Chapter 3 Fractions

Teachers Guide Sheet 3.
1
Concept:
Fractions
Learning Outcomes: 1.
2.
Teaching Aids:
Describe fractions as parts of a whole

Represent fractions with diagrams
Biscuits, cakes, different sizes and shapes of paper, and strips of paper
Notes:
1. This lesson consists of three activities.
2. From activity (1) and (2), pupils will understand the concept of
fractions.
3. Pupils understanding of the concept of fractions will be tested in
Worksheet 3.1.
Activity 1
Approach
Activity
Aim
Pupils can represent fractions using papers.
Steps
1.
2.
3.
4.
Ask pupils to fold papers to represent: 21 , 41 , 81

Things to take note:
All parts:
(a) must be from one object.
(b) must be smaller than the original object.
(c) must be the same size.
Challenge the pupils to fold papers to represent: 31 , 51 , 61
Help show pupils the steps if needed.
Folding Instructions
1. Fold the strip of paper into 3 equal parts.
2.
Fold the strip of paper into 5 equal parts.
Activity 2
Approach
Discussions
Aim
1.
2.
Pupils name and write the fractions given.

Pupils state the numerator and denominator of the fraction.
Steps
1.
Pupils name fractions of the folded strips of paper.
2.
Pupils state all the fractions that are drawn by the teacher like 32 , 34 .
3.
Introduces the term fractions by using 21 as an example.

Emphasise:
The top number of the fraction is called the numerator.
The bottom number is called the denominator.
Activity 3
Approach
Individual exercise
Aim
Pupils can write fractions
Steps
1.
2.
3.
Pupils are given 10 minutes to answer questions in Worksheet 3.1.

Guide the pupils if needed.
Discuss Worksheet 3.1.
Worksheet 3.1
Write the fraction of the shaded part given in the space provided.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Teachers Guide Sheet 3.2

Concept:
Fractions
Learning Outcomes: Write fractions of given diagrams

Teaching Aids:
Strips of paper, fractions flash card and fractions kit

Notes:
1. This lesson contains two activities.
2. In Activity 1, pupils will be able to understand how to represent the
number 1 in fraction form through concrete materials.
3. Pupils will be able to represent fractions with diagrams in Activity 2.
4. Pupils do the exercise in Worksheet 3.2.
Activity 1
Approach
Discussions and exercise
Aim
1.
2.
Pupils can rewrite the number 1 in fraction form.

Pupils can write fractions for given diagrams.
Steps
1.
Prepare strips of paper that represent

1
3 pieces
2.
1
2
5 pieces
1
3
5 pieces
1
4
5 pieces
Pupils match two pieces of 21 with one strip of 1 unit.

Example:
3.
Repeat (2) with the 31 and 41 strips.

Example:
4.
Conclusions:
1 = 2 ( 21 ) = 22 , 1 = 3 ( 31 ) = 33 , 1 = 4 ( 41 ) = 44
5.
Pupils shade the part of the diagram that represents the following
fractions :
1
4
6.
7.
8.
, 61 and 52
Pupils answer question 1 in Worksheet 3.2.
Pupils draw the diagrams on the whiteboard.
Check pupils answer.
Activity 2
Approach
Discussions and exercise
Aim
Represent fractions with diagrams.
Steps
1.
Ask pupils to draw any diagram to represent number 1.
2.
Show the fraction flash card

and ask pupils to shade the diagram
to represent the fraction shown.
Ask 2 or 3 pupils to show their answers on the blackboard.
3.
4.
5.
Repeat with for fraction flash cards 32 and 35 .

Pupils answer question 2 in Worksheet 3.2.
Worksheet 3.2
1.
Shade the diagram below to represent the fractions given.

(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
2.
(i)
(j)
(k)
(l)
Draw diagrams to represent the fractions given.

(a) 44
(b) 21
2
5
(d) 34
(c)
(e) 32
(f)
4
6

Concept:
Fractions
Learning Outcomes: To determine the position of a fraction on a number line.

Teaching Aids:
Fraction flash cards and number line chart.

Notes:
1. This lesson contains one activity only.
2. Help pupils to recall how to represent whole numbers on a number
line, and extend to the lesson on fractions.
3. A game will be introduced to test the pupils skills on arranging
fractions in order.
4. Pupils answer the questions on Worksheet 3.3.
Activity 1
Approach
Demonstration and practice
Aim
1.
2.
Write fractions on a number line.

Mark the position of fractions on a number line.
Steps
1.
Do revision to represent whole numbers on a number line.

(a) Teacher shows the steps on how to draw a number line.
Pupils complete the box given
2.
Explain how to label fractions on a number line.

(a) 1
(b) 21
(c)
1
3
(d) 51
(e) 81
(f)
1
10
10
3.
Explain the position of fractions on a number line for the following

fractions: 35 , 32 , 58 .
4.
Each pupil will be given a fraction card.

When the teacher mentions any denominator, pupils who have that
number will come forward and arrange themselves in ascending order,
like the examples below.
5.
Pupils answer questions in Worksheet 3.3
11
Worksheet 3.3
1.
Fill in the blanks.

(a)
(b)
(c)
2.
Label the fractions given on the number lines.

(a)
(b)
12
3.
A Boeing 747 departs from Kuala Lumpur Interntional Airport. Write the missing fractions.
4.
1 of the height of the wall. Label the position of the ant on the number line.
An ant climbs 10
13

Concept:
Equivalent fractions
2.
Teaching Aids:
Find equivalent fractions for a given fraction.

Determine whether two given fractions are equivalent.
OHP, manila card, fractions kit

Notes:
1. This lesson contains two activities.
2. In Activity 1, the concept of equivalent fractions will be expanded
using diagrams.
3. Then, a method to find the equivalent fractions will be introduced in
Activity 2.
Activity 1
Approach
Demonstration, discussions and exercises
Aim
Finding equivalent fractions for a given fraction
Steps
1.
Show some examples of equivalent fractions for 21 (see explanation note

1), using fractions kit. Compare the shaded parts.
2.
Pupils answer questions in Worksheet 3.4.
Activity 2
Approach
Explanations and exercises
14
Aim
Finding equivalent fractions by multiplying the numerator and the denominator

with the same number.
Steps
1.
Revise
(a) multiplication table
2.
(b) what is the value of 22 , 33 , 44 , 55 , etc.

Show how to find equivalent fractions using the following diagrams.
3.
Introduce the algorithm method to find equivalent fractions.
4.
4
= 52 1 = 52 22 = 52 22 = 10
2
5
Explanation Note 1
(a) Prepare a transparency. Draw a circle and colour 21 the circle.
(b) Prepare 3 pieces of transparencies, but shaded differently: 24 , 36 , 84 .
15
(c) Place the transparency with 24 on top of the transparency with 21 .

Ask the pupils if the coloured parts are the same size.
(d) Formulate the expression
2
4
= 21
(e) Repeat steps (b) to (d) with other fractions like 36 and 84 .
16
Worksheet 3.4
1.
Find the equivalent fractions and shade the diagrams to represent each fraction:
(a)
(b)
(c)
2.
Shade the diagrams below and state whether the following pairs of fractions are equivalent.
(a)
17
(b)
18
Worksheet 3.5
1.
Multiply the numerator and denominator of the fraction 52 with the given number.
Number
Result of Multiplication
22
52
4
= 10
23
53
4
5
7
8
10
11
From the table, we can make a conclusion that,
2
5
4 = _____ = _____ = _____ = _____ = _____ = _____ = _____

= 10
All these are equivalent fractions.

2.
Complete the blanks.
19
3.
Determine whether the following pairs of fractions are equivalent.

(a) 35 , 10
15
9 , 3
(b) 12
4
(c)
4
6
8
, 18
8 , 2
(d) 16
4
20

Concept:
2.
Teaching Aids:
Compare the values of two given fractions.

Arrange fractions in order.
Fractions flash cards, chart

Notes:
1. This lesson consists of one activity only for one period of about 40
minutes.
2. Firstly, compare the two fractions that have a common denominator
using the diagrams.
3. Then ask pupils compare the two fractions using equivalent
fractions.
Activity 1
Approach
Discussion, quiz and exercise.
Aim
To compare the values of two given fractions.
Steps
1.
Show diagrams of fractions with these common denominators :

(a) 62 and 36
(b) 31 and 32
2.
(c) 35 and 52
Pupils will compare and identify which fraction has the greater value.
Explain how to compare two fractions with
different denominators :
(a) 21 , 34 (the second denominator is a multiple of the first denominator)
3.
(b) 21 , 31 (the second denominator is not a multiple of the first

denominator)
(Refer to explanation notes)
Quiz using flash cards
State the pair of fractions that have
21
4.
(a) common denominators

(b) different denominators
Ask pupils which fraction has the greater value.
Pupils do the exercise in Worksheet 3.6.
Explanation Notes
1.
Teacher must take note, if the fractions do not have common denominators, find a common
denominator using equivalent fractions.
2.
Place the flash cards

and
on the blackboard.
Question
(a) Which fraction has the greater value?
(Take note: must find out a common denominator)
What is the LCM of 2 and 3?
(b) Ask 2 pupils to change 21 and 31 to other equivalent fractions with the denominator
6, and place the answer on the blackboard using flash cards.
Question: Which fraction has the greater value?

(c) Repeat the activity with other pairs of fractions.
3.
Give more examples of fractions with the numerator 1 such as 21 and 31 , 51 and 81 . Guide
pupils to conclude that, for fractions with number 1 as a numerator, the fraction with the
largest denominator has the lowest value.
22
Worksheet 3.6
1.
State the denominator of the following fractions.

