , , ,
2 4 6 8 10 12

7
14

are equivalent fractions because all
these fractions have the same value, that is
1
.
2
In this case, we can say that
1
2

is
the fraction in the lowest term. Note that any equivalent fraction can be
simplified to its lowest term by dividing both the numerator and denominator by
their highest common factor (HCF).

For example,

3 3 3 1
and
6 6 3 2
7 7 7 1
14 14 7 2
y

y
y

y



8 8 4 2
28 28 4 7
y

y


In simplifying fractions, it is common practice not to show the division explicitly.
Instead, the division is performed as cancellation as follows:

8
28
2
7

Another example:

24
54
4
9

HCF of 3 and 6 is 3.
HCF of 7 and 14 is 7.
HCF of 8 and 28 is 4.
2
7
4
9
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Make sure your students understand that the concept underlying the cancellation
short cut is the division of the numerator and denominator with a common
factor.
THE BASICS OF WHOLE NUMBERS
A proper fraction is a fraction where the numerator is smaller than the
denominator. This means the entire value of a proper fraction is less than one.
Below are examples of proper fractions:
2 4 9 2 7 11
, , , , ,
5 7 11 3 9 15

2.2.1 Addition and Subtraction of Proper Fractions
Before teaching students about addition and subtraction of fractions, we have to
be clear about the steps involved in carrying out such operations. The steps can
be summarised as follows:
(a) Case 1: The Denominators of Both the Fractions are the Same
Example 2.1: Calculate the value of
1 3
.
5 5

(i) Explain to students that in this problem, the basic unit is
1
;
5

(ii)
1
5

means one unit of
1
,
5
and
3
5
means three units of
1
;
5

(iii) So the addition in this case is one unit
1
5
adding to three units of
1
,
5

and the result is four units of
1
;
5

(iv) Mathematically, it can be written as
1 3 1 3 4
;
5 5 5 5

2.2
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(v) You can add fractions easily if the bottom number (the denominator)
is the same. We can use representations with diagrams to illustrate
the concept. Figure 2.13 illustrates the addition of
1
4

and
1
4
while
Figure 2.14 shows the addition of
5
8

and
1
.
8


Figure 2.13: The addition of
1
4
and
1
4


Figure 2.14: The addition of
5
8
and
1
8

The subtraction of a proper fraction from another proper fraction with the
same denominator works on the same principle.
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Example 2.2: Calculate the value of
5 2
.
7 7

5 2 5 2 3
7 7 7 7

Similarly, it is important to use diagrammatic representations to illustrate
the concept of subtraction of fractions. For example, subtraction can mean
the difference between the values of
5
7
and
3
7
as shown in Figure 2.15.

Figure 2.15: Differences between the values of
5
7
and
3
7

Subtraction can also mean take away. Try to illustrate this concept using
diagrammatic representations for the example below.
Example 2.3 :
11 7 11 7
12 12 12
4
12
1
3

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(b) Case 2: The Denominators of the Fractions are Different.
Table 2.5 clearly details the steps that are used to explain the method to add
two fractions with different denominators. The example used in this case is
1 2
.
3 5

Table 2.5: Steps to Add 2 Fractions
Instructional Procedure Mathematical Steps
1. Find the lowest common multiple
(LCM) of the two denominators.
The LCM of 3 and 5 is 15.
2. Change each of the fractions to its
equivalent fraction with the LCM
as its denominator.
1 1 5 5
and
3 3 5 15
2 2 3 6
5 5 3 15
u

u
u

u

3. Add the fractions. 1 2 5 6
3 5 15 15
5 6
15
11
15

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Figure 2.16 can illustrate the concept clearly.
3 1 3 2
8 4 8 8
3 2
8
5
8

Figure 2.16: Adding two fractions
You can also apply the same principle when subtracting two fractions with
different denominators.
Example 2.4: Find the value of
2 4
.
3 9

