UNIDAD DIDCTICA

FRACTIONS
----------------------------------------------------------

NDICE
1. INTRODUCCIN ------------------------------------------------------------------------- 3
2. CONTENIDOS ---------------------------------------------------------------------------- 3
3. OBJETIVOS ------------------------------------------------------------------------------- 4
4. METODOLOGA -------------------------------------------------------------------------- 5
5. SECUENCIACIN DE LAS SESIONES. MATERIALES
CURRICULARES DE CADA SESIN-------------------------------------------------- 6
6. COMPETENCIAS BSICAS QUE SE TRABAJAN
EN LA UNIDAD DIDCTICA ------------------------------------------------------------ 31
7. MATERIALES Y ESPACIOS NECESARIOS ------------------------------------- 32
8. EVALUACIN. CRITERIOS DE EVALUACIN
Y DE CALIFICACIN --------------------------------------------------------------------- 32
9. EN LA CLASE DE INGLS ----------------------------------------------------------- 35

INTRODUCCION
Esta unidad est dirigida a 2 curso de E.S.O. Aunque los alumnos ya han
trabajado esta unidad en 1, dentro del programa bilinge y conocen los
conceptos bsicos del tema, conviene repasarlos para profundizar en la
jerarqua de operaciones, en el paso de fraccin a decimal y de fraccin a
porcentaje, as como en la resolucin de problemas con porcentajes.
De acuerdo con el Decreto 74/2007 del 14 de junio, esta unidad est en el
bloque II de contenidos para 2 de ESO titulado Nmeros aunque como en
ella se utilizan estrategias y tcnicas de resolucin de problemas tambin se
est trabajando el Bloque I Contenidos comunes.
La unidad didctica se compone de un total de 14 sesiones lectivas.
Al finalizar esta unidad los alumnos deberan ser capaces de interpretar los
nmeros fraccionarios en diferentes contextos. Utilizar las propiedades de las
operaciones, la jerarqua y las reglas de uso de los parntesis en operaciones
con fracciones. Usar los nmeros fraccionarios para expresar situaciones de la
vida diaria y resolver problemas relacionados con la misma.
Pasar de fraccin a decimal y a porcentaje y viceversa y resolver problemas
relacionados con porcentajes.
CONTENIDOS
Los contenidos a desarrollar son los siguientes:
La fraccin como parte de la unidad.
Fracciones equivalentes. Clculo de la fraccin irreducible.
Comparar y ordenar fracciones.
Operaciones elementales con fracciones.
Operaciones combinadas. Potencia de fracciones de exponente natural.
Fraccin de otra fraccin. Problemas con fracciones.
La fraccin como decimal.
La fraccin como porcentaje.
Problemas de porcentajes..
Contenidos especficos relacionados con el idioma ingls:
Los alumnos debern familiarizarse con todo el vocabulario en ingls propio del
tema. En objetivos se hace una lista con las palabras que debern conocer.
En las actividades se usarn mucho expresiones como How much y How
many, muchos adjetivos calificativos relacionados con la descripcin de
personas.

OBJETIVOS:
Objetivos especficos de Matemticas:
Recordar los distintos significados y usos de las fracciones.
Establecer el concepto de fraccin equivalente, saber determinar cuando dos
fracciones son equivalentes y calcular fracciones equivalentes a una dada.
Saber ampliar y simplificar fracciones.
Saber comparar y ordenar fracciones.
Operar con soltura tanto con operaciones simples como con combinadas.
Utilizar las operaciones con nmeros fraccionarios y aplicarlas a situaciones y
contextos prximos a los alumnos.
Resolver problemas sencillos utilizando fracciones.
Expresar fracciones en forma decimal.
Introducir el concepto de nmero racional.
Identificar los distintos nmeros decimales a partir de su correspondiente
fraccin.
Expresar porcentajes en forma de fraccin y viceversa.
Resolver distintos tipos de problemas de porcentajes.
Objetivos lingsticos y comunicativos:
Al finalizar esta unidad los alumnos deberan:
Ser capaces de entender instrucciones sencillas en ingls, tanto orales
como escritas, para realizar las actividades propuestas.
Usar, leer y escribir correctamente las palabras ms frecuentes propias
del tema. En su vocabulario incluirn al menos estas palabras.
Numerator, denominator, top, bottom, proper fraction, improper, topheavy-fraction, equivalent, simplest form, lowest terms, compare, less
than, more than, bigger than, the same, the smallest, the biggest, cancel,
simplify, convert, one half, third, fourth, fifths, sixths, twentieths.
Ser capaces de formular preguntas para obtener informacin.

