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Maths Learning Design

Topic: Fractions Class: Year 4

Year 6 (I) Duration: 4 to 6 periods Subtopic : Convert Improper Fractions into Mixed Number

and vice-versa

Content Learning

Objectives:

Pupils should be able to: • Identify improper fractions and mixed numbers using concrete material and drawings. • Represent improper fractions and mixed numbers using concrete material and drawings. • Express an improper fraction as a mixed number and vice-versa.

Teaching & Learning Activities Resources Summary

Tuning in (Introduction)

Determine prior knowledge and prepare pupils

1. Use concrete representations to explain the meaning of a ‘proper fraction’.

2. Use paper folding and shading activity to introduce. 3. Ask the pupils to compare the numbers in the

numerator and the denominator. For proper fractions, the numerator is always smaller than the denominator.

4. Any fraction with value smaller than ONE is called a proper fraction.

5. The teacher may show using fraction circles as well as using various shapes. (Appendix 1).

• Appendix 1 • Fractions

circles • Strips of papers

Finding out & Sorting out

(Lesson Development)

Time to locate, gather information,

organise and process ideas.

1. Introduce ‘improper fraction’ by using concrete representations: Ask them to name each shaded part → one sixth (Fraction Pizza or Fraction Circles).

Show them the 7 sixths.

Put all the one-sixth together. There are 7 sixths. (Take out all the one-sixth from each whole by cutting the shaded parts only). Ask the pupils to combine all the 7 sixths.

2. Emphasise that improper fractions depict that the

given fractions add up to be greater than a whole. Examples:

67 and

89 .

3. Improper fraction is also a fraction with a numerator that is equal to the denominator. Examples:

1010 and

88 .

• Fraction pizza • Fraction circles • Appendix 2

Pupils should be able to visualize using

concrete representations of

improper fractions.

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4. Emphasise that fractions such as 1010

and 88

are

improper fractions and they refer to whole numbers. (Teacher may also use rectangular shapes for further understanding) – (Appendix 2).

5. Make connections with 7 sixths to 1 16

.

(The teacher may demonstrate using fraction pizzas or fraction circles).

66

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6. Introduce that 1 16

is a ‘mixed number’. A mixed

number is a number made up of a whole number and a fraction. (Appendix 3).

7. Group pupils into 3 or 4 according to their abilities. 8. Distribute to each group with Activity Sheet

(Appendix 4). 9. Provide each group with concrete material such as

Fraction Circles (Appendix 5) to explain how an improper fraction is converted into a mixed number.

10. Then, pictorial representation (shading given fraction diagram) to illustrate improper fractions and state the mixed numbers.

11. Ask the pupils to look at the information gathered and organised the information according to the task given.

12. Each group presents their findings.

• Appendix 3 • Appendix 4

(Activity Sheet)

• Appendix 5

Pupils should be able to recognise fractions

with the same numerator and

denominator as whole numbers.

=

=

=

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Making Conclusions Draw conclusion and consolidate understanding

1. Teacher discusses and generalises what they have presented. Teacher emphasises on what proper fraction, improper fraction and mixed numbers are.

Improper fractions such as 44

, 66

etc are expressed as

1 whole. 2. After the discussion, make the pupils notice that the

denominators of improper fractions are the same as the denominators of a mixed number.

3. Using fraction circles or fraction pizza, demonstrate why we multiply the whole number to the denominator and add the result with the numerator.

4. Using fraction disc or fraction pizza, demonstrate how

to change improper fractions into mixed numbers using division methods.

5. Teacher asks pupils to convert improper fractions into

mixed number & vice-versa given on a worksheet (Appendix 6).

• Fraction Circles

• Fraction Pizza • Appendix 6

At this stage, the pupils should be able to convert improper fractions into mixed numbers by using

concrete representations and

pictorially

Go further (Enrichment)

Apply knowledge to develop further understanding

1. Teacher asks each pupil to find any daily life experience based on the conversion of improper fraction into mixed number.

2. Teacher provides them with manila cards and coloured A4 paper. Inform them that they may put pictures or diagrams to make their explanation of converting mixed number to improper fraction.

• Manila cards • Coloured A4

paper

Evaluation (with respect to the Content Learning Objectives) What worked well? What would make it even better next time?

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APPENDIX 1 – Proper Fractions

74

54

127

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APPENDIX 1 – Proper Fractions

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APPENDIX 2 – Improper Fractions

67

67

47

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APPENDIX 2 – Improper Fractions

1010

88

81

+ = 89

66

88

44

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APPENDIX 3 – Mixed Number

1

1 1

=

=

66

1 61

67

=

44

41

41

44

2 41

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APPENDIX 3 – Mixed Number

99

92

1

92

equals to

+ = 1 92

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APPENDIX 4 – Activity Sheet

Group Name: _________________________

Group Members:

1) _________________________________________

2) _________________________________________

3) _________________________________________

4) _________________________________________

You need:

ü Fraction circles

ü Strips of Paper

ü Mah-jong paper

ü Marker pen

What to do:

1. Create at least five (3) improper fractions as you can.

2. Create at least five (3) mixed numbers as you can.

3. On a mah-jong paper, create drawing of mixed numbers change into improper fractions

OR

Create drawing of improper fractions change into mixed numbers.

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APPENDIX 5 – Fraction Circles

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APPENDIX 6 – Worksheet

Name : ________________________________ Year : _______ Date : __________________

Answer all questions. Please show your workings if necessary.

1. Change the improper fractions to mixed numbers.

a 23

c 712

b 57

d 611

2. Change the mixed numbers to improper fractions.

a 3 32

c 4 71

b 2 85

d 3 43

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APPENDIX 6 – Worksheet

3. Study the figure below.

a

Write an improper fraction for the shaded part.

= _____________

b

Write a mixed number for the shaded part.

= _____________

c

Write a mixed fraction for the shaded part.

= _____________

d

What fraction does the figure show?

Give your answer as an improper fraction.

= _____________

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APPENDIX 6 – Worksheet

4. Study the figure below.

a Shade 3 65 of the diagram below.

b Shade 417 of the diagram below.

c Shade 2 53 of the diagram below.

d Shade 929 of the diagram below.