GET DIRECTORATE · 2020. 5. 19. · a) one slice of bread (b) one whole loaf of bread (c) 24 peanuts 6. Change your sketches again to show how each of the following can be shared

GET DIRECTORATE

Grade 4 Common Fractions:

(Draft)

DATE: ………………………………………..

1. TOPIC: COMMON FRACTIONS

2. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should know and be able to:

3. RESOURCES: Sasol-Inzalo Term 2 book, Textbooks (for further practice)

AANLYN BRONNE

https://drive.google.com/open?id=1Qw6gZzmSxQ-ypsHmqx1LHnVbA2HsKX79

https://www.thelearningtrust.org/asp-treasure-box

4. INTRODUCTION

Equal sharing into fractions

In this section, we will look at sharing bread, oranges and peanuts in different

ways.

Note: Do not use symbols to write the answers. Use words to describe the

parts in your answers.

Five children share this loaf of bread equally.

“Equally” means that every child gets the same.

What can we call the part that each child gets?

To share the loaf of bread in this way, it is divided

into five equal parts.

Each of these parts is called one fifth of the loaf.

If a loaf of bread or some other object is divided into seven

equal parts, each part is called one seventh of the whole.

Describe, compare and order common fractions of different denominators (halves,

thirds, quarters, fifths, sixths, sevenths, eighths) in diagram form.

• Develop the concept of fractions in a variety of ways.

Problem-solving contexts can help learners to understand many ways of thinking about

fractions:

Develop concept by demonstrating different models of fractions

MATHEMATICS

GRADE 4

𝐨𝐧𝐞 𝐟𝐢𝐟𝐭𝐡



https://eur03.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.thelearningtrust.org%2Fasp-treasure-box&data=02%7C01%7CAndre.Lamprecht%40westerncape.gov.za%7C69409bce660c4533dc1c08d7e13f7b51%7Cae74bf7fcfc34760a1fe0731afaa5502%7C0%7C0%7C637225535073880951&sdata=XB57UW3Vq%2BW7AycR%2FhRvmf1GrHTj4Kn3oE4wVPngFII%3D&reserved=0

Page 2 of 19

Grade 4 Lesson Plan COMMON FRACTIONS

(Draft)

Let`s practice equal sharing:

2. A whole sausage is shared between six children so that every child gets the same.

What part of the sausage does each child get?

Make a drawing to show how the sausage must be cut.

4. CLASSWORK

ACTIVITY 1: Day 1: Estimated time 30 mins

3. Five children share a loaf of bread equally. Nothing is left over.

Make a rough sketch to show how they can do it.

.

4. In the space provided, make rough sketches to show how each of the following can

be shared equally between six children:

(a) one slice of bread (b) one whole loaf of bread (c) 24 peanuts

Remember, to share equally means that everyone gets the

same.

This rough sketch shows how

a loaf of bread can be cut to share it equally between

seven people

Page 3 of 19


(Draft)

5. Change the sketches you have made to now show how each of the following can be

shared equally between 12 children:

a) one slice of bread (b) one whole loaf of bread (c) 24 peanuts

6. Change your sketches again to show how each of the following can be shared

equally between 3 children:

a) one slice of bread (b) one whole loaf of bread (c) 24 peanuts

7. Five people share 11 slices of bread. Every person must get the same. Nothing is left

over. Make a rough sketch to show how they can do it.

Page 4 of 19


(Draft)

5. CONSOLIDATION / CONCLUSION & HOMEWORK

Emphasise the following:

Remember, to share equally means that everyone gets the same.

Homework:

3. Complete:

8. Make rough sketches to show how each of these equal sharing can be done:

(a) 8 children share a loaf of bread.

(b) 4 children share a loaf of bread.

(c) 5 children share a loaf of bread.

(d) 10 children share a loaf of bread.

(a) (b)

(c) (d)

Page 5 of 19


(Draft)

4. CLASSWORK

DESCRIBING COMMON FRACTIONS

Activity 2: Day 2: Estimated time: 45mins

When something is shared equally, we are sharing it into fractions. A fraction is a part of

a whole or group. In grade 4 you will learn how to write fractions by using symbols.