METODOLOGA
Se pretende una metodologa activa, intuitiva y motivadora que despierte
inters y fomente el aprendizaje por el descubrimiento de los conceptos a
partir de los conocimientos y experiencias personales.
Basndose en el hecho de que si el alumno descubre los conceptos por s
mismo, stos se asientan de manera ms duradera en su estructura lgica, se
pretenden disear y elaborar actividades para que los estudiantes descubran
los conceptos y no slo los almacenen.
Se fomentarn clases activas, en las que desarrollen sus habilidades para
resolver problemas, intentando que estos se acerquen lo ms posible a la
realidad cotidiana e intentar relacionarlas con otras reas.
Las actividades han de estimularles a preguntar, reflexionar y a expresar su
pensamiento verbalmente.
Al trabajar las actividades se pretende que el alumnado relacione, el mayor
nmero de conceptos posibles.
Las actividades a proponer tienen varios niveles en su desarrollo hacia la
solucin, que permitan un ritmo diferente segn el alumnado.
Se promovern agrupaciones diversas y se utilizarn distintos recursos.
( bibliogrficos, audiovisuales, uso de calculadoras y pginas web )
Los nmeros han de ser usados en diferentes contextos: juegos, situaciones
personales y familiares, situaciones pblicas y cientficas sabiendo que la
comprensin de los procesos desarrollados es contenido previo respecto a la
propia destreza en el clculo y a la automatizacin operatoria.
Al final de la tarea, la profesora puede intervenir facilitando la sntesis y la
elaboracin de conclusiones finales a partir de las que hayan podido obtener
los estudiantes aisladamente.
Reflexionar sobre lo que se va obteniendo durante las clases o sobre las
razones por las que no se logra avanzar.
Utilizar los errores de los alumnos en los aprendizajes de nuevos conceptos,
poniendo en conflicto los errneos sustentados por los alumnos con las
nociones correctas mediante preguntas o actividades adecuadas.
Las actividades propuestas seguirn la secuencia:
Hacer-discutir-descubrir-exponer, expresndose ,a veces, oralmente (puesta
en comn) y ,a veces, por escrito.

SECUENCIACION DE LAS SESIONES. MATERIALES CURRICULARES DE

CADA SESION.
La unidad didctica se compone de un total de 14 sesiones lectivas distribuidas
as:
Session number
Session 1
Session 2
Session 3
Session 4

Session title
Brainstorm.
fractions.
Comparing
Problems.
Equivalent
Simplifying.

Activities
Ordering Activities 1 and 2
fractions. Activity 2 and 3
fractions Activities 4 and 5
Start activity 6

Simple operations.
Equivalent fractions
Fractions of a quantity

Activity 6

Activity 8

Session 7

Multiplying and dividing.

Problems
Operating

Session 8

Operating

Activity 8

Session 9
Session 10

Changing fractions into Activity 9

decimals. Problems
Percentages
Activity 10

Session 11

Problems.

Session12
Session 13

Finding a percentage of Activity 12

a quantity.
Increase or decrease
Activity 13

Session 14

Increase or decrease

Session 5
Session 6

Activity 7

Activity 8

Activity 11

Activity 13

ACTIVIDADES

Actitivity 1.- BRAINSTORM

1.-.How many boys and how many girls are there in your class.? Write down the
fraction.

2.- Talking about ourselves. (The teacher gives them some photographs with
different students in the class and they are asked some questions about their
faces, the kind of clothes they are wearing and so on...)
Examples:
Write down the fractions representing the boys and the girls in the pictures:

Boys=

Girls=

People who are wearing glasses

People who are smiling.
7

3.- The students receive some photographs with a group of famous people
from different fields and they should recognize them and classify them ( using
fractions ) depending on their professional work. ( Famous Scientifics,
sportsmen, singers)

4.- Given some lists of different villages in Asturias, they should classify them as
belonging to the west, the east or the centre of the region and put the solution
as a fraction.

5.- Doing the same with cities in Spain

6.- The same with countries in the World.

7.- Find fractions around you. Give some examples.

8.- Write down the fraction :

9.-Colour in the fractions:

10.- Fill in the gaps:

10

Ordering and comparing fractions

I am learning to put fractions in order from smallest to largest
Activity 2
1.- Which of the fractions is the smallest?

2.- Which of the fractions is the largest?

3.-Put the fractions in order from the smallest to the largest

11

4.- Comparing fractions: GAME

To play fraction pairs game.
First print out and cut up all the cards. You could stick them onto card to make
them stronger.
Keep the =, <,and > in a separate pile. These are the `function cards.
Put all the remaining cards face down on the table.
Turn up one of the function cards. Now turn up two of the cards that are face
down. The aim to find two cards for which the function is true, for example
2 4
= .
3 6
You can change the function card at any time.

12

Print out more cards

13

Problems.
Read, read again, write the most important information and think about it and try
to solve the problem..
Activity 3
1.- Peter and James each order a large Spanish tortilla for dinner. Peter eats
two-thirds of his tortilla and James eats three-fifths of his tortilla. Who eats the
most tortilla?