Since the denominators are different, we need to first make them the same,
before being able to subtract them.
2 2 3 6

3 3 3 9
2 4 6 4
3 9 9 9
6 4
9
2
9
u

u

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In principle, the common denominator that we want to find is the LCM of
the two denominators. But sometimes, it is easier to obtain a common
denominator by just multiplying the two common denominators.
Example 2.5: Calculate
7 3
.
8 4

Here, the two denominators are 8 and 4.
7 7 4 2 8
8 8 4 3 2
3 3 8 2 4
4 4 8 3 2
7 3 2 8 2 4
8 4 3 2 3 2
2 8 2 4
3 2
4
3 2
1
8
u
u

2.2.2 Multiplication of Proper Fractions
Multiplication involving proper fractions can be done in various forms. These
include:
(a) Multiplication of a fraction with a whole number
(b) Multiplication of two fractions
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To help you understand the different principles employed in carrying out these
calculations, we have categorised the various forms in Table 2.6:
Table 2.6: Principles Employed in Carrying Out Multiplications
Category Steps Explanation
Multiplication of a fraction
with a whole number.
Example:
3
2 .
8
u
u u
u

3
4
3 2 3
2
8 1 8
2 3
1 8
6
8
3
4

x Write 2 as a fraction.
x Multiply the numerators
and the denominators.
x Simplify the resulting
fraction by dividing by
the highest common
factor (HCF).

1
4
3 2 3
2
8 1 8
1 3
1 4
3
4
u u
u

Alternative
x Simplify the fraction
from the start (divide by
HCF). Then multiply the
numerators followed by
the denominators.
Multiplication of two
fractions.
Example:
3 2
.
4 9
u
1
3 2 3 2
4 9 4 9
6
36
u
u
u

6
1
6

x Multiply the numerator
with numerator, and
denominator with
denominator.
x Then simplify the
resulting fraction.

1 1
2 3
3 2 3 2
4 9 4 9
1 1
2 3
1
6
u u
u

Alternative
x Simplify first.
x Then multiply.

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88
To enhance the understanding of mathematical concepts, you should guide
students to make the connection between the symbolic representations as shown
in the calculation procedures with the visual representations using concrete
materials or diagrams. Table 2.7 illustrates the connection between the
representations of the two types of multiplication of proper fractions.
Table 2.7: Connection between Symbolic and Diagrammatic Representations of Fraction
Multiplication
Symbolic Representation Diagrammatic Representation
Multiplication of a
fraction by a whole
number.



Example:

3 2 3
2
8 1 8
2 3
1 8
6
8
3
4
u u
u

Two sets of
3
8

which equals
3
4


Multiplication of two
fractions.

Example:


3 2 3 2
4 9 4 9
6
36
1
6
u
u
u

The intersection of
3
4

and
2
9

shows the product of
6
36
which
is equivalent to
1
6



3
4

2
9

6
36
3
4

3
8

3
8

6
8
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2.2.3 Division Involving Proper Fractions
Let us begin this section by looking at the division of a proper fraction with a
whole number. For example:
3 3
2
4 8
y
How can the above answer be illustrated using concrete objects?
(a) Imagine this to be a piece of rectangular cake.

(b) Cut the cake into four equal pieces. This is how it looks.

(c) If you are given
3
4
portion of the cake, how much will you get?
(d) The coloured region shows the portion of the cake that you will get.

(e) Now, if the portion that you get is divided between two people (you and
your friend), how much will each of you get?
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90
(f) Figure 2.17 shows how the division is made, and how much each of you
will get.