Fractions
Denominator
5
8
2
9
11
15
40
93
9
22
2.
Compare the following fractions and write the smallest and largest fractions in the space
provided.
Fractions
(a)
3
5
, 54
(b)
4
7
, 71
(c)
4
9
, 92 , 96
(d)
10
15
(e)
3
8
(f)
8
12
10
12
6 , 3 ,
, 12
12
(g)
10
33
8
33
, 12
, 21 ,
33 33
9
, 33
(h)
6
20
3
20
9 , 13 ,
, 20
20
16
, 20
Smallest fraction
9 , 6
, 15
15
, 58 , 81 , 86
23
Largest fraction
3.
Compare the following fractions and write the smallest or largest fractions in the space
provided.
Fractions
4.
Ex.
3
8
and 41
(a)
2
3
and 56
(b)
1
5
and 41
(c)
2
9
and 62
(d)
5
8
and 74
(e)
7
8
and 56
(f)
2
3
and 59
(g)
4
11
(h)
7
9
LCM
Change into
Denominator common
denominator
fraction
3
8
7
and 22
and 54
Circle the fraction with the greater value.

7
(a) 35 and 10
(b) 34 and 56
24
and 82
Smallest
Fraction
1
4
Largest
Fraction
3
8

Concept:
Learning Outcomes: Simplify fractions to the lowest terms.

Notes:
1. This lesson consists of 1 activity only.
2. The lowest fraction can be found using the division method.
Activity 1
Approach
Explanations and exercises
Aim
State the fractions in lowest terms.
Steps
1.
Show how to find the lowest terms using the inverse process of finding
equivalent fractions.
(a) To find equivalent fractions:
5
= 2155 = 10
(b) State in the lowest term:
1
2
5 5 = 1
= 10
5
2
Introduce the method of dividing the numerator and denominator with a
common factor.
5
10
2.
8
12
8 2 = 4 (common factor of 8 and 12 is 2)

= 12
2
6
= 64 22 = 32 (common factor of 4 and 6 is 2)

Then, use another method to simplify a fraction to the lowest term, divide
both the numerator and denominator by their HCF.
4
6
3.
8
12
8 4 = 2 (HCF of 8 and 12 is 4)
= 12
3
4
or
8 2= 2
= 12
3
3
Pupils do the exercise in Worksheet 3.7.
For question 3 in Worksheet 3.7, pupils can use both methods, either
using HCF or repeated division.
8
12
4.
5.
25
Worksheet 3.7
1.
2.
Fill in the blanks.

No.
Fractions
State all the common factors

of both the numerator and
denominator
Example
24
36
2, 3, 4, 6, 12
(a)
12
16
(b)
15
45
(c)
25
30
(d)
18
48
(e)
6
27
Fill in the blanks and simplify the following fractions to the lowest terms.
Fractions Determine HCF of the
numerator and denominator
Ex.
12
18
(a)
8
10
(b)
8
15
(c)
9
24
26
Divide both
numerator and
denominator with
HCF
Fractions in
the lowest
terms
12 6
18 6
2
3
= 32
Fractions Determine HCF of the

numerator and denominator
(d)
3.
Divide both
numerator and
denominator with
HCF
25
35
Change each of the following fractions into the lowest terms.

3 =
(a) 15
8 =
(b) 20
(c) 14
21 =
(d) 18
30 =
6 =
(e) 15
(f)
27
12
28
Fractions in
the lowest
terms
Teachers Guide Sheets 3.7

Concept:
Mixed Numbers
2.
3.
Teaching Aids:
Represent mixed numbers with diagrams

Write mixed numbers based on given diagrams.
Compare and order mixed numbers on number lines.
Suitable concrete materials

Notes:
1. This lesson consists of one activity only.
2. Concrete materials, diagrams and number lines are used to explain
the concept of mixed numbers.
Activity 1
Approach
Discussions and individual exercise
Aim
1.
2.
3.
Write the mixed numbers represented by the diagrams.

Represent mixed numbers with diagrams.
Label the positions of mixed numbers on a number line.
Steps
1.
Introduce the concept of mixed numbers using concrete materials such as

pizza, biscuits and cakes.
Explain using diagrams:
2.
Discuss with pupils other examples such as 4 31 , 2 61 , 2 52 .

3.
4.
Pupil activity: Ask pupils to draw a figure to represent the

mixed numbers given.
Teacher activity: Pupils label the given number lines. Prepare the given
number lines with:
(i) whole numbers only
(ii) fractions only
(iii) mixed numbers
28
5.
6.
Pupils mark the given mixed numbers on a number line.

Pupils answer Worksheet 3.8.
29
Worksheet 3.8
1.
State the following shaded parts.

Figure
Answer
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
2.
Shade the diagrams below to represent the mixed numbers.

(a)
(b)
(c)
30
3.
Draw a diagram to represent the following mixed numbers.

(a) 3 21
(b) 1 61
(c) 4 34
(d) 7 52
(e) 2 31
4.
On the following number lines, write the mixed numbers for A.

(a)
(b)
31
(c)
5.
On the following number lines, label and write the mixed number given.
(a)
(b)
(c)
(d)
6.
Label the following mixed numbers on number lines.

Mixed numbers
Draw and label on number lines
1 34
2 31
7.
Didi cycles to school. After cycling for about 5 kilometres, the tyre punctures. He then has to
walk about 21 kilometre to school. What is the distance between Didis house and his
school?
32
8.
In a marathon competition, when Ali was at the 9th kilometre, Ahmad was 41 kilometres
behind him. Label and show Ahmads position on a number line.
33

Concept:
Proper fractions and improper fractions.
2.
Teaching Aids:
Recognize proper and improper fractions from given fractions.

Change mixed numbers into improper fractions.
Chart
Notes:
1. This lesson consists of one activity.
2. In this activity, a diagram is used to expand the concept of proper
fractions, improper fractions and mixed numbers.
3. The steps to change mixed numbers into improper fractions are also
shown.
Activity 1
Approach
Discussions, group activity, and individual exercise.
Aim
1.
2.
Pupils can recognize proper and improper fractions.

Change whole numbers and mixed numbers into improper fractions.
Steps
1.
Introduce the concept of proper and improper fractions using the following
diagrams:
(a)
(b)
(c)
34
2.
Repeat step (1) using the following number line:
3.
Group activity: Each group will be given cards with few proper and
improper fractions and pupils in the group will classify the fractions. At the
end of the activity, a representative from each group will make a report.
Use diagrams to explain the following:
4.
1 = 33
Repeat with other whole numbers like
2 = 42 and others.
Test your pupils knowledge orally with these questions:
(a) 2 = 8
(b) 4 = 3
5.
Use the diagrams to explain:
6. Without using diagrams, explain the following examples:

(a) 3 = 31 = 31 66 = 18
6
(b) 2 31 = 2 + 31
= 21 33 + 31
= 36 + 31
= 73
The following algorithm can be introduced after the pupils have
understood Step 6 (b).
Example: 2 31 =
(2 3) + 1
3
= 6 3+ 1
= 73
35
Test pupils understanding by using the following examples.

(a) 2 = 4
(b) 3 34 = 4
(c) 4 21 =
7.
Pupils do exercise in Worksheet 3.9.
36
Worksheet 3.9
1.
Classify each of the following fractions.

1
2
2.
3.
9 17
3
8
17 3 15 6
, 11
9 , 5 , 7 , 3 , 6 , 11 , 11 , 10 , 3
Change each of the following numbers into improper fractions.

(a) 3 =
(b) 6 =
(c) 9 =
Change each of the following mixed numbers into improper fractions.

3 =
(b) 5 10
(a) 3 41 =
(c) 7 57
(d) 10 35 =
(e) 8 56 =
(f) 9 38 =
37

Concept:
Proper and improper fractions
Learning Outcomes: Change improper fractions into mixed numbers.

Teaching Aids:
Chart
Notes:
1. This lesson involves one activity only.
2. The method of changing improper fractions into mixed numbers will
be explained using diagrams first.
3. Exercises using the calculation method are given in Worksheet 3.10.
Activity 1
Approach
Discussions and exercises.
Aim
1.
2.
Change improper fractions into whole or mixed numbers.

Change improper fractions into equivalent fractions.
Steps
1.
Discuss using diagrams of improper fractions and mixed numbers.
9
4
= 84 + 41
= 2 + 41
= 2 41
2.
Discuss the method of changing improper fractions into whole or mixed

numbers.
Example:
(a)
38
(b)
3.
Discuss the steps of changing fractions into equivalent fractions.

Example:
(a) 21 = 21 22 = 24
(b) 62 = 62 33 = 18
6
8
3
(c)
4.
5.
32
= 83 44 = 12
24 = 24 3 = 8
(d) 18
6
18 3
Evaluate pupils understanding using the following examples:
6
5
15
8
3
27
30
39
Worksheet 3.10
1.
Write the value of the missing numbers on the number lines in the form of
(a) improper fractions and
(b) mixed numbers.
Number lines
Improper
fractions
(a)
(b)
(c)
(d)
2.
Change each of the following into whole or mixed numbers.

(a) 27
2
(b) 30
7
35
8
(d) 23
4
(c)
(e) 81
9
3.
(f)
Complete the following to find equivalent fractions.

(a)
1
2
40
62
5
Mixed
numbers
4.
(b)
3
2
(c)
5
3
35
(d)
18
4
(e)
35
15
21
24
Find two equivalent fractions for each of the following:

(a)
2
3
(b) 14
6 =
(c)
5.
5
4
(d) 10
7 =
Determine whether the following pairs of fractions are equivalent.

9
(a) 21 , 18
41
(b) 53 , 15
12
21 , 3
(c) 14
7
40
(d) 85 , 25
42
Test 3.1
Name:
_____________________________________________________________
Class:
_____________________________________________________________
1.
Name the fractions for the shaded parts in the space provided.
2.
Shade the diagram below to represent the fraction 38 .
3.
Complete the number line.
4.
Mark 9 on the diagram which has the same value as the fraction shown in the diagram on
the left.
43
5.
Give two equivalent fractions of 31 .