2.- Simon and Tamara are having a cake-baking competition. They both bake
chocolate cakes that are the same size. Simon cuts his cake into fifths, and
Tamara cuts her cake into quarters. Whose cake is cut into the biggest pieces?

3.- Anne has a bag of lollies. She owes Steve one third of the lollies. She splits
the bag into tenths, and gives Steve three tenths of the lollies. He complains
that he has not been given enough lollies. Is he correct?

4.- Ethan and Daniel are at the petrol station. Both of their motorbikes have
empty petrol tanks. Ethan fills his tank with three fifths of petrol and Daniel fills
his with three quarters.

14

Equivalent fractions
You can find equivalent fractions by multiplying ( or dividing) the top and bottom
of a fraction by the same number.
Activity 4.1.- Find the first four equivalent fractions of

5
6

2.-Copy and complete these sets of equivalent fractions:

a)

2
= = = = =
3 6 9 12 15 18

b)

4
=
=
=
=
=
5 15 20 25 30 35

c)

2 6 10
12
22
= = = = = =
5
10
15

3.- The following fractions have been simplified in some way.

missing number that goes in the box?
16
a)
=
20 5
16
b)
=
24 3
8
c)
=
63 9
26 2
=
d)
39
34 2
=
e)
3
15
f)
=
8 20
9
g)
=
28 12
8
h)
=
6 15

What is the

15

Simplifying fractions
A fraction can be simplified if the numerator and denominator have a common
factor.
Activity 5.1.- Write these fractions in their simplest form:
a)

5
10

b)

e)

10
20

f)

15
20

c)

5
25

d)

9
56

9
12

g)

17
51

h)

52
78

24
48

k)

5
40

l)

n)

9
15

0)

20
30

i)

3
39

j)

ll)

6
12

m)

p)

14
21

q)

36
66

r)

24
48

s).

25
40

t)

54
60

u)

54
62

v)

29
58

w)

19
27

x)

32
38

y)

18
72

z)

30
45

8
24

13
39

2.- In a bag of 40 marbles, 25 are black. Into its simplest form, what fraction is
black?

3.- There are 240 students in first year.

a) If 45 travel by train, what fraction is this?
b) What fraction do not travel by train?
4.- There are 18 girls in a class of 30 pupils.
a) What fraction are girls?
b) What fraction are boys?
16

Simple adding and subtracting

Fractions may only be added or subtracted when they have the same
denominator. When they do, add or subtract the numerators only
Activity 6.1.- Work out:
3 2
a) + =
7 7

b)

7 5
+ =
8 8

c)

4 3
=
5 5

d)

7 2
=
9 7

e)

12 6
=
+
11 11

f)

2 4 1
+ =
9 5 3

g)

3 3 1
+ =
16 4 4

h)

3 4
5 =
2 5

i)

15 3
10
4 2

k)

2 7
+6=
5 3

j)

5
3
+4 =
6
5

2 3
l) 4 =
7 2

ll)

12 6
3
=
+
11 11 11

m)

n)

3 4
2=
2 3

o)

8 2
+4=
3 5

p)

6 3
+5=
5 4

q)

3 4 7
=
2 5 10

r)

9 2
4=
2 5

s)

3 2
+ 1 =
2 5

3 14
+ 6 =
2 5

2.- What is the total weight of two pieces of butter each

3.- What weight is left if

3
kg?
5

1
3
kg of cheese is cut from a kg piece?
2
4
17

4).- Three bottles of lemonade contain

2
4
8
litre, litres and litres.
5
3
3

Find the total volume of lemonade.

5.- A carton of orange juice holds

3
5
litre and James drinks
from the carton.
4
12

What volume of juice is left?

3
5
11
of a mile on Monday,
of a mile on Tuesday and
on
4
6
12
Saturday .How far did she run altogether in the three days?

6.- Anne run

7.- A bottle of apple juice holds

Joe,

7
1
of a litre. Is there enough to give litre to
8
4

1
1
litre to John and leave
litre for later?
3
2

3
5
of an hour on Maths homework and of an hour on
8
6
her French. If she started her homework at 5 oclock, did he finish in time to
watch The Simpsons, which started at 6 oclock ?

8.- Last night Mary spent

Explain your answer.

9.- Peter opened a

3
1
litre bottle of milk. John drank
litre and Carole drank
4
3

1
litre. How much milk did James have left for himself?
5

2
3
5
of a kilometre, Bob km and Ben ran km.
3
4
6
What was the total length of the race?