Figure 2.17: The division of the cake
(g) From the illustration, it is now quite obvious that each of you will get
3
8
of
the whole cake. In other words,
3
2
4
y is equal to
3
.
8

(h) In terms of algorithmic calculation, to divide a fraction by a whole number,
we can multiply the fraction by the reciprocal of the whole number as
shown below:
3 3 1
2
4 4 2
3 1
4 2
3
8
y u
u

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Note that in the above example, the reciprocal of 2 is
1
.
2

In general, the reciprocal of a whole number, for example y is
1
,
y
and when a
whole number is multiplied by its reciprocal, the product is always equivalent to
1. Whereas, when a fraction is divided by another fraction, we can convert the
operation of division to multiplication by its reciprocal.
Example: or
4 8 4 15
9 15 9 8
60
y u

5
72
6
5
6

1
4 4 8
9 15
y
3
9
15
u
5
8
2
1 5
3 2
5
6
u

However, how can you convince students that division of fractions can be
converted to multiplication by its reciprocal? Memorising the procedural steps in
calculation without knowing the conceptual basis will only make students learn
by rote and weaken their understanding and thinking of mathematics.
You can guide students to understand why inverting fractions works for
division, by examining the patterns of fraction division using appropriate models
or representations. Fraction division problems can be viewed as measurement or
quotitive division problems. For example, for
1
1
2
y you are asking how many
1
2

are there in 1.
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92
How Do We Illustrate the Fraction-division Rule?
Step 1: Begin with division of 1 by fractions.
Diagrammatic Representation Symbolic Representation
1
1
2
y means how many
1
2
are there in 1

1 2
1 2
2 1
1 2 2
1 1
2 1 1
which is equivalent to
y
y u

1
1
3
y means how many
1
3
are there in 1

1 3
1 3
3 1
1 3 3
1 1
3 1 1
which is equivalent to
y
y u

1
1
4
y means how many
1
4
are there in 1

1 4
1 4
4 1
1 4 4
1 1
4 1 1
which is equivalent to
y
y u

1
4
1
Four
1
4
are in 1
1
4
1
4
1
4

1
4
1
3

1
Three
1
3
are in 1
One
1
3

One
1
3

One
1
3

1
2
1
One
1
2

Two
1
2
are in 1
One
1
2

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2
1
3
y means how many
2
3
are there in 1

2 1 3
1 1
3 2 2
2 3 3
1 1
3 2 2
which is equivalent to
y
y u

3
1
4
y means how many
3
4
are there in 1

3 1 4
1 1
4 3 3
3 4 4
1 1
4 3 3
which is equivalent to
y
y u


3
4

1
One and one third of
3
4
are in 1,
I.e.,
4
3
of
3
4
are in 1.
One
3
4

3
One third of a
4

2
3

1
One
2
3
and half a
2
3
are in 1
I.e., one and a half
2
3
are in 1
One
2
3

2
Half a
3
X TOPIC 2 FRACTIONS

94
Step 2: Extend to division of fractions with fractions.
Diagrammatic Representation Symbolic Representation
1 1
2 4
y means how many
1
4
are there in
1
2


1 1 2
2
2 4 1
1 1 1 4 2
2 4 2 1 1
which is equivalent to
y
y u

2 1
3 2
y means how many
1
2
are there in
2
3


2 1 1 4
1
3 2 3 3
2 1 2 2 4
3 2 3 1 3
which is equivalent to
y
y u


2
3

1 One and one third of
1
2
are in
2
,
3

I.e.,
4
3
of
1
2
are in
2
.
3

1
2

One
1
2

1
One third of
2
1
2
1
Two
1
4
are in
1
2

1
4

One
1
4

One
1
4

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Step 3: Examine patterns of fraction multiplication to generalise fraction-division
rules using inductive reasoning.
y u
y u
y u
y u
y u
y u
y u
y u
1 2
1 1
2 1
1 3
1 1
3 1
1 4
1 1
4 1
2 3
1 1
3 2
3 4
1 1
4 3
1 1 1 4
2 4 2 1
2 1 2 2
3 2 3 1
Hence,
a c a d
b d b c