1
3
6.
7.
Place a tick 9 into the box which is beside the fraction with the greater value.
(a) 34
(b) 52
7
8
1
3
Change the following fractions into the lowest terms.

9 =
(a) 15
(b) 30
72 =
8.
State the value of A on the following number line.
9.
Label and mark 3 34 on the number line.
10. Fill in the missing numbers in the following boxes.

(a) 5 =
(b) 2 81 =
(c) 6 31 = 19
44
11. Change the following numbers into improper fractions.

(a) 2 =
(b) 4 52 =
12. Change each of the following improper fractions into whole numbers or mixed numbers.
(a) 32
8 =
(b) 49
6 =
13. Match the fraction on the left with its equivalent fractions on the right.
14. Two cakes are divided equally among six pupils. What fraction of the cakes does each pupil
get?
Answer: ______________
15. A class has 30 pupils. 18 of them are girls. Write the fraction that represents the number of
girls in the class.
Answer: ______________
45

Concept:
Addition of fractions
Learning Outcomes: Perform addition involving:

(a) fractions with common denominators.
(b) fractions with different denominators.
(c) whole numbers and fractions.
Teaching Aids:
OHP, transparency, manila card and fractions chart kit.

Notes:
2. The lesson is divided into two parts. In the first part teacher gives
the explanation and in the second part pupils work in groups and
answer questions in the worksheet.
Activity 1
Approach
Group activity and exercises
Aim
1.
2.
3.
Perform addition involving fractions with common denominators.

Perform addition involving fractions with different denominators.
Perform additions with whole numbers and fractions.
Steps
1.
Show the diagrams and explain how to add two fractions with the same
denominators.
Example:
2.
Pupils find the sum of the fractions by shading the diagrams.
46
Example:
3.
Explain the addition of fractions with different denominators.

Example:
Repeat with other examples:

(a) 31 + 91
4.
5.
6.
(b) 41 + 38
Group activity:
Pupils answer the questions in Worksheet 3.11 in groups.
Conclusion: Addition of fractions,
For fractions with different denominators, change the fractions into their
equivalent forms with common denominators. Then add their numerators.
Use the following example and give the answer in the simplest form:
1
4
5 = 3 + 5
+ 12
12
12
8
= 12
= 32
7.
Continue with the other examples.

(a) 2 + 52 = 2 52
(b) 71 + 4 = 4 71
8.
Pupils answer the questions in Worksheet 3.12.
47
Worksheet 3.11
1. Find the sum of the fractions by shading the diagrams.
(a)
(b)
(c)
(d)
2.
In the diagrams below, shade and label the given fractions and solve the questions.
(a)
48
(b)
(c)
(d)
49
Worksheet 3.12
1.
Solve the questions below and state your answers in the simplest form.
(a) 61 + 64
(b) 38 + 81
2
7
(d) 91 + 39
(c)
3 + 5
(e) 10
10
(f)
(g) 59 + 91
(h) 41 + 34
3
12
4
+ 12
+ 32
(j)
6
12
3
+ 12
1 + 3 + 5
(k) 12
12
12
(l)
2
10
3 + 3
+ 10
10
(m) 91 + 92 + 39
(n) 81 + 38 + 82
(a) 21 + 61 =
(b) 32 + 61 =
(i)
2.
+ 74
(c)
1
3
2
5
3 =
+ 10
1 + 7 =
(d) 10
20
50
3.
(a) 3 + 35 =
(c)
2
3
(b) 2 + 92 =
6 =
(d) 1 + 11
+5=
(e) 37 + 4 =
51

Concept:
Learning Outcomes: Perform addition involving:

(a) fractions and mixed numbers
(b) mixed numbers
Teaching Aids:
Strips of paper
Notes:
2. At the beginning of the lesson, the concept of addition of fractions
can be introduced to pupils using concrete examples (folded strips
of paper).
3. Revise on how to find LCM before teaching the addition of fractions
and mixed numbers.
Activity 1
Approach
Demonstration, discussions and exercises
Aim
1.
2.
Addition of fractions using the LCM method.

Perform addition involving mixed numbers.
Steps
1.
Show addition of fractions by using folded paper.(Refer to Explanation

Notes 1)
2.
Relate the process of folding paper with the calculation method.
52
1
2
+ 51
= ( 21 55 ) + ( 51 22 )
5 + 2
= 10
10
7
= 10
3.
Show addition of fractions by using the LCM method.

4 + 9
(a) 61 + 38 = 24
24
= 13
24
5 = 24 + 15 + 50
(b) 51 + 81 + 12
120
120
120
89
= 120
4.
5.
Pupils answer the questions in Worksheet 3.13.

Explain these examples.
(a) 2 72 + 3 21
= 2 + 72 + 3 + 21
= (2 + 3) + 72 + 21
4 + 7 )
= 5 + ( 14
14
11
= 5 + 14
11
= 5 14
3
9
21
(b) 11
2 + 4 = 2 + 4
= 64 + 94
= 15
4
= 3 34
6.
53
Explanation Notes 1
Paper can be folded in this way.
1. Prepare 2 pieces of paper.
2.
Fold the first paper into two equal parts. Shade 21 of the paper.
3.
4.
Next, fold each half of the paper into 5 equal parts. (Refer to Teachers Guide Sheet 3.1)
Now open the folded paper.
5.
Fold the second paper into 5 equal parts. (Refer to Teachers Guide Sheet 3.1). Shade 51
of the paper.
6.
7.
Next, fold each folded section into two equal parts.

Now open the folded paper.
54
Worksheet 3.13 (1 period)

1.
1
3
+ 51
= 15 + 15
2.
1
2
+ 61
=
3.
1
2
3 =
+ 10
4.
5.
1
3
5
+ 12
6.
1
3
+ 41 + 51
7.
1
2
+ 52 + 71 =
8.
1
3
+ 38 + 61
= 6 + 6
1
4
+ 52
=
=
LCM of 3, 4 and 5:
55
Worksheet 3.14 (1 period)

1.
3 + 72 =
2.
7 =
5 + 10
3.
2 21 + 3 41 =
4.
3 31 + 2 61 =
5.
5 38 + 4 21 =
6.
10 74 + 3 32 =
7.
5 =
1 41 + 2 31 + 1 12
8.
3 +2 4 =
1 51 + 3 10
15
9.
7 =
2 31 + 1 56 + 3 12
10. 1 21 + 2 41 + 2 38 =
56

Concept:
Learning Outcome:
Solve problems involving addition of fractions.

Note:
Guide pupils in using Polyas 4 steps in solving problems.
Activity 1
Approach
Discussion
Aim
Solve problems involving operation of addition of fractions
Steps
1.
Explain using a problem on how to add fractions.

Example:
En. Bakar spends his salary as follows: 51 for house rental, 31 for food
1 for his childrens school fees. How many parts of his salary are
and 10
spent for the three purposes?

Suggested solution:
1
Expenses = 51 + 31 + 10
+3
= 6 + 10
30
= 19
30
2.
Guide pupils to solve a problem using Polya method.

Solve another problem through Questions & Answers (Q&A) and ask a
pupil to show the solution on the blackboard.
Example:
Ismail spends 21 hour to do his homework, 1 31 hours to study and
1 41 hours to watch television. Find the total time used to do all the
3.
activities.
57
Worksheet 3.15
1.
To reach his school, Bala walks about 32 km from his house and then travels by bus for
3 21 km. What is the distance between Balas house and his school?
2.
Rokiah bought 2kg of watermelon, 1 21 kg of papaya and 54 kg of mangoes. What is the

total mass of the fruits?
3.
Ramesh arranges 3 pieces of wood with lengths 1 21 m, 2 32 m and 1 34 m one after the
other to form a straight line. What is the length of the straight line?
58

Concept:
Subtraction of fractions
Learning Outcomes: Perform subtraction involving:

(a) fractions with common denominators
(b) whole numbers and fractions
Teaching Aids:
Strips of paper
Notes:
1. In this lesson, we suggest you use the concept of subtraction of
fractions as the difference between fractions. However, the concept
of subtraction of fractions as finding the remainder can be used.
2. In this lesson, strips of paper will be used to introduce the concept of
subtraction of fractions before explaining the calculation method.
Activity 1
Approach
Demonstration
Aim
1.
2.
Find the difference between 2 fractions with common denominators.

Find the difference between whole numbers and proper fractions.
Steps
1.
Guide pupils to find the difference between 2 fractions by comparing

fractions using strips of folded paper.
2.
3.
4.
(Refer to explanation notes)

Repeat with several examples.
Teacher guides pupils in finding the difference between whole numbers
and proper fractions using strips of folded paper.
59
5.
6.
Pupils answer these questions using mental calculations.

(a) 1 34 =
(b) 1 58 =
(c) 1 74 =
(d) 1 79 =
Teacher uses another example to conclude the lesson.

2 31 = 36 31
= 53
7.
Explanation notes
Another method of solving subtractions between 2 fractions involves finding the remainder as
shown below.
Example: 54 51 = ?
60
Worksheet 3.16
Solve:
1.
5
7
3.
9
13
5.
7
10
7.
7
8
9.
8
17
2.
5
8
5 =
13
4.
12
15
4 =
10
6.
4
7
8.
9
15
3
7
82 =
5
17
61
38 =
4 =
15
72 =
3 =
15
Worksheet 3.17
1.
Fill in the blanks.

(a) 33 31 =
(b) 1 52 =
(c)
37 = 77 37
52
(d) 1 62 =
(e) 1 38 =
2.
Solve
(a) 1 34
(b) 2 35
(c) 3 72
(d) 4 38
9
(e) 5 10
3.
I have 3 cakes, if 58 of a cake was eaten, how many cakes are still left?
62

Concept:
Learning Outcome:
Perform subtraction involving fractions with different denominators.
Teaching Aids:
Strips of paper
Notes:
1. This lesson contains three activities.
2. In the first activity use the figure to explain the subtraction method
.Start from figure state, shows pupils calculations method in
subtractions of fractions in second activity.
Further the calculation method to subtract mixed numbers in the
third activity.
Activity 1
Approach
Discussions
Aim
Subtraction fractions by writing the fractions in their equivalent forms with

common denominators including the use of LCM
Steps
1.
Revise the concept of equivalent fractions using diagrams.