10.- In a relay race Steve ran

18

Calculating a fraction of a quantity

To calculate a fraction of a quantity divide by the denominator then multiply by
the numerator.
Activity 7.1.- Calculate:
1
1
b)
of 84m
a) of 42 g
3
7
1
5
d) of 63 pence
d) of 200m
9
8
3
f) of 95 km ( in metres)
5
3
of 90 mm ( in centimetres)
g)
10
9
h)
of 5 tonnes ( in kg)
10

1
of 96 l
8
7
e) of 192 cm
8
c)

2.-Calculate the weight of:

1
a) Six kg bags of sugar
2
b) Twenty

1
packets of nutmeg
10

c) Thirty

2
kg bags of rice.
3

d) Eight

1
kg bags of flour.
4

e) Fourteen

2
kg packets of curry powder.
5

3.- Calculate the volume of :

a) Eighteen

2
l cups of water
9

4
litre glasses of wine.
7
2
c) Sixteen l bottles of lemonade.
3
3
d) twenty little bottles of apple juice.
4
b) Thirty

19

4.- Ivor earns 130,60 pounds in one week. He pays

1
of this salary as tax.
4

How much money does he pay in tax each week?

5.- During a 28-day holiday season

2
of the days were wet.
7

How many dry days were there?

6.- Sandra receives 2,70 pounds pocket money every week. She saves

2
of it.
5

How much money does she save every week?

7.- A bottle of milk holds

3
of a litre. What is the volume of 8 bottles?
4

7
of a metre.
8
What is the total width of 6 desks placed side by side?
8.- The width of a desk top is

9.- Mathew trains in the gym for

3
of an hour every day. How long does he train
4

every week?

10.- At a tennis match there were 16000 spectators.

3
1
supported the home team,
supported the away team, and the remainder
4
5
were neutral. How many neutral spectators were there?.

11.- In a survey 120 pupils were asked to vote their favourite subject from
1
1
English, Science and Maths.
voted for English,
voted for Science, and the
5
4
remainder voted for Maths. How many more votes did maths receive than
English?

20

Multiplying and dividing fractions

To multiply fractions, multiply the numerators (top) then multiply the
denominators( bottom)
Activity 8.1.- Multiply these fractions giving your answers in the simplest form
a)

2 4
=
3 5

b)

3 4
=
7 5

c)

5 9
=
3 5

d)

2 14
=
6 5

e)

12 4
=
7 5

f)

8 4
=
5 7

g)

2 3
=
3 2

h)

5 14
=
4 5

i)

5 4
=
3 15

k)

3 4 24

=
12 3 5

l)

7 6 24

=
12 14 5

j)

7 4 12
=
12 3 5

2.- A fourth of the students in 1B wear glasses and a third of those have fair
hair. What fraction of the class have fair hair and wear glasses?

1
of his time
8
playing on his computer. What fraction of his day does Marc spend playing on
the computer?

3.- Marc spends a third of the day asleep. When awake he spends

4.- In his last will a man leaves half his estate to his wife and the rest is shared
equally among his five sons.
What fraction of his estate does each son inherit?

5.- A farmer uses half of a field for grazing his cows. The remaining area is
divided into equal areas for growing potatoes, turnips, corn and barley.
What fraction of the field is used to grow turnips?

21

6.- Calculate:
a) 2 :

4
=
5

b) 5 :

4
=
3

9
c) 6 : =
5

d)

2 14
: =
6 5

e)

12 4
. =
7 5

f)

8 4
: =
5 7

g)

2 3
: =
3 2

h)

5 14
: =
4 5

i)

5 15
: =
3 4

k)

3 4
: =
12 3

l)

7 6
: =
12 14

j)
4 12
: =
3 5

7.- A 12metre length ribbon is cut into

3
metre pieces.
8

How many pieces are produced?

8.- A 3kg tub of peanuts is divided into

1
kg bags.
8

How many bags do you get?

9.- A 24litre container of juice is divided into

1
litre cartons.
4

How many cartons are produced?

10.- A 9 tonne load of top soil is divided into

3
tonne plant containers.
25

How many containers can be filled?

22

11.- Work out:

a)

1 2 5 1
+ =
3 3 10 5

b)

3 2 5 1
: =
5 5 6 3

12.- Calculate:
a)

3 3 2 4
=
5 4 5 7

2 1 7 1
b) =
7 3 13 6
c)

7 3 2 1
: =
5 5 3 6

d)

3 2 2 1
: + =
5 5 3 5

5 1 2 1
e) =
6 3 9 6
f)

3 2 3 1 3
=
5 5 4 5 5

13.- Calculate:

1 1 5 1
a) + + =
2 7 6 3

1 1 5 1
f) =
3 4 6 3

b)

3 5
: 1 =
4 7

2 6

g) 2 + 3 =
3 5

c)

22
1 =
33

1 1 1 1
h) + =
2 7 3 7

1 1 5 1
d) + : + =
2 7 6 3

5 2 6
e) 3 =

9 3 5

i)

7 3
5
: 1 =
3 4 12

1 1
j) ( 2)1 =
2 3

14.- Invent operations and calculate them.