2.2.4 Problem Solving Involving Proper Fractions
One major objective of involving students in problem solving activities is to help
them see the application of abstract mathematic problems in real-life situations.
In other words, problem solving activities bridge the gap between mathematics
which appears to be abstract and the real world. As such, the problems designed
should be relevant to students real life experiences. The following examples
illustrate this.
Example 2.6: Adding Proper Fractions
Hanifs mother made a cake for him. Hanif ate
3
10
of the cake, and his friend
Wee Kiat ate
1
2
of the cake. What is the fraction of the cake both of them have
eaten?
X TOPIC 2 FRACTIONS

96
Understand the problem: Hanif ate
3
10

of the cake and Wee Kiat ate
1
2
of the
cake. How much have they eaten?
Pictorial Representation:


3
10

1
2

Devise a strategy: Use addition of fractions.
Carry out the strategy:
4
5
3 1 3 5 8
10 2 10 10 10

5
4
5

Note that
1 1 5 5
2 2 5 10
u
Check your answer: We may use a suitable diagram to check your
answer. In this particular example, we may use a
rectangle (representing the cake) which has been
divided into 10 equal parts. First shade three parts
out of the 10 parts (light grey region represents
3
10
),
then shade five parts (dark grey region represents
1 5
or
2 10
).

Now, the total amount of cake eaten is represented
by the total shaded region, which is
8
10
or
4
.
5

TOPIC 2 FRACTIONS W

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Example 2.7: Subtraction of Proper Fractions
Mary brought 1 litre of water to school. She drank
1
2

litre of water during recess.
Later, she drank another
3
8

litre of water. How much water is left?
Understand the problem: Mary brought 1 litre of water. She drank
1
2
litre,
followed by another
3
8

litre. How much water is
left?
Devise a strategy: Use subtraction of fractions.
Carry out the strategy:
1 3 8 4 3
1
2 8 8 8 8
8 4 3
8
1
8

Note that
8 1 4
1 , .
8 2 8

Check your answer:

1
2

3 8
1
8

1
X TOPIC 2 FRACTIONS

98

MIXED NUMBERS AND IMPROPER
FRACTIONS
We will now discuss mixed numbers and improper fractions.
2.3.1 Concept of Mixed Numbers and Improper
Fractions
A mixed number consists of a whole number and a proper fraction.
For example,
3 4 1 5
1 , 3 , 2 , 8
4 7 6 7
are mixed numbers.
An improper fraction is a fraction where the numerator is larger than or equal to
the denominator.
Below are some examples of improper fractions:
6 9 13 3 7 14 6 15
, , , , , , ,
5 7 11 2 4 11 6 15

Figure 2.18 illustrates the diagrammatic representation of a mixed number by
combining a whole number representation and a proper fraction representation.
Notice that the representation for an improper fraction is the same as the
representation for the equivalent mixed number.

Figure 2.18: Diagrammatic representation of a mixed number
2.3
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99
A mixed number can be converted into the form of an improper fraction.
Note that the mixed number
3
1
4
and the improper fraction
7
,
4
though of
different forms, are equal in value.
To convert the mixed number
3
1
4
to improper fraction, you may use the steps as
shown in Table 2.8.
Table 2.8: Steps to convert
3
1
4
to improper fraction
Steps Example
1. Multiply the whole number portion (1) by the denominator (4) 1 u 4 = 4
2. Then add the value obtained from step 1 to the numerator (3).
The resulting value is used as the numerator of the improper
fraction. The denominator remains the same.
4 3 7
3 4 1 3
1
4 4
4 3
4
7
4

u

3. Thus the improper fraction obtained is
7
.
4

At this point, you should be cautioned that the use of diagrams to illustrate the
fractions which have values more than 1 (like in the case of improper fractions)
may confuse some of the students.
Referring to the diagrammatic representation which was used to illustrate the
concept of
3
1
4
or
7
,
4
some students may interpret the diagram as a
representation of the fraction
7
.
8
These students may look at the diagram as
having 8 parts and that there are 7 shaded parts as shown in Figure 2.19.
Therefore it appears to them that this is a case of 7 out of 8.
X TOPIC 2 FRACTIONS

100

Figure 2.19: Seven shaded parts out of eight parts
Thus, it is important to help your students see that the denominator in an
improper fraction refers to the number of equal parts in a one whole, in this case
4 parts and not 8.