Example: Complete the equivalent fractions below.
(a)
(b)
63
(c)
2. Explain subtraction of fractions using diagrams.

1
2
41 =
Difference of the shaded regions = 21 41

= 24 41
= 41
3.
Discuss a few examples without using diagrams.

Activity 2
Approach
Discussion
Aim
Subtract one fraction from another fraction by finding the LCM of the
denominators.
Steps
1.
Teacher use LCM method to show subtraction of fractions.

(a) 21 31
= 36 62
= 61
(b) 56 38
9
= 20
24 24
11
= 24
2.
(c) Repeat with other examples.

64
Activity 3
Approach
Discussion
Aim
Subtract a:
(a) whole number from a mixed number
(b) fraction from a mixed number
(c) mixed number from a whole number
(d) mixed number from a mixed number
Steps
1.
Show the subtractions below:

(a) 3 32 1 =
(b) 3 34 41 =
(c) 4 21 34 =
(d) 5 3 31 =
(e) 4 34 2 41 =
(f) 5 31 2 32 =
1 =
(g) 8 51 4 10
2.
(h) 10 31 3 21 =
Repeat with other examples.
65
Worksheet 3.18
Solve
1.
2.
3.
4.
5.
66
Worksheet 3.19
Solve
1.
1
3
51 =
2.
3
4
52 =
3.
7
9
61 =
4.
5
6
2 =
15
5.
7
8
1 =
12
67
Worksheet 3.20
Find the value of each of the following and write your answer in the lowest form.
1.
(b) 8 56 4 =
(a) 2 21 1 =
(c) 12 91 7 =
2.
(a) 3 38 81 =
1 =
(b) 9 52 10
(c) 5 41 34 =
3.
(a) 6 3 59 =
(b) 5 2 21 =
(c) 8 4 32 =
68
4.
(b) 2 78 1 38 =
(a) 1 54 1 52 =
(c) 3 57 1 72 =
5.
3 =
(a) 3 54 1 10
(b) 3 54 2 32 =
(c) 7 34 4 61 =
(d) 6 41 2 34 =
(e) 4 51 2 31 =
69

Concept:
Learning Outcome:
Solve problems involving combined operations of addition and

subtraction of fractions.
Teaching Aids:
Questions card
Notes:
1. This lesson contains one activity.
2. Pupils are encouraged to solve the questions actively. The activity
promotes discussions between teacher and pupils, team work and
individual exercise.
3. Teacher guide pupils in using the four-step problem solving
procedure.
Activity 1
Approach
Discussions, individual exercise and group activity.
Aim
Solve problems involving subtraction of fractions.
Steps
1.
Pose problems using daily situations.

Example:
Alis house is 5 km from the school. On the way home from school, he
stopped at a shop which is 3 21 km from school. How far does Ali has to
walk to reach his house?
70
2.
3.
4.
5.
Conduct a questioning and answering session where applying the Polya

method.
Guide pupils to check their answers using the addition operation.
Group activity
Give each group a different question cards. At the end of the activity,
representatives from each group will explain their answers on the
blackboard.
71
Worksheet 3.21
1.
Pn. Mariam bought a container filled with 34 litre of orange juice. She drank 51 litre of the
juice. How many litres of orange juice is left?
2.
En. Sudir picked 7 21 kg rambutan. He sold 4 34 kg of the rambutan. How many kilograms
rambutan are not sold yet?
3.
3 hectares are used to plant

The area of En. Hashims orchard is about 3 51 hectares. 2 10
fruits and the rest are planted with vegetables. What is the area used to plant vegetables?
4.
Mr. Chan spends 58 of his salary. What fraction of his salary is left?
72

Concept:
Subtractions of fractions
Learning Outcomes: Perform addition and subtraction involves:

(i) three fractions with common denominators;
(ii) three fractions by using the LCM of the denominators;
(iii) three mixed numbers.
Teaching Aids:
Fraction cards with denominators 10, 15 and others, 3 fraction cubes.

Notes:
1. This lesson contains 3 activities.
2. All activities been plan to encourage pupils to learn actively and
enjoyable. Pupils are encouraged to build their own questions, solve
the questions and answer the worksheet individually.
Activity 1
Approach
Demonstration, activities and exercises
Aim
Add and subtract 3 fractions by using their LCM.
Steps
1.
2.
3.
Ask pupils to select 3 fractions cards with same denominator from a beg.
Then, ask pupils to write the fractions on the blackboard, while teacher
determines the operations to be carried out. Pupils solve the questions.
Repeat for other
(a) pupils;
(b) fractions cards with other denominators.
73
Activity 2
Approach
Games
Aim
Add and subtract 3 fractions with common denominator.
Steps
1.
Play a game with pupils using the fractions cubes. (Refer to Explanation
notes.)
Example:
2
3
5
+ 38 12
9
10
= 16
24 + 24 24
9 - 10
= 16 +24
= 15
24
= 58
2.
3.
Repeat with other pupils.

Activity 3
Approach
Discussions
Aim
Add and subtract 3 mixed numbers.
Steps
1.
Give several examples.

(a) 3 41 1 34 + 2 41
9
7
= 13
4 4 + 4
= 15
4
= 3 34
(b) 4 61 3 56 + 2 31
23
7
= 25
6 6 + 3
74
14
= 25
23
6 + 6
6
= 16
6
= 2 64
= 2 32
Emphasise that calculations involving addition and subtraction is done
from left to right.
2.
Explanation notes
Games with fractions cube
1. Prepare three cubes of different colours.
(a) White to represent the first fractions
(b) Blue to represent the addition operation
(c) Red to represent the subtraction operation
2. Write fractions on each surface of the cube.
3. Make sure that
so that we wont get a negative number.

Suggestions:
White cube:
2
3
, 56 , 61 , 31 , 34 , 38
Blue cube:
5
6
, 41 , 32 , 31 , 38 , 21
5 , 1, 5 , 1
, 41 , 12
8 24 6
Pupils throw the three cubes and write the fractions shown on the blackboard. Discuss the
questions and answer it. Start from the fractions shown on the white cube; follow by
blue/red cube and red/blue cube.
Red cube:
4.
1
24
75
Worksheet 3.22
Solve the following.
1.
2
3
31 + 31 =
2.
4
5
52 + 51 =
3.
2
5
+ 54 35 =
4.
6
7
37 + 71 =
5.
5
11
2 3 =
+ 11
11
76
Worksheet 3.23
1.
1
2
+ 34 81 =
3.
4
7
2 =
31 + 21
5.
7
9
9 + 21 =
15
45
2.
4.
77
3
8
4 =
+ 52 10
3
8
91 + 56 =
Worksheet 3.24
1.
5 91 4 89 + 1 94 =
2.
6 81 5 58 + 2 78 =
3.
2 41 1 56 + 3 61 =
4.
3 21 + 1 38 3 34 =
5.
4 31 + 2 52 5 54 =
78

Concept:
Learning Outcome:
Solve problems involving combined operations of addition and

subtraction of fractions.
Notes:
1. This learning contains 1 activity.
2. Guide pupils to use the steps in problem solving.
Activity 1
Approach
Discussions
Aim
Solve problems involving combined operations of addition and subtraction of

fractions.
Steps
1.
Guide pupils to solve the questions using the steps of problem solving by
Polya.
Example 1:
Ishak has 9 21 litres of pesticide. He used 6 35 litres at the oil palm
2.
plantation. If he buys another 5 litres, how much pesticide has he now?

Example 2:
The mass of a tin of biscuit is 3 21 kg.
The mass of the empty tin is 34 kg.
The mass of a plastic beg is 51 kg.
3.
What is the mass of all the biscuits in the plastic beg?

After answer the questions, guide the pupils to check their solution.
79
Worksheet 3.25
1.
3 of his salary to pay the house rent, and 2 of his salary for other
En. Rahim spends 10
7
expenses. Calculate the fraction of his salary that he keeps.
2.
Mr. Baskaran bought 5 kg of star fruits from a distributor and another 2 34 kg from another
distributor. If he sold 4 21 kg of the star fruits, calculate the fraction of star fruits that has not
been sold.
3.
Pn. Sofiah has 6 21 litres lime juice in a container. She sold 4 71 litres of the juice. If she add
another 3 51 litres of lime juice into the container, calculate the volume of lime juice in the
container now.
80
Test 3.2
Name:
_____________________________________________________________
Class:
_____________________________________________________________
1.
Complete:
7
9
2.
= 27
Write in the simplest fraction:

12
30
3.
Change the improper fractions to mixed numbers:

(a) 17
6 =
(b) 26
4 =
4.
Change the mixed numbers to improper fractions.

2 74 =
5.
Circle the greatest fraction.

