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CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCIES
SPECIFIC LEARNING
OUTCOMES
TIME ALLOTMENT
PREREQUISITE KNOWLEDGE
PREREQUISITE SKILLS
RESOURCES
Computers
wifi/internet connection
1. C.P. McKeague, Prealgebra
2. E.P. Vance, Modern Algebra and Trigonometry
3. Bezuk, N., and Cramer, K. (1989). Teaching About Fractions: What, When,
and How?
www.cehd.umn.edu/ci/rationalnumberproject/89_1.html
PROCEDURE
Day One:
INTRODUCTION
Ask students how fractions were introduced and defined in their previous
grade levels. Call some students to the board to give examples of fractions
and draw corresponding visual representations. Then discuss the objectives of
reintroducing fractions which include reinforcement of concepts, sharpening
2
MOTIVATION
Make the students realize the importance of fractions through practical
examples. Start by asking the students to cite circumstances, based from their
own experiences, wherein fractions were used. The teacher may add more
examples, preferably those applications in everyday life and those relevant to
certain jobs or professions.
Practical examples:
1.
2.
3.
4.
5.
6.
7.
8.
Teacher Tip
The teacher may divide the
class into groups (with, say, 5
members) wherein each group
will create a scenario involving
3
a
b
Define formally a
fraction as a ratio
of two numbers
but
emphasize
that
a
fraction
must be viewed as
Examples:
2
5
5
5
3
5
8
5
or
3
5
1
2
5
4
2
3
Visual representations
should have been taken in
the earlier grades, hence
this part will just be a
review. Let the students
explain the visual
representations on the
board and explain them to
the class. This will also test
whether they have really
understood the concept of
fractions and the
fundamental operations on
fractions.
4. Equivalent fractions
6
1
2
2
3
2
4
6
9
Examples (i)
1 1 2 2
=
=
2 2 2 4
hence
, b,c0
1
2
and
2
4
1
instance, after drawing 2 , divide
are equivalent
2
show 4 .
fractions
(ii)
2 23 6
=
=
3 33 9
hence
2
3
and
6
9
are equivalent
fractions
7
2
4
(i)
in lowest terms is
since
(ii)
9
6
2 1 2 1
=
=
4 2 2 2
in lowest terms is
since
1
.
2
3
.
2
9 33 3
=
=
6 2 3 2
24
20
24 24 4 6
=
=
20 20 4 5
6
.
5
in lowest terms is
4
7
in lowest terms is
36 36 9 4
=
=
63 63 9 7
36
.
63
4
7
and
12
21
For instance,
7. Ordering fractions (start with showing simple cases which do not require
computations)
1
24 24 4
4 6
=
=
=
20 20 4
1 5
20
4
24
Examples (i)
8
17
is less than
8 is less than
1
2
(since numerator
3
1
is greater than
(since
4
2
numerator 3 is greater than half of its denominator).
half of 17) while
(ii)
7
6
is greater than
29
30
7
is greater than 1 (since 7 > 6) while
6
Example:
and
7 29
>
6 30
3
10
8 3
<
17 4
<
7
10
Example:
2
4
<
2
3
(a bar when divided into 4 equal parts will have each piece smaller than
when it is divided into 3 equal parts, i.e. as the denominator gets bigger,
10
1
7
<
360 54
since
1
3
=
360 1080
and
7
140
=
54 1080
of the
denominators are
ii.
1
360
and
3
360=2 3 5
7
, the prime factorization
54
and
54=2 3
Solve for the least common multiple (LCM) of all the denominators, also
referred to as the least common denominator (LCD).
The LCD is equal to the product of all the unique prime factors found
in the denominators, each is raised to the highest exponent appearing
in any of the denominators.
Example
1
360
and
Solution: Since
360=23 32 5 and
LCD = 23 33 5 = 1080
7
54
54=2 33
then the
11
1080 360=3
1
1 3
3
=
=
360 360 3 1080
and
1080 54=20=2 5
7
7 22 5
7 20
140
=
=
=
2
54 54 2 5 54 20 1080
and
Start with the sum of two similar fractions (illustrate with visual models).
