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WORKING ON MATHS IN ENGLISH Isabel Leo de Blas

UNIT 3 FRACTIONS 1 ST LEVEL


SUMMARY

1. FRACTIONS
1.1 DEFINITION
1.2 TERMS - HOW TO READ FRACTIONS
1.3 FRACTION OF A QUANTITY
1.4 PROPER FRACTIONS
1.5 IMPROPER FRACTIONS
1.6 MIXED NUMBERS

2. EQUIVALENT FRACTIONS
2.1 HOW TO KNOW IF THEY ARE EQUIVALENT
2.2 REDUCING FRACTION TO LOWEST TERMS

3. OPERATIONS WITH FRACTIONS


3.1 COMPARING FRACTIONS
3.2 ADDITION AND SUBTRACTION OF FRACTIONS

A) +&- WITH LIKE DENOMINATORS


B)+&- WITH UNLIKE DENOMINATORS
3.3 MULTIPLYING FRACTIONS
3.4 DIVIDING FRACTIONS - problems

Webs for more Fraction practising:

http://www.aaamath.com/fra43b-comparefractud.html

http://www.aaamath.com/fra43a-comparefract.html

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WORKING ON MATHS IN ENGLISH Isabel Leo de Blas

Equivalent Fractions

http://www.dositey.com/math/mistery2.html

http://www.learningplanet.com/sam/ff/index.asp

http://www.quia.com/mc/65724.html

Improper Fractions

http://www.mrnussbaum.com/clarafraction.htm

http://www.bmcc.edu/nish/MathTutorials/Fractions/fr-imp.htm

http://www.themathpage.com/ARITH/proper-fractions-mixed-numbers-improper-
fractions.htm

http://www.visualfractions.com/MixtoFrCircle.html

http://www.visualfractions.com/MixtoFrac.html

http://schoolweb.missouri.edu/poplarbluff.k12.mo.us/lowe/ImpMixFractions.ppt#4

Adding Fractions

http://nlvm.usu.edu/en/nav/frames_asid_106_g_2_t_1.html

http://www.aaamath.com/fra57a-addfractld.html

http://www.aaamath.com/fra66k-addfracud.html

http://www.aaamath.com/fra66d-addmixedld.html

Subtracting Fractions

http://www.aaamath.com/fra57b-subfractld.html

http://www.aaamath.com/fra66l-subfracud.html

http://www.aaamath.com/fra66e-submixedld.html

Multiplying Fractions

http://www.aaaknow.com/fra66mx2.htm#section3

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WORKING ON MATHS IN ENGLISH Isabel Leo de Blas

http://www.homeschoolmath.net/math_resources_3.php

http://www.aaamath.com/fra66m-multfract.html

http://www.aaamath.com/fra66m-multfract.html

Dividing Fractions

http://www.aaamath.com/fra66o-divfract.html

Fraction Games/Practice:

http://www.learningplanet.com/sam/ff/index.asp

http://fen.com/studentactivities/MathSplat/mathsplat.htm

http://nlvm.usu.edu/en/nav/frames_asid_105_g_2_t_1.html

http://www.homeschoolmath.net/online/fractions.php

http://www.visualmathlearning.com/pre_algebra/chapter_9/chap_9.html

http://www.mrnussbaum.com/tonyfraction.htm

http://pbskids.org/cyberchase/games/equivalentfractions/index.html

NOTE: THERE ARE pdf files: with more activities, problems and test of evaluation.
Pdfs activities: fractions-exercises-1.pdf / IMPROPERfract.pdf / 1ºunit3FRACTworksheet.pdf
Test : TEST UNIT 3.pdf

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WORKING ON MATHS IN ENGLISH Isabel Leo de Blas

UNIT 3 FRACTIONS 1ST LEVEL

“A man is like a fraction whose numerator is what


he is and whose denominator is what he thinks of
himself. The larger the denominator, the smaller
the fraction." Tolstoy

1
: In this daisy, one of thirteen petals is left.
13

HOW MANY PETALS ARE THERE IN THE DAISY? There are 13 equal petals.
Which fraction does 1 petal represent? 1/13 represents one petal. And 4 petals? 4/13