To avoid the problem mentioned above, the illustration of concepts should be
carried out as a developmental process. Students need to have a good
understanding of the meaning of the whole as compared to parts. To make this
point clear, let us look at the following method used (Table 2.9) to explain the
meaning of
7
4
using representations.
SELF-CHECK 2.5
If you encounter students with this problem of misinterpretation, how
would you help to rectify it?


Tab
x Begin
illust
fracti
x The s
parts
x Use a
squa
4 par
equa
x The c
be en
parti
x Then
numb
comb

x By di
parts
obtai
addit
x At th
emph
mixe
with
x Use a
squa
8 equ
shad
This
betw
ble 2.9: Diagram
Steps
n with a diagra
trate the concep
ion.
square is divid
s with 3 parts s
another similar
re of the same
rts shaded) to s
al to 1.
concept of the w
nhanced by rem
itioned lines.
n the concept of
ber is presente
bined squares.
ividing the wh
s, we can demo
in the imprope
tion method.
his point, it is n
hasise to stude
ed number
3
1
4

the improper
another diagra
re which has b
ual parts but w
ed to illustrate
will also help t
ween
7
4
and
7
.
8
mmatic and sy
s
am of a square
pt of improper
ded into 4 equa
shaded.
r diagram (a
size but with a
show that
4
4
is
whole (or 1) ca
moving the
f a mixed
ed using
hole into 4 equa
onstrate how to
er fraction usin
necessary to
ents that the
is equal in val
fraction
7
.
4

am of the same
been divided in
with 7 parts
e the value of
7
8
to differentiate
.
ymbolic represe
Diagr
Repre
to
r
l
all
s
an
al
o
ng
lue
nto
7
.
8

e
TOPIC 2 F
entation of the
rammatic
esentation




FRACTIONS
concept of wh
Symbo
Represen
3
4

4
or 1
4

1
1 and
3
4
can
written as
3
1
4

4 3 7
4 4 4

7
8

W
101
hole
olic
ntation
be
3
4

X TOPIC 2 FRACTIONS

102
2.3.2 Addition and Subtraction Involving Mixed
Numbers and Fractions
There are two basic methods to this.
Example 2.8: Calculate
1 2
2 1 .
4 3

Method 1: Separate whole numbers from the fractions, as shown in Table 2.10.
Table 2.10: Separate Whole Numbers from Fractions
1 2
2 1
4 3

1 2
2 1
4 3

Separate the whole number from the respective fractions.

1 2
2 1
4 3

Rearrange/regroup into whole numbers and fractions.

3 8
3
12 12

x Add the whole numbers; and
x Change each of the fractions into its equivalent fraction so
that both fractions have a common denominator.
1 1 3 3 2 2 4 8
;
4 4 3 12 3 3 4 12
u u

u u


3 8
3
12

Add the fractions.

11
3
12

Combine the whole number and the proper fraction to form a
mixed number as the final answer.
So, a complete solution to the above question can be presented as follows:
1 2 1 2
2 1 2 1
4 3 4 3
3 8
3
12 12
11
3
12
11
3
12

TOPIC 2 FRACTIONS W

103
Method 2: Change mixed numbers into improper fractions as in Table 2.11..
Table 2.11: Change Mixed Numbers into Improper Fractions
Steps Explanation
1 2
2 1
4 3

9 5
4 3

Change each of the mixed number into an improper fraction.

27 20
12 12

Change each of the fractions into its equivalent fraction so that
both the fractions have a common denominator.

9 9 3 27 5 5 4 20
;
4 4 3 12 3 3 4 12
u u

u u


27 20
12
47
12

Add the fractions.