3
5
6.
7 , 8
, 10
15

5 =
(b) 72 + 14
2 =
(a) 1 + 17
(c)
2
3
(d) 78 + 41 + 38 =
+ 41 =
81
7 =
(e) 4 51 + 2 10
7.
(f)
+ 31 + 41 =

11 9 =
(a) 17
17
3
7
(b) 89 32 =
61 =
(d) 7 32 4 61 =
(e) 5 3 31 =
(f) 9 51 2 35 =
(c)
8.
1
2

9 + 2 7 =
(a) 13
13
13
(c)
8
9
4
2
(b) 17
21 7 + 3 =
52 + 31 =
82
9.
Yahya, Wahid and Zainal shared a pizza. Yahya ate 38 and Wahid ate 41 of the pizza. What
fraction of the pizza did Zainal eat?
10. En. Ali collected 14 21 litres of milk while his son collected 13 38 litres of milk. They sold 26 41
litres of the milk. Calculate the fraction of the milk left.
83

Concept:
Multiplication of fractions
Learning Outcomes: Teaching Aids:
Fraction strips papers

Notes:
1. This lesson contains one activity.
2. Multiplication concept of fraction is expanded through the folded
strip papers modelling (concrete approach), and then is extended to
an algorithm.
Activity 1
Approach
Demonstration, group activities, discussions.
Aim
1.
2.
Steps
1.
2.
Multiplication of whole numbers and fractions as repeated addition of the

fractions.
Multiply whole number with the numerator of fraction to obtain the product
of multiplying a whole number and a fraction.
Group activities:
Pupils determine the product of a whole number and a fraction by folding
strips of paper.
Pupils groups solve a few examples and show their work on the
blackboard.
Lead pupils to conclude that multiplying a whole number and a fraction is
84
the same as repeated addition of fractions.

Example:
5 31 = 31 + 31 + 31 + 31 + 31
= 53
= 1 32
3.
4.

Teacher shows an example as shown:
7 31 = 7 3 1
= 73
= 2 31
5.
85
Worksheet 3.26
1.
Solve these questions.
2.
3.
4.
Draw figure for multiplications of these fractions.

Figure
Answer
3 51
4 61
86
5.
7 91 =
6.
1
3 11
7.
4 52
8.
4 74
9.
5 56
4
10. 7 13
87
Worksheet 3.27
1.
Find the answers for the questions below.

(a) 4 71
(b) 4 35
2
(c) 9 11
2
(d) 11 13
5
(e) 7 16
(f) 8 74
(g) 6 31
(h) 21 72
(i)
30 56
88

Concept:
Multiplication of Fractions
2.
Teaching Aids:
Multiply a fraction by a whole number.

Multiply a fraction by a fraction.
Discrete concrete materials: marbles, empty box.

Continuous concrete materials: paper
Notes:
1. This lesson consist one activity.
2. Concrete materials are used to expand the concept to find the
fraction from a group of things. Pupils understandings are
measured by the way they manipulate concrete materials to get the
answers.
3. Pupils understandings are reinforced when they answer Worksheet
3.28.
Activity 1
Approach
Group activity, discussion and exercise.
Aim
1.
2.
Find the fraction from a group of things.

Find the fraction from a fraction.
3.
Change the word from to multiplication symbol .
1.
Group Activities
Each group is given discrete concrete materials and continuous concrete
materials.
Guide pupils to find:
(a) Product of a fraction and a whole number by material groupings.
Steps
89
(b) Product of a fraction and a fraction by paper folding.

Example:
1
6
32
i.
Fold a piece of paper vertically, into 3 parts and shade two parts
of them.
ii.
Fold the same paper horizontally, into 6 parts and shade one part
of them.
iii. Shaded parts are intersected.

2
32 = 18
All groups are given chance to use the both concrete materials
Explain the meaning of from through the following examples.
1
6
2.
(a) 32 from 6 = 32 6
=4
(b) 52 from 31 = 52 31
2
= 15
3.
90
Worksheet 3.28
Find answers to the following.
1.
1
4
2.
8=

1
6
3.
18 =
4.

3
5
5.
10 =
2
7

1
4
6.
6=
7.
14 =
222222222
2
3
9=
1
4
22 =
5
6
31 =
8.
1
4
21 =
9.
10.
2
3
21 =
91
11.
2
7
41 =
2
12. 21 from 10
13. 32 from 54
14. 57 from 21
15. 81 from 32
92

Concept:
Learning Outcome:
Multiply a fraction by a fraction.
Teaching Aids:
Strips of paper
Notes:
1. This lesson consists of two activities.
2. In Activity 1, algorithms for product of 2 fractions have been
abstracted after the discussion of some examples.
3. A game is conducted in Activity 2 to reinforce the skill learned.
Activity 1
Approach
Discussions
Aim
1.
Find the product of 2 fractions by multiplying the numerator by numerator

and denominator by denominator.
Steps
1.
Explain using the following example:

Ah Kow is a farmer. He owns a piece of land.
2
3
of the land is planted with vegetables
1
3
of the land is being used to rare chicken
2
5
of the land that is used to plant vegetables, is planted with water
spinach.
Explain using diagrams.
Vegetables = 32
Rare chicken = 31
93
Calculations:
2
5
from 32 = 52 32
= 52 32
4
= 15
2.
Activity 2
Approach
Discussion, game and exercise
Aim
1.
2.
Find the product of a fractions and a whole number by simplification.

Find the product of 2 fractions by simplification.
Steps
1.
Teacher revises skill Multiply a fraction by a whole number with following

example:
2.
Teacher introduces simplification method.
In simplest way,
3.
Repeat with different examples.

Teacher expands the simplification method to multiply 2 fractions.
94
Example:
In simplest way,
4.
5.
Carry out mathematics game (refer note 1).

Explanation Notes
Mathematics Game:
Pupils are divided into 4 groups. A pupil from first group chooses a card and writes the question
on the writing board. Other 3 groups try to answer it, 2 marks are given to the group which can
answer correctly and show the correct working. If the given answer is wrong, the question is
open to 2 remaining groups. 3 marks are given if they answer correctly.
The group that obtain the higher marks is a winner.
95
Worksheet 3.29
1.
Solve following questions:

(a)
2
5
(b)
1
9
34 =
32 =
(c)
6
7
21 =
(d)
3
4
2.
1
2
51 =
31 =
3.
96
2
3
91 =
4.
3
2
6.
7
11
73 =
5.
34 =
97
5
7
7 =
10
Worksheet 3.30
3
7
5
9
14
15 =
1
8
12 =
13
52 =
5
7
21
26
15
=
35
13
=
14
2
3
4
13
9
10
12 =
26 =
20 34 =
25 =
11
12
98
18 =

Concept:
Learning Outcome:
Multiply a whole number by a fraction or mixed number.
Teaching Aids:
Cards with questions

Notes:
1. This lesson consists of 2 activities.
2. Calculation of multiplication of fractions learned in previous lesson is
expanded to multiplication of 2 or 3 mixed numbers.
3. Pupils skill in calculations reinforced through a mathematics game.
Activity 1
Approach
Group activity, discussion and exercise.
Aim
Find the product of 2 numbers involving a mixed number by converting the

mixed number into improper fraction.
Steps
1.
Explain using daily life example.

A piece of cloth with length 1 41 m is needed to cover a table. How many
metres of the cloth is needed to cover 8 tables that are joined together?
1 41 8 = 54 8
= 10 m
Explain using different examples:
9 = 9 9
(a) 2 41 10
4
10
81
= 40
1
= 2 40
(b) 1 51 2 34 = 56 11
4 2
33
= 10
3
= 3 10
99
2.
Group activity
Pupils answer Worksheet 3.31 in group. Guide pupils in solving the
problems. Pupils check the answers among the groups.
Activity 2
Approach
Game
Aim
Perform multiplication of 3 fractions involving mixed numbers.
Steps
1.
Ask a few pupils to solve the questions on the blackboard.

Examples:
6 3 = 3
(a) 32 11
8
22
(b) 1 31 2 81 2 52
12
= 34 17
8 5
= 34
5
= 6 54
2.
3.
Note:
Show other methods of problem solving.
Mathematics game (Refer Explanation notes)
Pupils need to record the answers in Worksheet 3.32.
After the game, pupils answer question 2 in Worksheet 3.32.
Explanation notes
Mathematics Game
1.
Prepare cards with questions to solve by pupils. Examples of questions that can be written
on the cards:
7 5 =
(a) 76 10
12
(b) 2 32 1 34 72 =
(c) 1 51 2 21 32 =
(d) 2 61 2 52 3 34 =
3 25 =
(e) 1 92 10
9
(f)
6 9 =
(g) 1 32 11
10
(h) 3 21 1 31 1 71 =
3
8
2 32 41 =
11 4 =
20
33
(j)
3 34 89 51 =
(k) 1 32 54 1 81 =
(l)
1 57 2 21 14
15 =
(i)
5
8
100
2.
3.
4.
5.
6.
7.
8.
9.
Pupils are divided in 4 groups, A, B, C and D.

A pupil from group A pick a card and shows the question to group B. Pupils from group C
and D can try to solve it.
A pupil from group B is chosen to solve the question on the blackboard.
If group B cannot answer the question, the question will open to groups C and D.
The used card is taken out.
The steps can be repeated for other groups. Example: A pupil from group B picks a card
and shows the question to group C. Pupils from groups A and D can try to solve it.
Game ends when all the cards have been picked.
The winner is determined by their scores.
Score:
(a) Correct answer
- 3 marks
(b) Wrong answer
- 0 mark
(c) Correct in principle but answer is wrong
- 1 mark
(d) Question answered correctly by other groups - 1 mark
101
Worksheet 3.31
1.
1 61 2
2.
1 78 52
3.
3 32 76
4.
2 31 1 81
5.
1 57 61
6.
2 3 51
Answer in
lowest form
Calculations
Questions
7
6
7
63
102
7
3
Answer in
mixed
number
(if any)
Worksheet 3.32
Copy the questions that were discussed in the game.
Questions
Workings/Calculations
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
103
Answers
Questions
Workings/Calculations
(l)
2.
Solve the following questions.

2 =
(a) 32 76 21
3
(b) 52 10
13 8 =
(c)
9
4
2
24
25 3 =
(d) 2 11
41 =
9
14
2
(e) 12
7 17 27 =
104
Answers

Concept:
Learning Outcomes: Solve problems involving multiplication of fractions.