23

Change a fraction into a decimal and vice versa

To change a fraction into a decimal, divide the numerator by the denominator
Activity 9
1.- Write as decimals:
a)

3
5

b)

e)

4
7

f)

i)

11
3

j)

3
20

c)

2
5

d)

1
2

3
11

g)

5
3

h)

5
11

87
60

k)

86
11

l)

33
22

2.-Decimals that never stop and have a repeating pattern are called recurring
decimals.
Which of the above fractions are recurring decimals?

3.- Find the difference between the previous recurring numbers.

4.- Write as a fraction in their lowest terms:

a) 0,15

e) 0, 2

b)0,046
. .

f) 0, 2 7

. .

d) 0, 5 4

c)0, 7
.

g) 0,0 6

h) 0, 5 7142 8

24

Fractions and percentages

Change percentages to fractions to decimals and vice versa.
To change a fraction to a percentage, multiply by 100%
To change a percentage to a fraction, write it over 100 and cancel any common
factors.
Activity 10.1.- Convert the following fractions to percentages:
a)

1
4

b)

e)

7
50

f)

7
10

3
4

c)

4
5

d)

4
25

g)

10
50

h)

13
20

2.-Convert the following percentages to fractions in their simplest form:

a) 30%

b)25%

c)46%

d)20%

e)44%f

)94%g)

34%

h)15%

3.- Write each percentage as a fraction and as a decimal.

a) 50%

b)17%

c)45

d)80%

4.- Write each fraction as a percentage and as a decimal.

a)

41
100

b)

11
c)
100

37
100

d)

67
100

5.- Write each decimal as a percentage and as a fraction.

a)0.44

b)0.06

c)0.79

d)0.17

6.-Copy and complete the table of equivalent percentage fractions and

decimals.
Percentage
Fraction
Decimal
20%
61/100
0.41
59%
0.83

25

7.. Set of dominoes. GAME

26

8.-Build two similar models similar and stick them on the wall of your classroom

27

PROBLEMS
Activity 11.1.- In a class of 25 students, 15 decide to play in a tennis tournament. What
percentage of the class:
a) Play in the tournament

b) Do not play in the tournament

2.- Sarah has to complete 30 maths questions for her homework. She has done
24. What percentage of the work has she completed?

3.- A car park contains 140 cars. There are 35 cars that were made in Japan
and the rest were made in Europe.
What percentage of the cars were made in Europe?

4.- Tina scored 27 out of 45 in a test. Write this as a percentage.

28

Finding a percentage of a quantity

To find a percentage of a quantity change the percentage to a fraction or a
decimal and multiply it by the quantity.
Activity 12
1.- Calculate:
a) 20% of 400

b) 5% of 200

c)6% of 30

d) 10%of 300

e) 60% of 50

f)80%of190

g)15% of 30

h)15% of 30

2.- In the school Snchez Lastra with 800 pupils, 15% of them go on a school
trip. How many pupils go on the school trip?

3.- In Mieres 40 % of the population is male. The total population is 50000.

Find the number of:
a)Female population
b)Male population

4.- Of 120 shops in a survey, 30% sold food. How many shops sold food?
5.- Peter makes a car journey of 240 km and 58% of the journey takes place on
non-motorway roads.
How many km has she made on motorway roads?

29

Percentage. Increase and decrease

Activity 13.1.- Add 30% to each of the following prices:
a) 40

b)75

c)44.2

d)28

2.- Reduce each of the following prices by 20%

a)40

b)12

c)30.2

3.-a) Increase 60 by 20%

d)150

b) Decrease 45 by 4%

c) Increase 80kg by 25%

d) Decrease 50 m by 8%

4.- The price of a pencil is increased from 25 p to 28p. What is the percentage
increase?
5.- A tennis racket costs 40. In a sale its price is reduced by 30%. What is the
sale price?
6.- In a sale, the price of a coat is reduced from 90 to 75.60. Calculate the
percentage decrease.
7.- The price for admission to a cinema increases from 5 to 5.5. Calculate the
percentage increase in the price.
8.-Calculate the VAT at 17.5% on each bill.
a) Computer 600

b)Roof repair 30

c)Plumber, 20

9.-Calculate the VAT at 16% on each restaurant bill.

a) Subtotal

82.00

b) Subtotal 60.00

c) Subtotal 40.00

10.-In a sale all prices are reduced by 30% Find the sale price of a briefcase
which normally costs 140.