And 13 petals? 13/13 = 1, the whole flower


How many petals can you see? 12/13

1. FRACTIONS
We use fractions in daily life for counting parts of something.
Can you give some examples? Three quarters of kilo of tomatoes or half litre of milk…
3 1
Kg of tomatoes l of milk
4 2

1.1 DEFINITION
When we divide something in equal parts and take some parts of it, that represents a
fraction.
4
= 4 PINK PARTS OF 9 A fraction is part of an object that we divide
9
in equal parts

To practise parts of a fraction http://www.visualfractions.com/identify.htm

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WORKING ON MATHS IN ENGLISH Isabel Leo de Blas

1.2 TERMS

4 Numerator
 Fraction  Bar
9Deno min ator
The Fraction bar means division.
Numerator: The number above the fraction bar. It means the parts we take from a
divided unit.
Denominator: The number below the fraction bar. It means the equal parts into we
divided a unit.
Example: Which fraction of a day are 3 hours?
3
Since 1 day is 24 hours, 3 hours are  3 : 24
24

How to read fractions


IN ENGLISH, We read 1ST the numerator like a cardinal number and then the denominator
like an ordinal number.
EN ESPAÑOL, Leemos 1º el numerador como cardinal y el denominador como ordinal
hasta el diez (décimo), a partir de ahí añadimos –AVO al denominador.

ENGLISH SPANISH
1 ONE HALF or one over two UN MEDIO
2
2 TWO THIRDS or two over DOS TERCIOS
3 three

3 THREE FOURTHS… TRES CUARTOS


4
1 ONE FITH… UN QUINTO
5
5 FIVE SIXTHS… CINCO SEXTOS
6
12 TWELVE TWENTY- DOCE
26 SIXTHS… VEINTISEISAVOS

4 6 2 6 18
Please read the next fractions in English and Spanish: , , , , Do a dictation to
5 10 12 13 16
your partner (four fifths, and your partner writes 4 / 5).

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WORKING ON MATHS IN ENGLISH Isabel Leo de Blas

NOW, Can you solve this question?

Three quarter of the 24 students like maths. How many students like maths?
3
of 24 students. How to solve this?
4
1.3 FRACTION OF A QUANTITY
3
To solve of 24: multiply the quantity, 24, by the numerator, 3, and divide it by the
4
denominator, 24.
3
of 24= 3 x 24 : 4 = 72 : 4 = 18 students
4
or 24 : 4 = 6 x 3 = 18
2 3 4
EXERCISE: Find a) de 12 b) de 25 c) de 14
3 5 7

1.4 PROPER FRACTIONS


The numerator is less than the denominator. The value of a proper fraction is always less
than 1.
2
Ex. 
3

1.5 IMPROPER FRACTION


The numerator is greater than the denominator or equal. The value of an improper fraction
is always greater than 1 or equal to 1.
3
Ex.  
2
2 1 1
=1 1 this is a mixed number
2 2 2
http://www.edhelper.com/math/fractions_tg513.htm
GAME
3 11 8 Make the students draw a table with 6 grids to play bingo. Inside they
4 20 2 must write 6 fractions (maximum number until 25 on the numerator or
denominator). One person read fractions until one student says
5 17 2 BINGO. Then we classify the winning fraction in proper or improper.
10 3 7

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WORKING ON MATHS IN ENGLISH Isabel Leo de Blas

1.6 MIXED NUMBERS


1
A mixed number such as 1 represents the sum of a whole number and a proper fraction.
2
1 1 3
So, 1 means 1 + =
2 2 2
A) How to change an improper fraction into a mixed number
Divide the numerator of the improper fraction into the denominator, write the quotient and
the express the remainder as a fraction:
19 5 5
= 19 : 7 = 2 (quotient) Remainder 5  Mixed number 2
7 7 7
B) How to change a mixed number into an improper fraction
Multiply the whole number by the denominator and add the product to the numerator and
write the sum over the denominator:
5 (3• 9) + 5 27 + 5 32
3 = = = To multiply or divide, always change the mixed
9 9 9 9
number into improper fractions.

2. EQUIVALENT FRACTIONS
Look at the rectangles: do the orange parts represent the
1 3
same portion? Yes, they do because and are
2 6
equivalent fractions.

1 1x3 3
=
2 2x3 6
Equivalent fractions: they have the same value because they represent the same parts of a
quantity.