Notes:
2. Guide pupils to use the problem solving steps.
Activity 1
Approach
Group activity and discussions.
Aim
Problems solving involving multiplication of fractions.
Steps
1.
Guide pupils to solve the following question using the steps of problem
solving by Polya.
Question:
There are 40 pupils in Form 1 Melor. 38 of them are girls and 51 of the
girls wear spectacles. Determine the number of girls that wear spectacles.
Calculations
Number of girls in the class = 38 40
= 15
Number of girls that wear spectacles = 51 from 38 40
= 51 15
=3
Solve the following multiplication involving combinations.
Number of girls that wear spectacles = 51 from 38 from 40
= 51 38 40
=3
2.
105
Worksheet 3.33
1.
Puan Minah bought 8 tins of margarine. Each tin contains 41 kg of margarine. What is the
total weight of the margarine?
2.
Mr. Kims monthly salary is RM 850. He used 52 of his salary to pay his housing loan. What
is the monthly instalment for his housing loan?
3.
3 km in one day.
The workers of the company that repairs KL-Karak Highway can cover 10
(a) What is the distance they can cover in 5 21 working days?

(b) What is the distance they can cover in April if they throughout the month?
4.
Pak Sameons has 280 cattle. 74 of them are dairy cow and the rest are beef cattle. 31 of
the beef cattle have been exported.
(a) How many beef cattle are there?
(b) How many beef cattle have been exported?
106

Concept:
Division of Fractions
Learning Outcomes: Divide a fraction by a whole number.

Teaching Aids:
Charts, fraction kits

Notes:
2. Initially, diagram is used to explain the concept of division involving
whole numbers and fractions. Then calculations involving division of
fractions are introduced.
Activity 1
Approach
Explanation
Aim
1.
2.
Divide and mark a quantity into several parts.

Divide and mark a fraction into several parts.
Steps
1.
Explain the concept of division using diagrams.

(a) 20 4 = 5
In the simplest way,

20 4 = 20
4
=5
(b) 6 4 = 1 21
107
In the simplest way,

6 4 = 64
= 1 21
(c)
1
2
2 = 41
1
(d) 51 4 = 20
2.
Introduce the calculation method for division involving a fraction and a

whole number.
With diagram
3.
Simplest way by calculation
1
2
2 = 41
1
2
21 = 41
1
5
1
4 = 20
1
5
1
41 = 20
108
Worksheet 3.34
1.
Express the following as fractions in the lowest term.

(a) 1 5 =
(b) 2 7 =
(c) 9 10 =
(d) 12 3 =
(e) 55 7 =
(f) 4 16 =
(g) 30 5 =
(h) 9 4 =
(i)
2.
36 8 =
(j)
3 10 =
Draw diagrams to represent the following divisions.

(a) 10 3 =
(b) 5 2 =
(c)
1
2
3=
(d) 34 2 =
109
3.
Write following divisions (involving a fraction and a whole number) in multiplication form and
find the answers.
Example: 21 4 = 21 41
= 81
(a) 31 5 =
(b) 34 6 =
3=
(d) 35 4 =
(c)
8
9
7 8=
(e) 10
(f)
110
8
15
4=

Concept:
2.
Teaching Aids:
Divide a fraction by a fraction.

Divide a whole number by a fraction.
Strips of papers
Notes:
2. Concrete materials like strips of paper, fraction cards are used to
expand the concept of division involving a whole number with
fraction, and a fraction with a fraction.
3. The division is expanded to involve mixed numbers.
Activity 1
Approach
Individual activity, discussions and exercises.
Aim
1.
2.

Steps
1.
Individual activity
Pupils are asked to fold the strips of paper into several parts to carry out
following activity:
(a) 1 41
(b) 21 41
As comparison, 41 can be put into 21 two times.
111
2.
Repeat with different examples:

(a) 2 31
(b) 3 41
3.
(c)
1
5
1
10
(d)
1
3
1
18
Teacher summarizes with calculations.

With diagram
4.
Simplest way by calculation
2 31 = 6
2 31 = 6
3 41 = 12
3 41 = 12
1
5
1 =2
10
1
5
10
1 =2
1
3
1 =6
18
1
3
18
1 =6
Activity 2
Approach
Discussion and exercise
Aim
1.
2.

Steps
1.
Expand the calculation to involve mixed numbers.

Example:
3 21 1 41
= 72 54
=1 72 54
= 14
5
= 2 54
2.
Repeat with different examples.

Worksheet 3.35
1.
Find the answer to following questions.
112
(a) 3 41 =
(b) 2 51 =
(c)
2
5
1 =
10
(d) 59 31 =
2.
Draw diagrams to show the following divisions and find the answers.
(a) 1 21 =
(b) 2 21 =
113
(c)
1
3
91 =
(d) 35 51 =
3.
Find answers to the following.

(a) 7 32 =
(c)
4
9
(b) 5 57 =
31 =
5 =
(d) 56 12
7 3 =
(e) 12
8
(f)
(g) 91 31 =
8 =
(h) 52 15
Worksheet 3.36
1.
Solve
114
8
9
74 =
1 11 =
(a) 4 10
2
(b) 89 1 31 =
(c) 2 32 2 =
2.
Find the answer when 1 41 is divided by 21 .
3.
How many 1 61 are there in 2 58 ?

Concept:
115
Learning Outcomes: Solve problems involving division of fractions.

Notes:
2. Guide pupils to use the problem solving steps when necessary.
Activity 1
Approach
Discussion and exercise.
Aim
Problem solving involving division of fractions
Steps
1.
Explain the following example using Polya Model.

A big tin contains 5 litre of oil. The oil is poured into a smaller tin with 41
litre capacity. Find the number of the smaller tins needed to pour out all
the oil from the big tin.
2.
Pupils activity
Pupils create a story involving the following division and solve it.
20 2 51
3.
Guide: Use situations consisting of length, weight, volume, etc.

Worksheet 3.37
1.
A tank contains 10 21 litres of water. The water is poured into glasses with 41 litre capacity.
How many glasses are needed to pour out all the water from the tank?
116
2.
The length of a container train is 114 m. How many containers are there if the length of
each container measures 9 21 m?
3.
A 50 21 m rope is cut into small pieces, each measuring 2 41 m. How many small pieces of
rope can be obtained?
4.
A box contains 20 packets of drinking water. Find the weight of 1 packet of drinking water if
the whole box weighs 7 21 kg.
5.
1 kg flour to produce a piece of roti canai. In a single day, he used

A roti canai seller uses 20
11 21 kg flour. How many roti canai can he produce?

Concept:
Combined Operation of Fractions
117
Learning Outcomes: Perform computations involving combined operations of addition,

subtraction, multiplication and division of fractions, including the use of
brackets.
Notes:
2. Computations learned in previous lesson are expanded to
combination involving multiplication and division of 3 fractions.
Activity 1
Approach
Aim
Computation involving combination of multiplication and division of 3 fractions.
Steps
1.
Introduce combination of multiplication and division of fractions as below:

(a) 15 35 6
(b) 52 34 76
2.
(c) 3 41 2 21 15
26
Emphasise that the principle of calculation involving combination of
multiplication and division is done from left to right.
Activity 2
Approach
Aim
Perform problem solving
Steps
1.
Discuss the problem involving combination of multiplication and division of

3 fractions.
Example:
118
Pail A can contain 4 21 litres of water. 10 pails of water is poured in tank B.

How many glasses of water with capacity of 41 litre can be filled by the
water in tank B?
What is required:
What are the information given:
Number of glasses can be filled with

water from tank B.
Tank B contains 10 pails of
water measured with pail A.
Volume of water in pail A is 4 21 litres.
Each glass can be filled with 41 litre
of water.
Amount of water that is poured into
tank B = 4 21 litres 10
Solving:
Number of glasses can be filled

= 4 21 10 41
= 92 10 41
= 180
3.
Worksheet 3.38
119

1.
973=
3.
2
15
5.
4 94 8 3 35 =
3 =
2 41 10
Worksheet 3.39
120
7 31 =
2.
1
9
4.
3 37 2 52 3 21 =
6.
3 31 =
10 56 13
3
Solve the following questions.

1. Mr. Halim teaches 20 periods of mathematics from Monday to Friday. If each period takes
2
3 hour, find the average time that he teaches in a day.
2.
1 of the salary is spent on his four childrens

Mr. Haruns monthly salary is RM1200. 15
pocket money. How much pocket money does each of his children receive?
3.
Mrs. Chan bought 15 packets of flour. Each packet weighs 1 21 kg. Mrs. Chan put the flour
in containers that can store 1 41 kg of flour. How many containers are needed to store all the
flour?
4.
Area of an exam room is 85 21 m2. Area allocated for each candidate is 2 41 m2. If 5 rooms
are used for examination, calculate the number of candidates that can be placed.
121
Concept:
Combined Operation of Fractions
Learning Outcomes: Solve problems involving combined operations of addition, subtraction,

multiplication and division of fractions; including the use of brackets.
Notes:
2. Initially, pupils are introduced to calculations involving combination
of operations.
Then pupils are guided to solve some more complex questions.
Activity 1
Approach
Aim
Perform computation involving combination of operation involving brackets.
Steps
1.
Discuss the following examples:

(a) ( 41 + 21 ) 3
(b) 15 (2 41 58 )
2.
(c) 25 21 2 41 8
Order of operation:
(i) Perform operation in brackets
(ii) Perform multiplication and division from left to right
(iii) Perform addition and subtraction from left to right
Activity 2
Approach
Aim
Perform problem solving.
122
Steps
1.
Discuss using daily life example:

A shopper mixed 10 21 kg of type A with 50 41 kg of type B fertilisers. The
mixture is then filled into plastic bags. Each plastic bag can fill 2 41 kg of
fertilisers. Find the number of plastic bags needed to store all the mixture
of fertilisers.
Solving:
Amount of mixture = 10 21 kg + 50 41 kg
Number of plastic bags needed
= (10 21 + 50 41 ) 2 41
201
9
= ( 21
2 + 4 ) 4
= ( 42 +4201 ) 94
2.
4
= 243
4 9
= 27
Worksheet 3.40
123
Solve following questions:

1.
(2 41 + 3 21 ) 5 =
2.
3.
11 + 7 31 =
4.
5.
30 (5 41 38 ) =
6.
Worksheet 3.41
124
9 =
(3 32 1 31 ) 10
3
4
4 )=
( 58 15
3 =
2 38 1 81 24
1.
There are 100 pupils in a school hall. 51 of them stood at the back of the hall and the rest
are seated in 8 rows. Find the number of pupils in each row.
2.
A developer, Bina Emas build terrace houses on a piece of land measured 11300m2. Area
of each house is 150 32 m2. 10 houses are reserved for the company staff, how many
houses are going to be sold to the public when the project is completed?
3.
Baljit does his revision everyday. He spent 34 hour on mathematics and 21 hour for English
language. Find the total time spent in five days for both subjects.
4.
Mrs. Lim bought 3 21 metres of clothing material. She used 21 of the material to sew a dress
and 31 of the material to sew a skirt. How many metres of material left?
5.
The length of a piece of batik cloth is 10 21 metres. 1 41 metres of the cloth is dirty and
cannot be used. The remaining cloth is cut into smaller pieces of 34 metre each. Find the
number of the smaller pieces that can be obtained from the remaining batik cloth.
Test 3.3
125
Name:
_____________________________________________________________
Class:
_____________________________________________________________
Section A
1.
Write two equivalent fraction for 52 .