30

COMPETENCIAS BASICAS QUE SE TRABAJAN EN LA

DIDACTICA
En esta unidad se trabajan las siguientes competencias bsicas:

UNIDAD

Competencia matemtica.La competencia matemtica es evidente. Se trabaja el uso de las operaciones

bsicas con clculos mentales y de operaciones combinadas para resolver
problemas en cualquier situacin cotidiana.
Competencia en comunicacin lingstica.
Se trabaja a travs de la lectura comprensiva de los problemas, de los que los
alumnos debern extraer los datos que les conduzcan a su planteamiento y
posterior resolucin.
En general, en la realizacin de todas las actividades ( con lectura e
interpretacin de la informacin por parte de cada alumno de los ejercicios que
le toque hacer) se fomenta el desarrollo de esta competencia.
Competencia en el conocimiento y la interaccin con el mundo fsico.
En esta unidad hay muchos problemas estrechamente relacionados con su
entorno. En el brainstorm inicial los alumnos utilizan fracciones para hablar de
si mismos, de su regin, pas, del mundo etc. Adems su entorno cotidiano
esta repleto de anuncios de rebajas y aumentos de precio.
Tratamiento de la informacin y competencia digital.
Se usar la calculadora para calcular porcentajes que no requieran clculo
mental.
Se les propone algunas pginas web para que realicen ejercicios interactivos
on line.
Competencia social y ciudadana
Esta competencia se potenciara a travs de actividades en grupos pequeos y
tambin de la interpretacin y anlisis de los problemas tratando de que
desarrollen una actitud crtica.( extraern informacin relacionada con el sueldo
y su distribucin en fracciones segn las necesidades de una familia media en
distintos pases)
Competencia artstica
Con la elaboracin de sus materiales en los juegos, tales como el domin, los
naipes, el mural para la clase( hechos en cartulina a los que pueden aadir
dibujos)para comparar fracciones se desarrolla la creacin por parte de los
alumnos de esta competencia.
Competencia para aprender a aprender
La lectura de los problemas, el desafo de su solucin, el uso mtodos
intuitivos y deductivos, el ensayo error, el anlisis crtico de los resultados les
permite desarrollar y consolidar hbitos de disciplina, estudio y trabajo
individual y en equipo.
Competencia autonoma e iniciativa personal
Ser conscientes de su mejora en el aprendizaje les lleva a manifestar una
actitud positiva ante la resolucin de problemas y mostrar confianza en su
propia capacidad para enfrentarse a ellos con xito y adquirir un nivel de
autoestima adecuado que le permita disfrutar de los aspectos creativos,
manipulativos , estticos y utilitarios de las matemticas.

31

MATERIALES NECESARIOS
Fotocopias de las actividades para trabajar en clase.
Ordenador y can para visionar un video.
tiles de dibujo: cartulinas, tijeras, pinturas, etc. ( lo hacen en la clase de
plstica) para construir su domin y sus naipes.
Calculadoras.
Conexin a Internet para visitar pginas web
EVALUACIN. CRITERIOS DE EVALUACIN

Realizar operaciones elementales y combinadas (suma, resta,

multiplicacin, potenciacin) con las fracciones respetando la jerarqua de
operaciones.
Utilizar las fracciones y hacer operaciones con ellas, conociendo su
significado, sus propiedades y aplicndolas correctamente cuando sea
preciso.
Resolver problemas de la vida diaria, en los que se empleen fracciones,
decimales y porcentajes, eligiendo la forma de clculo ms adecuada,
mental, escrita o con calculadora y dar la solucin con la precisin requerida
en el contexto planteado.
Planificar y utilizar estrategias y tcnicas de resolucin de problemas, tales
como el recuento exhaustivo, la induccin o la bsqueda de problemas
afines y comprobar el ajuste de la solucin a la situacin planteada y
expresar verbalmente con precisin, razonamientos, relaciones
cuantitativas, e informaciones que incorporen elementos matemticos,
valorando la utilidad y simplicidad del lenguaje matemtico para ello. Se
trata de evaluar la capacidad para planificar el camino a seguir en la
resolucin de problemas e incorporar estrategias ms complejas a tal
resolucin, as como la perseverancia en la bsqueda de soluciones y la
confianza de la propia capacidad para lograrlo.
Valorar la precisin del lenguaje utilizado para expresar todo tipo de
informaciones que contengan cantidades, medidas, relaciones numricas.
Planificar la estrategia de resolucin del problema y utilizar tablas, grficos,
esquemas o representaciones de tipo simblico cuando se requiera
Estudiar la validez de las soluciones obtenidas valorando su coherencia, as
como el ajuste al contexto planteado.
Exponer, utilizando un lenguaje matemtico preciso en forma oral o escrita,
los razonamientos y estrategias seguidas en la resolucin, as como admitir
y valorar las de los dems.