Example:
3
10
4
10
7
10
Caution students of
conflicting rules between
12
1 1 2
+ =
5 5 5
(i)
+
. The
14
6 20
Examples:
sum must be near 2,
since each fraction is
2 1 8
3
11
+ =
1.
+
=
(LCM of 3 and 4 is
almost 1.
3 4 12
12
12
12.)
3 1 4
+
(ii)
. Observe that
4 5 9
1
7
3
140
143
+ =
2.
+
=
(LCM of 360 and 54
4
1
360 54 1080
1080
1080
is less than
9
2
is 1080.)
3
while
is already
4
1
1 1 5
4 7
5
6
3
greater
than
.
+ = + = =
3.
(LCM of 7, 4 and 28 is 28.)
2
7 4 28 28 28 28 28 14
Note: Final answers should be in lowest terms.
2. Multiplication of fractions
a c ac
= ,b,d 0
b d bd
application of operations on
fractions.
Example:
1 3 3
=
2 5 10
1
2
of
3
5
is equal to
3
10
1
225
225=
= PHP45
5
5
2 1 2
=
3 5 15
of PHP225
3. Division of fractions
Division by a fraction is the same as multiplication by its reciprocal. The rule
is
a c a d ad
= =
b d b c bc
14
3
=4
2
8
. Then show that the line segment from 0
3
8
2
can be divided into four equal portions, each has a length of
.)
3
3
2
3
2
3
2
3
2
s in
3
8
3
2
3
(this shows
8
3
1
2
cup of latik is left and the only measuring cup available that
15
1 1 1 8 8
= =
2 8 2 1 2
or 4 .
1
8
cup share of
latik.
C. Complex Fractions
A complex fraction is a fraction whose numerator and/or denominator are
also fractions or combinations of fractions. A complex fraction may be
simplified by reducing the entire numerator and/or entire denominator into
single fractions and applying the rule on division of fractions.
Example
2 1
+
5 3
4 1
7 2
6 5
+
15 15
8
7
14 14
11
15
1
14
11 14 154
=
15 1
15
16
1.
Solution:
3
1 11
5
3 +
+6
4
2 8
9
3 7 11 59
+
+
4 2 8
9
3 7 11 59
+
4 2 8 9
=
5425299+ 472
72
Note that 4 =
2. 6
1
4
175
72
=
2
,8=
, and 9 =
. Thus, LCD =
2 43
5 5
2
3 =72 .
( 25 8 106 )
1
Solution: 6
4
25
5
=
4
41
( )
2
6
8
5
10
125
164
25
4
25
4
( )
41
5
Note that 8 =
32 52=1800
1
9
7 + 10
5
8
4
3
3 2
5
7
3.
Solution:
1
8
entire numerator =
1
1
(8+ )+10
5
8
13
35
4
5
- (2 +
3
4 3
=1+
7
5 7
48
35
Therefore,
or
1
5
83
40
entire denominator = 3 +
1+
=2+
1
9
7 +10
5
8
4
3
3 2
5
7
83 48
40 35
83 35
40 48
581
384
197
384
3
x +5
= 30.
3
x +5
= 30
by (x+5), we get
18
1
2
packs of
gulaman?
Solution:
(1 34 )( 7 12 )=( 74 )( 152 )
105
or
8
13
1
8
cups of water
3
4
meters of white
1
meters of blue cloth for the pants. How
3
much clothing material of each color is required for 35 sets of uniform?
cloth for the blouse and 2
Solution:
(1 34 ) ( 35)=( 74 ) ( 35)
(2 13 )( 35) =( 73 )( 35)
245
or
4
=
61
1
4
245
or
3
2
3
meters of blue
cloth
3
5
passed
25
1
=
450 18
20