2
5
2.
7 and 1 in ascending order.

Arrange 35 , 10
2
_______________________________________________________
3.
Simplify
18
27
4.
Add 4 31 to 1 61 .
5.
Find the difference between 7 and 3 52 .
6.
represent 1
Shade the diagram below to represent product of 4 31 .
7.
Shade the area to represent product of 32 6.
126
8.
Solve 4 37
9.
Solve 52 3
10. Solve
4 7
(b) 21
16
(a) 92 from 72
(c) 3 4 32 74
11. Find the value of the following:

7 3=
(a) 12
(b) 94 32 =
12. What is the value when 59 is divided by 3 34 ?
13. Solve
(a) 59 1 51 61
3 ) 7
(b) ( 76 + 14
10
Section B
127
14. A round shape paper is divided into 8 equal parts. If 6 parts is cut off and taken out, what is
the remaining fraction?
Answer: ________________
15. In a fresh milk drinking competition, Ah Chai can drink 38 milk from a bottle and Imran can
drink 74 milk from the bottle of same capacity. Who can drink more milk?
Answer: ________________
16. Pn. Azizah bought 2 21 kg of prawn and 1 34 kg of fish. If the weight of an empty basket is 81
kg, what is the weight of the basket containing prawn and fish?
Answer: ________________
17. En. Ali wants to give a piece of land to his 3 children, Along, Angah and Busu. Along
2 parts of the land. How many parts of the land will
received 35 part and Angah received 15
Busu receive?
Answer: ________________
128
18. Mr. Rizal bought 5 21 kg of rice and his wife bought 8 kg of rice. On first day of Hari Raya,
they cooked 7 32 kg rice to make ketupat. What is the weight of the remaining rice?
Answer: ________________
19. Johns monthly salary is RM1800. He saved 31 from his salary. How much is his monthly
saving?
Answer: ________________
20. Lai Meng inherited 38 part from his fathers farm. Then he gave 54 of the land to his son
Kok Leong. What fraction of the land did Kok Leong received?
Answer: ________________
21. Pn. Siti bought 31 21 m of clothes to make curtains. If each curtain measures 2 41 m, how
many curtains can be produced?
Answer: ________________
22. Each time Prem pedals, his bicycle will move forward 1 41 m. He is 20 m away from the
finishing line. How far is Prem from the finishing line if he pedalled 15 times?
Answer: ________________
129
Answer
Worksheet 3.1
1. 21
2.
1
2
3.
1
2
4.
1
2
5.
1
2
6.
1
2
7.
1
5
8.
1
4
9.
1
3
10. 34
11. 32
12. 24
8
13. 15
Worksheet 3.2
1. (a)
(b)
(c)
(d)
(e)
(f)
130
2.
(g)
(h)
(i)
(j)
(k)
(l)
(a)
(b)
(c)
(d)
131
(e)
(f)
Worksheet 3.3
1. (a) 34
(c)
2.
2
6
(b) 32
, 56
(a)
(b)
3.
Bottom to top:
5, 7, 8
9 9 9
4.
132
Worksheet 3.4
1. (a)
(b)
(c)
2.
(a)
(b)
133
Worksheet 3.5
1.
Number
3
4
5
7
8
10
11
2
5
4 =
= 10
Result of multiplication
6
15
8
2 4
5 4 = 20
25
10
5 5 = 25
14
27
5 7 = 35
2 8 = 16
58
40
2 10 = 20
5 10
50
2 11 = 22
55
5 11
6 = 8 = 10 = 14
20
25
15
35
20 = 22
= 16
= 50
55
40
2.
3.
(a) Not equivalent

(c) Not equivalent
Worksheet 3.6
1.
Fractions
5
8
2
9
11
15
40
93
9
22
(b) Equivalent
(d) Equivalent
Denominator
8
9
15
93
22
134
2.
Lowest Fractions
Largest Fractions
3
5
1
7
2
9
6
15
1
8
3
12
8
33
3
20
4
5
4
7
6
9
10
15
6
8
10
12
21
33
16
20
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
3.
LCM Denominator
4.
(a)
(b)
20
(c)
18
(d)
56
(e)
24
(f)
(g)
22
(h)
45
Common Denominator
Fractions
5
4
6 and 6
4
20
4
18
35
56
21
24
6
9
8
22
35
45
Lowest
Fractions
5
and 20
6
and 18
32
and 56
and 59
and 59
7
and 22
and 36
45
(b) 56
7
(a) 10
Worksheet 3.7
1. (a) 2, 4
(c) 4, 5
(e) 3
(b) 5
(d) 2, 3, 6
2.
HCF
(a)
(b)
(c)
(d)
Fractions in the lowest terms

4
5
8
15
3
8
5
7
135
2
3
1
5
2
9
4
7
5
6
5
9
7
22
7
9
Largest
Fractions
5
6
1
4
2
6
5
8
7
8
2
3
4
11
4
5
3.
(a) 51
(b) 51
2
3
2
3
(d) 35
(c)
(e)
(f)
Worksheet 3.8
1. (a) 1
(c)
(b) 21
1
4
(d) 1 41
(f) 3 31
(e) 2 21
(g) 5 21
2.
(h) 1 32
(a)
(b)
(c)
3.
3
7
(a)
(b)
(c)
(d)
(e)
136
4.
(b) A = 6 35
(a) A = 1 32
(c) A = 3 32
5.
(a)
(b)
(c)
(d)
6.
7.
5 21 km
8.
Worksheet 3.9
1. Proper fraction: 21 , 37 , 66 ,
17
Improper fraction: 11
9 , 5 ,
2.
9
11 ,
15 ,
3
3
10
17 , 8
11 3
(a) 27
(c) 36
(b) 30
137
3.
(a) 13
4
53
(b) 10
54
7
53
6
(d) 53
5
(c)
(e)
(f)
75
8
Worksheet 3.10
1.
Improper fractions
(a)
(b)
(c)
(d)
3
2
7
2
10
4
5
3
Mixed numbers
1 21
3 21
2 24
1 32
(a) 13 21
(c) 4 38
(b) 4 72
(d) 23
4
(e) 9
(f) 12 52
3.
(a) 3, 10
(c) 21, 15
(e) 3, 56
(b) 9, 14
(d) 2, 36
4.
(a) 64 , 96
15
(c) 10
8 , 12
(b)
(d)
(a) yes
(c) no
(b) no
(d) yes
2.
5.
TEST 3.1
1. 52 , 31
2.
3.
3
8
, 78
138
7,
3
20 ,
14
21
9
30
21
4.
5.
2
6
, 39
6.
(a) 78
(b) 52
7.
(a) 35
(b) 10
27
8.
1 32
9.
10. (a) 35
(c) 3
(b) 17
11. (a) 42
(b) 22
5
12. (a) 4
(b) 8 61
13. 32 = 18
12
14. 31
15. 35
Worksheet 3.11
1. (a)
139
(b)
(c)
(d)
2.
(a)
(b)
(c)
(d)
140
Worksheet 3.12
1. (a) 56
(d) 94
(g)
6
7
4
5
2
3
(i)
(j)
(k)
3
4
2
3
(l)
(c)
(e)
(m)
2.
3.
(b) 21
(f)
7
12
(h) 1
(n)
3
4
4
5
3
4
(a) 32
(b) 56
7
(c) 10
9
(d) 20
(a) 3 35
(c) 5 32
(b) 2 92
6
(d) 1 11
(e) 4 37
Worksheet 3.13
5 + 3
1. 31 + 51 = 15
15
8
= 15
2.
1
2
+ 61 = 36 + 61
= 64
= 32
3.
8
10
4.
13
20
5.
3
4
6.
47
60
7.
59
70
8.
7
8
2.
7
5 10
Worksheet 3.14
1. 3 72
3.
5 34
4.
5 21
5.
9 78
6.
5
14 21
7.
8.
23
6 30
9.
7 34
10. 6 81
141
Worksheet 3.15
1. 4 61 km
3.
2.
3 kg
4 10
2.
2
8
11
5 12
Worksheet 3.16
1. 72
3.
4
13
4.
8
15
5.
3
10
6.
2
7
7.
5
8
8.
6
15
9.
3
17
Worksheet 3.17
1. (a) 33 31 = 31
(b) 1 52 = 55 52
= 35
(c) 1 37 = 77 37
= 74
(d) 1 62 = 64
(e) 1 38 = 58
2.
(a) 41
(c) 2 57
(b) 1 52
(d) 3 58
1
(e) 4 10
3.
2 38
Worksheet 3.18
1.
2.
142
3.
4.
5.
Worksheet 3.19
2
1. 15
3.
1
18
5.
19
24
Worksheet 3.20
1. (a) 1 21
2.
7
20
4.
7
10
(b) 4 56
(c) 5 91
2.
(a) 3 41
(c) 4 21
3
(b) 9 10
3.
(a) 2 94
(c) 3 31
(b) 2 21
4.
(a) 52
(b) 1 21
(c) 2 37
5.
(a) 2 21
7
(c) 3 12
2
(b) 1 15
(d) 3 21
(e) 1 13
15
143
Worksheet 3.21
11
1. 20
3.
9
10
Worksheet 3.22
1. 32
3.
3
5
5.
4
11
Worksheet 3.23
1. 1 81
3.
1
3
5.
29
45
Worksheet 3.24
1. 1 32
3.
71
3 12
5.
14
15
Worksheet 3.25
29
1. 70
3.
11
4
4.
3
8
2.
3
5
4.
4
7
2.
3
8
4.
7
1 72
2.
9
16
4.
1 81
2.
3 41
2.
2
5
5 39
70
Test 3.2
21
1. 27
3.
(a) 2 56
(b) 6 21
4.
18
7
5.
6.
2
(a) 1 17
11
(c) 12
9
(b) 14
(d) 1 21
144
= 2 34
2.
7
10
7.
9
(e) 6 10
1
(f) 1 12
2
(a) 17
11
(c) 42
(b) 92
(d) 3 21
(f) 6 35
(e) 1 32
8.
4
(a) 13
(c) 37
45
(b) 19
21
9.
3
8
10. 1 58
Worksheet 3.26
1. 3 54 = 12
5
2.
2 32 = 34
= 1 31
= 2 52
3.
4 34 = 12
4
=3
4.
5.
7
9
6.
3
11
7.
1 35
8.
2 72
145
9.
4 61
2
10. 2 13
Worksheet 3.27
1. (a) 74
(b) 2 52
9
(d) 1 13
7
(c) 1 11
3
(e) 2 16
(f) 4 74
(h) 6
(g) 2
(i) 25
Worksheet 3.28
1.
1
4
2.
8=2