32

CRITERIOS DE CALIFICACION.
Al final del proceso de evaluacin se procede a la calificacin de los alumnos,
es necesario tener fijados unos criterios de calificacin claros y precisos, con
indicacin del peso de los instrumentos de evaluacin empleados.
Para la calificacin se emplearn los procedimientos e instrumentos de
evaluacin indicados en el apartado anterior, asignando, en la calificacin, el
siguiente peso a cada uno:
Observacin sistemtica del
15%
alumno/a
Trabajo del alumno/a (individual o/y
15%
grupo)
Pruebas escritas
70%
En las pruebas escritas figurar la calificacin correspondiente a cada uno de
los problemas y/o cuestiones que contenga.
En los problemas se valora:
Planteamiento

50%
25%

Resolucin
Discusin

25%

En las cuestiones tericas se valora:

Respuesta correcta
Correcta expresin
Razonamiento

60%
10%
30%

En las cuestiones prcticas se valora:

Desarrollo correcto
Justificacin

80%
20%

BIBLIOGRAFIA:
Libros y material utilizados en la elaboracin de esta unidad didctica.
Revise GCSE . Mathematics. Letts.
Bitesize revision. Maths. High Level. BBC.
Scottish Secondary Mathematics. Heinemann
GCSE Mathematics. Heinemann.
Anaya 1, 2 y 3 ESO.
www.bbc.co.uk/schools/gcsebitesize/maths/number/percentages
http://www.active-maths.co.uk/fractions/whiteboard/index.html

33

FRACTIONS
- Competencia en comunicacin lingstica
a. Leer y escribir

Leer de manera comprensiva los problemas matemticos que se van

planteando en la unidad didctica, de los que los alumnos debern
extraer los datos que les conduzcan a su resolucin.

Comprender enunciados sencillos de dichos problemas matemticos

referidos a situaciones cotidianas.

Uso correctos de reglas y estructuracin para escribir problemas que

expresen el uso de fracciones

Exponer de forma escrita la informacin relevante a la resolucin de los

problemas planteados.
b. Escuchar, hablar y conversar

Escuchar de manera comprensiva los problemas matemticos que se

van planteando en la unidad didctica.

Comprensin de dichos problemas matemticos sencillo referidos a

situaciones cotidianas.

Conocimiento de instrucciones sencillas para poder seguirlas.

Produccin de las instrucciones que implican un problema matemtico.

Enunciar los pasos seguidos para la resolucin de un problema

matemtico.

Exponer de forma escrita la informacin relevante a la resolucin de los

problemas planteados
c. Conocimiento de la lengua

Los nmeros ordinales y cardinales, los comparativos ( bigger than, less

than, more . than,.) y los superlativos de los adjetivos (the
simplest, the smallest, the largest,).

Vocabulario relativo al campo de las fracciones:

denominador, top, bottom, equivalent, simplify,

Las instrucciones ( el imperativo).

numerator,

34

Pronunciacin de las terminaciones de los ordinales .

d. Aspectos socio-culturales

Las compras
El entorno inmediato (el colegio, la familia y nuestras posesiones,
nuestra ciudad y las ciudades de nuestro entorno)
Las encuestas
-

En el aula de ingls

a) Se pueden trabajar y profundizar la actividad Brainstorm, propuesta en la

unidad didctica. En esta actividad, adems del vocabulario especializado del
rea de matemticas que se ir introduciendo poco a poco a los alumnos, se
trabajar especialmente el aspecto lingstico:
-

Los verbos TO BE y HAVE GOT

Los adjetivos de descripcin fsica
Las partes del cuerpo y la cara.

b) Los problemas matemticos tambin se utilizarn para el aula de ingls.

Todos estos problemas presentan una temtica muy recurrente y repetitiva (las
compras, la economa domstica, los restaurantes, el colegio) y, por lo tanto,
son un vehculo ideal para reforzar el vocabulario de dichos campos
semnticos. Servirn tambin para introducir de manera paulatina el
vocabulario especfico de los problemas matemticos.

c) Otra actividad que se puede realizar y que trabaja la comprensin y

expresin oral es la siguiente: organizar tus propias rebajas. Se trata de una
actividad grupal y en la que,desde el punto de vista lingstico los alumnos
refuerzan el vocabulario relativo a las compras, la divisa britnica y los nmeros
y desde el matemtico los porcentajes.

d) Finalmente se reforzar la comprensin escrita con un Reading

Comprehension.

35

b) Los problemas:

1.- Consider this problem:

Peter has five eighths of a pizza and eats four of the eighths. How much of the
pizza is left?
a) Draw pictures to show this problem.

b) Show the problem with numbers

2.- Make up three other fraction stories of your own that involve subtraction, and
then show them as drawing and with numbers.

3.- A group of school children went to a hamburger bar,

hamburgers

2
of them bought
5

1
bought chips, and the remainder bought drinks.
4

a) What fraction bought food?

b) What fraction bought drinks?

4.- The height of a plant increases from 46 cm to 50 cm . Calculate the

percentage increase in the price.

5.- Sarah is buying a pair of jeans. The original price was 75, but there is a
discount of 30%. How much will the discount be?

6.- A car costs 9,999.90 before VAT (value added tax). Work out the cost of
the VAT if it is charged at 17.5%

36

7.- Peter deals with in electrical goods. He buys a radio for 45 and sells it for
63. What is his percentage profit?