2.1 How to know if they are equivalent


Three ways:
1.- To proof if two fractions are equivalent we can draw them, like the rectangles above.
2. We can divide the numerator into the denominator to see if they have the same decimal
1 3
value:  1: 2= 0.5 and  3: 6 = 0.5
2 6
3. We can multiply cross terms, if the result is the same, then the 2 fractions are equivalent:
1 3 a c
and  1 • 6 = 2 • 3  6 = 6 In general and are equivalent if a • d = b • c
2 6 b d

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WORKING ON MATHS IN ENGLISH Isabel Leo de Blas

How can we produce an equivalent fraction? Multiplying or dividing the numerator and
denominator of a fraction by the same nonzero number.
1 1x5 5 5:5 1
= = and =
2 2x5 10 10 : 5 2
Can you solve these exercises?
3
1. Write 3 equivalent fractions to
5
2
2. Circle the fractions which are equivalent to and proof why
8
1 2 1 3 4 4
a) b) c) d) e) f)
2 4 4 24 16 40

2.2 REDUCING FRACTION TO LOWEST TERMS

To write a fraction in lowest terms, divide the numerator and denominator by the same
number until you can’t continue dividing it.

16 4
To reduce you can divide 16 and 24 by 4 and you get , you can continue cancelling
24 6
2
by dividing by 2 and you get . This is the simplest one. We have reduced the fraction to
3
its lowest terms.
But we can do it faster and better if we divide the numerator and denominator by their
HCF.
16 : 8 2 2
HCF (16, 24)= 23 =8 = it is the lowest fraction or
24 : 8 3 3
16= 24 24= 23 . 3 Irreducible fraction

3. OPERATIONS WITH FRACTIONS


3.1 Comparing fractions
Simon ate two thirds of a cake and Jana one third. Who ate more?
2 1 2 1
To solve this problem we have to compare and . Obviously is bigger than
3 3 3 3
because the numerator 2 is greater than 1
What happens if the fractions have different denominators?

The best way to compare fractions is to have the same denominator and for that we have to
find the equivalent fraction using the LCM.

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WORKING ON MATHS IN ENGLISH Isabel Leo de Blas

3 4 1
For example: To order these fractions , and from lowest to greatest:
4 6 5
- 1st Find LCM of the denominators: LCM(4,6,5)= 22 . 3 . 5= 60
4= 22 6=2.3 5= 5
- 2nd Find the equivalent fraction from the original one. The denominators will be 60 for
the three fractions, so the numerator has to be multiplied by the same number that the
3
denominator to have a result of 60  In the 1st fraction , Now 60 is the denominator and
4
60 : 4 = 15 (so we multiplied 4 by 15 to get 60 and we do the same on the numerator: 3 . 15
45
= 45). The equivalent fraction will be .
60
If we continue the process to the other fractions we finally got:
3 45 4 40 1 12
  
4 60 6 60 5 60
- 3rd Compare the numerators and order from lowest to greater:

45 40 12 12 40 45 1 4 3
 < <  < <
60 60 60 60 60 60 5 6 4

Solved problem:
1. Tom and Mariane paint a room together. The room has 24 m2. Tom painted two thirds
of the room and Mariane one fourth of the room, Who has painted more than the half?
DATA PROCESS
2 2
Tom of 24 OF 24= 2x24:3= 16 m2
3 3

1 1
Mariane of 24 of 24 = 1 x 24:4= 6 m
4 4

1
of 24= 12 Tom painted more than a half
2
more than a half?

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WORKING ON MATHS IN ENGLISH Isabel Leo de Blas

5 3
2. Three friends went out together. James spent of his time reading, Paul and Sony
7 5
3
. Who read more time?
10
DATA PROCESS

5
James LCM (7, 5, 10)= 5 x7x2= 70
7
3
Paul 7=7 5=5 10= 5 x 2
5
3 5.10 = 50 3•14 = 42 3• 7 = 21
Sony / /
10 7.10 = 70 5 •14 = 70 10 • 7 = 70
21 42 50
< <  James read more time
70 70 70

Create similar problems and propose it to the class


Webs sites to practise
http://www.aaamath.com/fra43b-comparefractud.html
http://www.aaamath.com/fra43a-comparefract.html
3.2 ADDITION AND SUBTRACTION OF FRACTIONS
A) +&- WITH LIKE DENOMINATORS