Complete:

Name of fraction Explanation Fraction

Symbol

One half

Two equal parts, but

one part is shaded.

𝟏

𝟐

One third

Three equal parts,

but one part is

shaded

𝟏

𝟑

One quarter

Four equal parts, but

one part is shaded

𝟏

𝟒

……..

……….

……..

Six equal parts, but

one part is shaded

One seventh

……….

…….

𝟏

𝟖

From diagram form to fraction form:

Fraction shaded = four sixths

𝟒

𝟔

The numerator indicates the number equal parts of the whole that has been shaded and the

denominator indicates the number of equal parts the whole has been divided into.

Numerator

Denominator

Dividing line

Page 6 of 19


(Draft)

Look at this shape:

a) How many equal parts does this shape consist of?

_______________ equal parts

b) One part is called one _______________.

c) Write one part in fraction form. ________________

d) Draw the same shape and shade seven eighths of the shape.

e) If seven eighths is shaded, what fraction is not shaded?___________________

____________________________________________________________________________________________

Consolidation / Conclusion / Homework

___________________________________________________________________________________________

Emphasize the following:

Diagram form Fraction name Fraction symbol

Three quarters

3

4

In 3

4: 3 of the 4 equal parts are shaded.

3 is the numerator

4 is the denominator

Homework:

1. Use diagrams to show these fractions:

a) A quarter b) two thirds

2. Shade in these shapes:

a) 3

4 b)

5

6

Page 7 of 19


(Draft)

CLASSWORK

ACTIVITY 3: Day 3: Estimated time 45mins

9. In Photograph A an orange is cut into halves.

In Photograph C an orange is cut into eighths.

Into what fraction parts is the orange cut in:

Photograph B: ____________________________

and Photograph D? __________________________

10. Make rough sketches to show different ways in which a slice of

bread can be cut into quarters.

Let`s discuss: [This is the type of questions and discussion teachers and learners should have:]

Five people share 3 breads. How much will each person get?

How will you go about sharing the breads? Remember we must do equal sharing!!

Is there enough breads so that each person gets a bread? Definitely not!

Therefore, each person must get a part of every bread.

Let`s make a rough sketch to solve this problem!

Page 8 of 19


(Draft)

Bread 1 –

What must we do with the first bread?

We will have into cut it into 5 equal parts.

What do we call each equal part?

We name it one fifth.

Bread 2 -

What must we do with the second bread?

We must do the same – we must cut it into 5 equal parts.

How much does each person get?

Each person gets one fifth of the bread.

Bread 3 –

What must we do with the third bread?

We do the same – we cut it

into 5 equal parts.

Each person again gets one fifth of the bread.

So let`s see how much bread each person gets.

Each person gets: one fifth + one fifth + one fifth = three fifths

CONSOLIDATION / CONCLUSION & HOMEWORK

____________________________________________________________________________________________

Page 9 of 19


(Draft)


Homework:

Equal sharing:

11. Eight people share 5 loaves of bread equally. How much bread

does each person get? You can make a drawing to help you.

12. Twelve people share 8 loaves of bread equally. How much bread does each person get?

Page 10 of 19


(Draft)

CLASSWORK

ACTIVITY 4 & 5: Day 4 & 5: Estimated time 1 ½ hour

NAMING FRACTIONS

1. What can we call each part in the following cases?

(a) The loaf is divided into five equal parts. __________________________________

(b) The loaf is divided into three equal parts. ________________________________

(c) The loaf is divided into ten equal parts. __________________________________

2. A cake is divided into equal pieces and each piece is a seventh

of the whole cake. How many pieces are there? _________________pieces

____________________________________________________________________________________________

Page 11 of 19


(Draft)

VASLEGGING/SAMEVATTING & TUISWERK

____________________________________________________________________________________________

Homework:

3. Which is greater, one sixth of a cake or one fifth of the same

cake? Do not use a drawing to explain your answer. ________________________

CLASSWORK

ACTIVITY 5: Day 5: Estimated time 45mins

Three different ways of halving

a loaf of bread are shown by

Photographs A, B and C.