1
6
3.
18 = 3
4.

3
5
5.
10 = 6
2
7

1
4
6.
6 = 1 21
7.
14 = 4
222222222
2
3
9=6
1
4
22 = 41
8.
1
4
21 = 81
146
9.
10.
2
3
21
5
6
= 62
5
31 = 18
= 31
11.
2
7
41
2
= 28
1
= 14
1
12. 10
8
13. 15
5
14. 14
1
15. 12
Worksheet 3.29
3
1. (a) 10
(c)
2
(b) 27
3
(d) 20
3
7
2.
1
6
3.
2
27
4.
3 21
5.
1
2
6.
21
44
Worksheet 3.30
3 14 = 2
7
5
15
3
12
1
8 13 = 26
13
3
21
26 14 = 4
4
13 26 = 8
20 34 = 15
11
1
12 18 = 16 2
5 2 = 2
5
9
9
5 15 = 15
7
35
49
2 12 = 8
3
9
1
10 25 = 22 2
147
Worksheet 3.31
Calculations
Question
7 21
63
7
3
2 31
1.
1 61 2
7
6
2.
1 78 52
15
8
52
3 15
84
1
52
1
3
4
--
3 32 76
11
3
76
11
3
2
76
22
7
3 71
4.
2 31 1 81
7
3
21
8
2 58
5.
1 57 61
12
7
2
7
--
2 3 51
2 16
5
32
5
6 52
3.
6.
Answers in
lowest form
Answers in
mixed
number
( if any)
7 93
31
8
98
2 12
61
61
Worksheet 3.32
1.
Questions
7 5 =
10
12
Calculations
7 5
10
12 2
2
Answers
(a)
6
7
(b)
2 32 1 34 72 =
8 2 7
4
3
72
4
3
(c)
1 51 2 21 32 =
62 5
5 2
32
(d)
2 61 2 52 3 34 =
13 312
5
62
15
4
(e)
3 25 =
1 92 10
9
11 3
93
10
23
9
(f)
3
8
(g)
2 32 41 =
6
7
1
4
39
2
253
270
3
8
83 41
1
4
6 9 =
1 32 11
10
5
3
26
9
11
10
2
9
11
(h)
3 21 1 31 1 71 =
7
2
4
34 87
16
3
(i)
5
8
5 11 4
8 2 20 4 33 3
1
24
(j)
3 34 89 51 =
15 3 8 1
4
93 5
(k)
1 32 54 1 81 =
5
3
(l)
1 57 2 21 14
15 =
12 6 5
7
2
11 4 =
20
33
54 98
2
2
3
3
2
14
15
3
2
2
3
148
2.
8
(a) 147
11
(c) 1 25
3
(b) 26
11
(d) 18
16
(e) 153
Worksheet 3.33
1. 2 kg
2.
RM 340
3.
(a) 33
20 km
(b) 9 km
4.
(a) 120
(b) 40
Worksheet 3.34
1. (a) 51
(b) 72
9
(c) 10
(e) 55
7
(f)
(g) 6
(h)
(i)
2.
(d) 4
9
2
(j)
1
4
9
4
3
10
(a)
10 3 = 3 31
(b)
5 2 = 2 21
(c)
3.
1
(a) 15
8
(c) 27
(b) 81
3
(d) 20
149
7
(e) 80
(f)
Worksheet 3.35
1. (a) 12
(c) 4
2.
2
15
(b) 10
(d) 53
(a) 1 21 = 2
(b) 2 21 = 4
(c)
1
3
91 = 3
(d) 35 51 = 3
3.
(a) 21
2
(b) 7
4
3
14
9
1
3
(d) 2
(c)
(e)
(g)
(f)
(h)
Worksheet 3.36
41
1. (a) 15
(c)
14
9
3
4
(b) 32
4
3
150
2.
5
2
3.
Worksheet 3.37
1. 42 glasses
9
4
2.
12 m
4.
3
8
Worksheet 3.38
1. 21
2.
7
3
3.
4.
35
2
5.
6.
3
4
3.
202
9
4.
230
kg
Worksheet 3.39
1. 83
2.
RM 20
3.
4.
190
2.
21
10
18
Worksheet 3.40
1. 115
4
3.
40
3
4.
9
2
5.
420
6.
53
8
2.
65 houses
4.
7
12
2.
1
2
4.
11
2
Worksheet 3.41
1. 10 pupils
3.
25
4
hours
5.
37
3
Test 3.3
Section A
4 = 6
1. 52 = 10
15
3.
18
27
5.
18
5
= 32
151
7
, 35 , 10
6.
4 31 = 34
= 1 31
7.
2
3
8.
12
7
6=4
9.
6
5
4
10. (a) 63
(c) 8
1
(b) 12
7
11. (a) 36
(b) 32
4
12. 27
13. (a) 4
(b) 34
Section B
14. 41
15. Imran
16. 35
8 kg
4
17. 15
18. 35
6 kg
19. RM 600
3
20. 10
21. 14
22. 54 m
152

Chapter 3 Fractions

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Chapter 3 Fractions

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Teachers Guide Sheet 3.

Describe fractions as parts of a whole

Pupils can represent fractions using papers.

Ask pupils to fold papers to represent: 21 , 41 , 81

Fold the strip of paper into 5 equal parts.

Pupils name and write the fractions given.

Pupils name fractions of the folded strips of paper.

Introduces the term fractions by using 21 as an example.

Pupils can write fractions

Pupils are given 10 minutes to answer questions in Worksheet 3.1.

Teachers Guide Sheet 3.2

Learning Outcomes: Write fractions of given diagrams

Strips of paper, fractions flash card and fractions kit

Discussions and exercise

Pupils can rewrite the number 1 in fraction form.

Prepare strips of paper that represent

Pupils match two pieces of 21 with one strip of 1 unit.

Repeat (2) with the 31 and 41 strips.

Discussions and exercise

Represent fractions with diagrams.

Ask pupils to draw any diagram to represent number 1.

Show the fraction flash card

Repeat with for fraction flash cards 32 and 35 .

Shade the diagram below to represent the fractions given.

Draw diagrams to represent the fractions given.

Teachers Guide Sheet 3.3

Learning Outcomes: To determine the position of a fraction on a number line.

Fraction flash cards and number line chart.

Demonstration and practice

Write fractions on a number line.

Do revision to represent whole numbers on a number line.

Pupils complete the box given

Explain how to label fractions on a number line.

Explain the position of fractions on a number line for the following

Each pupil will be given a fraction card.

Pupils answer questions in Worksheet 3.3

Fill in the blanks.

Label the fractions given on the number lines.

Teachers Guide Sheet 3.4

Find equivalent fractions for a given fraction.

OHP, manila card, fractions kit

Demonstration, discussions and exercises

Finding equivalent fractions for a given fraction

Show some examples of equivalent fractions for 21 (see explanation note

Pupils answer questions in Worksheet 3.4.

Explanations and exercises

Finding equivalent fractions by multiplying the numerator and the denominator

(b) what is the value of 22 , 33 , 44 , 55 , etc.

Introduce the algorithm method to find equivalent fractions.

(b) Prepare 3 pieces of transparencies, but shaded differently: 24 , 36 , 84 .

(c) Place the transparency with 24 on top of the transparency with 21 .

4 = _____ = _____ = _____ = _____ = _____ = _____ = _____

All these are equivalent fractions.

Complete the blanks.

Determine whether the following pairs of fractions are equivalent.

Teachers Guide Sheet 3.5

Compare the values of two given fractions.

Fractions flash cards, chart

Discussion, quiz and exercise.

To compare the values of two given fractions.

Show diagrams of fractions with these common denominators :

(b) 21 , 31 (the second denominator is not a multiple of the first

(a) common denominators

Place the flash cards

4 = ___ = _ = _ = _ = _ = _ = ___