8.- A school surveyed the teachers on how they travel to work. From the results,
what percentage
a) drive

b)walk

Drive 42
Walk 12

c) do not cycle?
Cycle 3
Bus
3

9.- Michael listed his test results.

55
60
75
German
80
English

French
Latin

72
75
39
40

a) What percentage did he get for each subject?

b) List his subjects in order starting with the best scores.

10.- Try to find information on the newspaper about the amount of money a
family spends on food, mortgage.

11.- Charlotte buys a coat in a sale for 60. The original cost of the coat was
80. What is the percentage decrease?

37

c) Do your own sales

Example:

38

d) Reading comprehension

BEFORE YOU READ: Answer these questions orally. Students

may discuss their answers.

1)
2)
3)
4)
5)

Do you know what a survey is?

In what situations do people make surveys?
Have you ever been surveyed?
Whats the difference between a teenager and a kid?
Have you got a mobile phone? If you have one, when did you get it for
the first time?
6) Do you think having a mobile phone is important?
7) How many students in the class have got a mobile phone? Could you
express that with a percentage? And with a fraction?

NOW READ THE TEXT CAREFULLY.

Survey: Teens' Mobile Phones Indispensible

Mobile phones have become almost as important to American teens as the clothes
they wear, according to a survey of teenagers released last week.
2,000 teens between 13 and 18 years old were surveyed. The conclusion we get is
that teens think that mobile phones have become a vital part of their identities. They
also think that a teenagers popularity be classified depending on the phone he or
she uses.
The results of the survey were presented on Friday in San Francisco:
About four out of every five teens carry a mobile phone. This is up from 40 percent of
teens owning a mobile phone in 2004. And half of the teens surveyed today say that
having a mobile phone is "key" to their social lives.
"Leaving home without my phone almost feels like leaving the house naked," said
Brenna, 17, one of the girls surveyed.
Another recent survey revealed that kids are getting mobile phones even before they
reach their teens. Nearly half of kids age 8 to 12 years old have got mobile phones in
the U.S. And on average kids get their first mobile phone between the ages of 10 and
11 years old.
Many teens think that a mobile phone says a lot about them as people. According to
the survey, about 28 percent of all teens said that having the latest cool mobile
phone is absolutely essential and a 30 percent of them said that they change their
phone every year.
"My son has told me that he is ashamed when his friends see his old phone," said
one of the surveyed teenagers mother. " We've had many talks about the true
importance and value of things."
1,700 of the surveyed teenagers agreed that Apple's iPhone is the coolest phone on
39

the market. But none of them had one, mainly because the devices are too
expensive.
The teens said they send text messages more than they talk on the phone. And a 42
percent say they could text blindfolded. And about a third of teens surveyed say they
regularly play games on their phones and about 20 percent of them use their phones
for chatting.
But there are some services that some teens dislike. About a 36 percent of teens in
the survey said they don't like those phones that show their physical location to
others. The teens on the panel also complained about poor battery life. Dean, 14,
said that phone manufacturers should develop solar-powered phones.
"If they can do it for calculators, they should be able to do it for phones," he said.
According to the survey, teens also say they want phones that are waterproof and
shockproof and that are made of flexible materials that can bend.

AFTER YOU READ.

1) Could you match the underlined words from the text with these
definitions?
a)
b)
c)
b)
c)
d)
e)
f)
g)

very good, fantastic, great (an informal word) ________________

embarrassed __________________
very important _____________________
expressed their discontent or displeasure __________________
with no clothes ____________________
have got, own _____________________
published _____________________
specially ______________________
with their eyes covered or closed _______________
2) Now answer these questions about the text
a) How many teenagers did they survey?
b) How old were the students from the survey?
c) Where did they present the results of the survey?
d) Do most teenagers consider the mobile phone an
important part of their lives?
e) How old are American kids when they get their first mobile
phone?
f) What complaints do teenagers have about mobile
phones?
40

g) Why is one of the surveyed boys ashamed of his

phone?
h) What activities, apart from speaking, do teenagers do on
their phones?
3) Looking at the results of the survey, fill in these table using fractions and
percentages? Remember that the number of the surveyed teenagers was
2,000.
Percentage

Fraction

Teens that have a mobile phone

Teens that think that a mobile phone is key to
their social life
Teens that think that a cool mobile phone is
essential
Teens that change their phone every year
Teens that think that Apple's iPhone is the coolest
phone
Teens that can text message blindfolded
Teens that play games on the phone
Teens that chat on the phone
Teens that dont like phones which can locate
people

1)

EXTRA WORK
In groups make your own survey. Ask your classmates and then
elaborate a table with the results. It can be about:

Students and computers

Students and MP3s or MP4s
Students and their studying habits
Students and their pets

41

42