4. Can the halves in Photograph B

be cut to form smaller parts such

as those shown in Photograph D?

________________________________

5. Can the halves in Photograph B

be cut to form smaller parts such as those shown

in Photographs E and F?

_________________________________

6. What fraction parts of a whole loaf of bread are shown in

Photographs D, E and F?

_________________________________

_________________________________

_________________________________

7. Which halves can be cut to form smaller parts such as

those shown in Photograph E?

__________________________________

__________________________________

8. Which halves can be cut to form smaller parts such as

those shown in Photograph F?

__________________________________

__________________________________

(A) (B)

(D)

(E)

(F)

Page 12 of 19


(Draft)

CLASSWORK

ACTIVITY 6: Day 6: Estimated time: 45 mins:

COMPARE AND ORDER OF COMMON FRACTIONS

This is a fraction wall. Every row shows a different fraction. The top row is one whole, therefore

showing 1. The next row shows halves. The two halves are the same as one whole. The next row

Have three thirds, the same as one whole.

For example:

Let`s compare fractions on the fraction wall.

Find 2

5 on the fractions wall.

Now find 3

6 on the same fraction wall.

Therefore we can say that: three sixths is greater than two fifths.

Therefore it is written as: 2

5 <

3

6

Remember: We read the above number sentence from the left to right.

It reads, 2

5 is smaller than

3

6

Page 13 of 19


(Draft)

Let`s practice:

Use the fraction wall to help you answer the following questions:

Learners must be provided with a fraction wall to do the comparison.

1. Which fraction is the smallest? 1

2 or

1

3

2. Which fraction is the biggest? 1

5 or

1

3

3. Compare these fractions and then rearrange

the frctions in ascending order (from the

smallest to the biggest). 1

2;

1

5;

1

3

___________________________________________________________________________________________

CONSOLIDATION / CONCLUSION AND HOMEWORK:

____________________________________________________________________________________________

Emphasize this:

Fraction walls to be used for comparison of fractions.

Comparison number sentences are read from the left to the right

Homework:

1. Fill in the correct symbol, <, > or = in the following number sentences:

a) 3

5 ____

5

6

b) 2

5 ____

3

7

c) 5

8 ____

6

7

d) 2

8 ____

3

5

2. Is the statement true or false? 2

7 <

3

7, but

3

7 >

2

7

3. What would you rather have? Why?

a) The half of a pizza or the third of a pizza?

_________________________________________________________________________________

b) One sixth of a pizza or an eighth of a pizza?

______________________________________________________________________________

c) One fifth of a cake or a quarter of a cake?

__________________________________________________________________________________

d) One seventh of a cake or one eighth of a cake?

__________________________________________________________________________________

Page 14 of 19


(Draft)

Problem-solving: 9. (a) How many slices are there in one whole loaf, if each of these stacks is one fifth of a whole

loaf? ______________________ slices in the whole loaf

(b) Susan ate one of the above stacks of slices in the morning and two of them in

the evening. What part of a loaf did she eat, altogether?

___________________________________________________________________________

(c) How many full loaves can be made up by putting these stacks together, and what part of

a full loaf will be left over?

___________________________________________________________________________

(d) How many slices is 3 quarters of the whole loaf?

___________________________________________________________________________

(e) Which is more, 3 quarters of the whole loaf or 3 fifths of the whole loaf?

___________________________________________________________________________

(f) How many whole loaves can be made by putting 8 quarters together?

____________________________________________________________________________

(g) How many whole loaves can be made by putting 20 quarters together?

____________________________________________________________________________

Page 15 of 19


(Draft)

CLASSWORK


COMPARING FRACTIONS

1. (a) How many are three fifths of 15 people? ____________________ people

(b) How many are one third of 15 people? Show how you can

use division to find the answer. ________________________________________________

(c) 15 people are divided into five equal groups. How many

people are in each group? Show how you can use a fraction

to find the answer._____________ people in each group _____________

(d) 20 people are divided into groups of 4 each. How many groups are there?

__________________________________________________________________________

(e) How many are one fifth of 20 people? ________________

CONSOLIDATION/CONCLUSION & HOMEWORK

____________________________________________________________________________________________

Emphasize the following: When you divide something into 5 equal parts, each part is

one fifth of the whole

If the teacher divides a group of 15 learners into five smaller,

equal groups, each small group is one fifth of the whole group.