36 11
12 12
11
3
12

Convert the improper fraction to a mixed number.
A written solution to the problem above can be in the following form:
1 2 9 5
2 1
4 3 4 3
27 20
12 12
47
12
11
3
12

X TOPIC 2 FRACTIONS

104
To convert an improper fraction into a mixed number, you can divide the
numerator by the denominator as follows:
3
12 47
36
11

Therefore,
47 11
3 .
12 12

2.3.3 Multiplication and Division Involving Mixed
Numbers
Multiplication and division questions involving mixed numbers and fractions
may be asked in various forms. Some of these forms include:
(a) Multiplication of a mixed number with a fraction or vice-versa;
(b) Multiplication of two mixed numbers;
(c) Division of a mixed number by a fraction; and
(d) Division of a mixed number by another mixed number.
TOPIC 2 FRACTIONS W

105
Table 2.12 categorises the various forms and their calculations.
Table 2.12: Various Forms of Multiplication and Division Involving Mixed Numbers
Category Steps Explanation
Multiplication of a
mixed number
with a fraction

Example:

1 3
2 .
2 4
u
1 3 5 3
2
2 4 2 4
5 3
2 4
15
8
7
1
8
u u
u

x Convert the mixed number to
improper fraction;
x Multiply numerator with
numerator, and denominator with
denominator; and
x Convert improper fraction to
mixed number.
Multiplication of
two mixed
numbers

Example:

1 2
3 1
3 5
u
1 2 10 7
3 1
3 5 3 5
10 7
3 5
70
15
10
4
u u
u

2
15
3
2
4
3

x Convert both mixed numbers to
improper fractions;
x Multiply. Then simplify. You can
also choose to simplify first before
the multiplication of the
numerators and the denominators;
and
x Convert the improper fraction to a
mixed number.
Division of a mixed
number by a
fraction

Example:

7 26
5
9 27
y
2
7 26 52 26
5
9 27 9 27
52
y y

1
9
3
27
u
26
1
2 3
1 1
6
1
6
u

x Convert the mixed number to an
improper fraction;
x Multiply by the reciprocal of the
fraction;
x Simplify the numerators and the
denominators;
x Perform multiplication; and
x Write the answer in the simplest
form.
X TOPIC 2 FRACTIONS

106
Division of a mixed
number by another
mixed number.

Example :

2 1
3 2
5 25
y
1
2 1 17 51
3 2
5 25 5 25
17
y y

1
5
25
u
5
51
3
1 5
1 3
5
3
2
1
3
u

x Convert the mixed numbers to
improper fractions;
x Change division into
multiplication by the reciprocal of
the second fraction;
x Simplify the numerators and the
denominators;
x Perform multiplication; and
x Convert the improper fraction into
a mixed number.
2.3.4 Problem Solving Involving Mixed Numbers and
Improper Fractions
By doing appropriate problem solving activities, students will be able to
understand the differences between proper fractions, improper fractions and
mixed numbers better. Here are some examples.
Example 2.9
Alis mother makes five cakes. She wants the cakes to be shared equally between
Ali and his two friends. How much of the cake does each person get?
Understand the problem: Total number of cakes = 5
Number of people to share the cakes equally = 3
Pictorial Representation:

Devise a strategy: Use the division method.
Five cakes shared equally by three people can be
written as 5 3 y
Ali
Friend 1
Friend 2
TOPIC 2 FRACTIONS W

107
Carry out the strategy:
5
5 3
3
3 2
3 3
2
1
3
2
1
3
y

Check your answer: If the answer is correct, then the answer for
2 2 2
1 1 1
3 3 3
should be 5.
Example 2.10
Mee Fah brought 2 and
1
3
kg of flour to her school for making cookies during her
home science practical lesson. She used up a total amount of 1
3
4
kg of flour. How
much of the flour was left?
Understand the problem: Initially, Mee Fah has
1
2
3
kg of flour
She then used
3
1
4
kg of flour.
Pictorial Representation:

Devise a strategy: Using the subtraction method
1 3
2 1 .
3 4

Difference
1
2
3

3
1
4

X TOPIC 2 FRACTIONS

108
Carry out the strategy:
1 3 7 7
2 1
3 4 3 4
7 4 7 3
3 4 4 3
28 21
12 12
7
12

u u

u u

(Change to an improper fraction)

(Change to equivalent fractions
with a common denominator)

Check your answer: If the answer is correct, then
7 3
1
12 4
should equal
the initial value of
1
2 .
3

Example 2.11
Jaafar is
3
1
5
m tall. His younger sister Fatin is
7
10
of his height, whereas his elder
brother Hilmis height is
5
1
8
that of Fatins. Calculate Hilmis height.
Understand the problem: Height of Jaafar =
3
1 m
5

Height of Fatin =
7
10
of Jaafars height
Height of Hilmi =
5
1
8
of Fatins height.
TOPIC 2 FRACTIONS W

109
Pictorial Representation:

Devise a strategy: Use multiplication.
Find Fatins height, then find Hilmis height.
Carry out the strategy: Fatins height:
u

5
7 3
1
10 5
7
10
u
8
u

4
5
7 4
5 5
28
m
25


c u

5 28
Hilmi s height 1
8 25
13
8
u
2
28
u

7
25
13 7
2 25
91
50
41
1 m
50

Fatins height

7
10

of Jaafars
height
Jaafars height
3
1 m
5

Hilmis height
5
1
8

of Fatins height
10
7

5
1
8

X TOPIC 2 FRACTIONS

110
Check your answer: The ratio of
Hilmi s height
Fatin s height
c
c
should be
5
1
8


13
41 28 91 28
1
50 25 50 25
91
y y

2
50
25
u
1
28
4
13
8
5
1
8

Similarly, you can show that
the ratio of
Fatin s height
Jaafar s height
c
c
is
7
.
10

Example 2.12
In a mathematics test, Brian is given
3
1
4
hours to complete all the 20 questions in
the test. However, he intends to spend
1
4
hour to check his answers. Calculate
how much time he should spend on each question. Give your answer in minutes.
Understand the problem: Total time =
3
1
4

hours
Time for checking =
1
4

hour
Use the remaining time to answer 20 questions and
find the duration for each question.
The answer has to be in minutes.
TOPIC 2 FRACTIONS W

111
Pictorial Representation:

Devise a strategy: Using mixed operations: subtraction, followed by
division, then multiplication.
Time left to answer 20 questions =
3 1
1
4 4
hours.
Time for each question divide by 20.
Answer has to be in minutes multiply by 60.
Carry out the strategy: Time left to answer 20 questions.

3 1
1
4 4
7 1
4 4
6
4
3
hours
2

3
1
4
Time to answer 20 questions
1
4
hour
X TOPIC 2 FRACTIONS

112
Time for each question

2
3
20
2
3 1
2 20
3
hours
40
3
40
y
u

60 u
3
minutes
9
= minutes
2
1
=4 minutes
2

Check your answer: Total time =
3 1 3
20 1
40 4 4

u



hours.

x A fraction is a number that represents part of a whole.
x A fraction is written in the form of ,
a
b
where a is called the numerator and b
is called the denominator.
x Equivalent fractions are fractions that have the same value.
x A proper fraction is a fraction where the numerator is smaller than the
denominator.
x A mixed number consists of a whole number and a proper fraction.
x Representations are essential in understanding fractions including
performing basic operations with fractions and solving word problems.
x Making connections between various representations enhances meaningful
learning.
TOPIC 2 FRACTIONS W

113

Factors
Highest Common Factor (HCF)
Lowest Common Factor (LCM)
Number patterns
Number operations
Prime factors
Prime numbers
Whole numbers
Rounding
Sequences