- WRITE THE SUM OR DIFFERENCE OF THE NUMERATORS


- EXPRESS THE RESULT IN LOWEST TERMS
7 1 8 4 2 8 2 6 3 1
Ex.: + =  = Lowest term  =  = 1 Lowest term, in
12 12 12 6 3 4 4 4 2 2
this case a mixed number

B)+&- WITH UNLIKE DENOMINATORS


- FIND LCM = LCD (Lowest common denominator)
- WITH EACH FRACTION DIVIDE THE COMMON DENOMINATOR BY THE
DENOMINATOR AND MULTIPLY BY THE NUMERATOR
- THEN SUM OR SUBTRACT THE NUMERATORS.
3 5 3* 3 5 * 2 9 10 19
Ex.: + = + = + = LCM (8,12)= 23 * 3= 24
8 12 8 * 3 12 * 2 24 24 24
8= 23 12= 3* 22

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WORKING ON MATHS IN ENGLISH Isabel Leo de Blas

Please solve the next operations:


5 4 7 3 3 1 1 3
1. + 2= 2. + = 3. +  = 4. 2  + =
2 5 5 5 3 6 4 6
webs to practise: http://nlvm.usu.edu/en/nav/frames_asid_106_g_2_t_1.html
http://www.aaamath.com/fra57a-addfractld.html
http://www.aaamath.com/fra66d-addmixedld.html

http://www.aaamath.com/fra66l-subfracud.html
Problem: Three students draw a mural: Susan does the half, Ronald one third and Rose five
twelfths. Is that possible?

3.3 MULTIPLYING FRACTIONS


To multiply fractions, write the product of the numerators over the product of the
denominators. Then simplify the result.
2 4 8 1 2 3 6 1
• = we can’t reduce more • • = = this is the reduced result.
3 5 15 3 4 2 24 4
We apply multiplication fraction when we have to find the fraction of a number o
quantity (see 1.3 above).
To find a fraction of another number, replace (sustituye) the word OF with the
multiplication symbol ( • ).
2 2
Example: what is of 21? Solution: • 21= 2 • 7 = 14 or 2 x 21=42:3=14
3 3
1 2
Solved Problem: Teo spends of his salary on food and of what remains (de lo que
4 3
queda) on clothes, what part of his original salary does he have left?
DATA PROCESS
1 4 1 3
Food Total salary is - = it’s what remains
4 4 4 4
2 3 2 3 2 3 6 1
of remains , clothes of  • = = clothes
3 4 3 4 3 4 12 2
3 1 3 2 1 1
Fraction left? – =  = So of his salary left
4 2 4 4 4 4
Invent a similar problem to show in class

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WORKING ON MATHS IN ENGLISH Isabel Leo de Blas

3.4 DIVIDING FRACTIONS

YOU HAVE TO CROSS MULTIPLY

2 1 2x4 8 2 2 4
Example: : = = 2 So, It’s the same than multiply x where
3 4 3x1 3 3 3 1
4 1
is the reciprocal fraction of .
1 4

1 1
The reciprocal of any nonzero number, a, is . For example the reciprocal of 4 is .
a 4
2 3
The reciprocal of a fraction: is . The product of a number and its reciprocal is 1
3 2
2 3 6
 x = =1
3 2 6
5 4
Match the numbers with its reciprocals: 2
4 3
4 3 1
5 4 2

Can you find the missing term? Explain how you do it (remember multiplication is inverse
operation to division).

2 [ ] 10 3 [ ]=1 5 [ ] = 15
a) : = b) x c) :
3 5 12 5 [ ] 2 2 [ ] 14
Problems to solve in groups and invent similar ones:
2
1. How much water is there in a bottle of 2 litres that is full? (Hint: change litres to
5
millilitres)

1 1
2. If Nicolas has for breakfast everyday of a cereal box, and for teatime of it, what
16 20
fraction of the cereal box left after a week?
1
3. How many sugar pots of can we fill with 2 kg of sugar?
8
More webs pages
4. Calculate and simplify: (remember order of operations:BODMAS) and pdfs activities
and evaluation test
3 1  2  3 1 at the SUMMARY
a)   + 7 x2 = b)  + 4 • 3  : = page. Enjoy them!!!
4 2  5  2 4

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