Can you see it in the picture?

Page 16 of 19


(Draft)

CLASSWORK


2. Maggie spent a quarter of her money, and Lizzie spent half of her money. Who spent the

most money in each case below?

(a) Maggie had R40 and Lizzie had R100. ________________________ spent the most.

(b) Maggie had R100 and Lizzie had R40. ________________________ spent the most.

(c) Maggie and Lizzie both had R40. _____________________________ spent the most.

3. Make a rough drawing of a loaf of bread that is cut into slices

so that each slice is one tenth of the whole loaf.

4. (a) Write three sentences to say what you see in the picture.

(b) How many slices are there in the whole loaf? __________________________slices

(c) How many slices are there in each fifth of the loaf? _____________________ slices

(d) How many slices are there in 3 fifths of the whole loaf? __________________ slices

(e) How many slices are there in a quarter of the whole loaf? ________________slices

(f) How many slices are there in 3 quarters of the whole loaf? ________________slices

(g) How many quarter-loaves can you make up from 5 full loaves? __________

(h) How many full loaves do you need to make up 12 quarterloaves? _________________

(i) Which is more, 3 fifths or 3 quarters of a loaf? _____________

5. A different loaf of bread is cut into 12 equal slices.

(a) How many slices are three quarters of this loaf? ___________________

(b) How many slices are two sixths of this loaf? _______________________

(c) How many slices are one third of this loaf? _______________________

(d) Peter eats 8 slices of this loaf. What part of the loaf does he eat? ______________________

You can make a rough drawing if it will help you.

Page 17 of 19


(Draft)

CLASSWORK


USING FRACTIONS TO MEASURE

Day 10: Informal test

1. (a) Are the three sticks the same length? ________

(b) How do the green and purple sticks differ from the grey stick?

__________________________________________________________________________________

(c) How do the green and purple sticks differ from each other?

__________________________________________________________________________________

(d) How many equal parts can you see on the purple stick?

__________________________________________________________________________________

(e) What name can you give to these parts?

__________________________________________________________________________________

(f) What name can you give to the parts on the green stick?

__________________________________________________________________________________

Billy uses these measuring sticks to take measurements on a building site

Page 18 of 19


(Draft)

CLASSWORK


4. Here you can see the blue and red walls again.

Can you now say exactly how long they are?

The red wall is ____________________ long.

The blue wall is ___________________ long.

5. Which is longer, 5 sixths of Billy’s measuring stick or 4 fifths of Billy’s measuring stick?

___________________________________________________________________________________

6. Check your answers for question 4 and write them in the same way that the length of

the green wall is written above.

Red wall:______________________________ Blue wall: _____________________________________

7. Which of the walls below is one and 3 eighths of a stick long? Circle the correct one.

8. How long is each of the other walls in question 7?

9. Billy says the wall in 7(b) is one-and-a-half sticks long. Do you agree?

Explain in writing why you agree or why you disagree.

Page 19 of 19


(Draft)

10. How long is each wall below?

(a) ______________

(b) ______________

(c) ______________

(d) ______________

(e) ______________

11. (a) Which of the walls is two and 3 quarters of a stick long? _________________

(b) Which of the walls is two and 6 eighths of a stick long? __________________

CONSOLIDATION / CONCLUSION AND HOMEWORK:

____________________________________________________________________________________________


Homework:

12. Which of the walls is two and 3 fifths of a stick long? Explain how you know that.

__________________________________________________________________________

__________________________________________________________________________

13. One section of a wall is 5 eighths of a stick long, and another section is 5 eighths of a stick

long. How long are the two sections together?

_________________________________________________________________________

_________________________________________________________________________

3 quarters and 6 eighths are called equivalent fractions,

because they are just different ways to describe the same

fraction part of a whole object.

Documents

GET DIRECTORATE · 2020. 5. 19. · a) one slice of bread (b) one whole loaf of bread (c) 24 peanuts 6. Change your sketches again to show how each of the following can be shared