Basic Skills A fraction is used to describe part of a whole.

Ex.

1 of the diagram is shaded. 4

Numerator is the top number in the fraction. Denominator is the bottom number in a fraction Three types of fractions: 1) Proper Fraction is a fraction in which the numerator is smaller than the denominator. Ex) 2)

1 6 8 9 , , , 4 7 15 18

Improper fraction is a fraction in which the numerator is bigger than the denominator. Ex)

7 8 24 75 , , , 4 5 15 6 3 1 2 2 ,5 ,3 6 8 4

3)

Mixed number contains two parts: a whole number and a proper fraction. Ex)

Changing from an improper fraction to a mixed number Divide the numerator into the denominator

Ex)

Change

7 into a mixed number 5 1 5 7 7 2 5 1 5 5 2

Changing from a mixed number to an improper fraction Multiply the denominator with the whole number and add the numerator Ex) Change 2 .

3 into an improper fraction. 8 3 19 2 8 8 ( 8 2 3 19 )

Reducing Fractions To reduce fractions you divide the numerator and denominator by the GCF. This is also called putting the fraction in lowest or simplest terms. Ex) Reduce the following fractions: 1)

9 12 30 75

GCF = 3

9 93 3 12 12 3 4 30 30 15 2 75 75 15 5

2)

GCF = 15

Equivalent Fractions are two or more fractions that represent the same amount

Ex)

1 2 15 50 etc 2 4 30 100

To find equivalent fractions you multiply (or divide) the numerator and denominator by the same number. Ex1) Name 3 equivalent fractions for

3 . 8

3 3 2 6 3 3 3 9 8 8 2 8 8 8 3 24
Ex 2) Find the missing value.

3 3 4 12 8 8 4 32

3 4 24

3 6 18 4 6 24

Assign Basic Skills worksheet Adding & Subtracting Fractions Rules: 1. 2. Change all mixed numbers to improper fractions. Find a common denominator and use equivalent fractions to rewrite the fractions over this common denominator. Add or subtract the numerators, keeping the denominators the same. Reduce if possible, You can change any improper fractions into a mixed number. Add or Subtract the following:

3. 4. Ex) 1)

7 3 12 4
7 9 12 12 16 12 4 1 or 1 3 3

2)

1 2 3 1 2 3
7 5 2 3 21 10 6 6 11 5 or 1 6 6

Assign Adding & Subtracting Fractions Worksheet

3.1 Using Models to multiply fractions and whole numbers Think of fraction as repeated addition. Ex) 4

1 1 or 4 7 7
1 1 1 1 4 + + + = 7 7 7 7 7

This is the same as

There are various models you can use to multiply fractions and whole numbers: 1) Fraction circles

2 3

This means five sets of

2 . 3

Bringing these together we have:

Answer:

2 1 10 5 3 or 3 3 3 3 4 5

Practice: Use fraction circles to find the product:

2)

Number lines

4 5

This means six sets of

4 5

Use a number line divided into fifths:

4 5 4 5 4 5 4 5 4 5 4 5

44 5

Answer:

4 4 24 6 4 or 5 5 5
Use the number line to find the product

Practice:

2 3

3)

Counters

3 12 4
Break 12 counters up into four groups and take three of those groups.

3 12 9 4

Practise:

Use counters to find the product :

18

2 . 3

Assign pages 108-109 #s 5-8, 10-14, 16-20 3.2 Using models to multiply fractions In this section you will multiply a fraction by a fraction. Again there are various models you can use. 1) Fraction circles
2 6 3 7

This means

2 6 of 3 7

Take 6 of the seventh pieces

Break these up into 3 groups

Take two of these groups

Therefore

2 6 4 3 7 7
Use fraction circles to find the product

Practice:

3 8 4 12

2)
3 16 4 20

Counters This means

3 16 of 4 20

Model one whole set of twentieths with twenty counters. There are 16 counters in

16 . 20

To model fourths, arrange the 16 counters into four equal groups. Take three of these four groups to represent 12 counters out of a whole set of 20.

3 . There are 4

Therefore

3 16 12 3 or 4 20 20 5

Practice:

Use counters to find the product

3 10 5 12

3)
3 1 4 5

Area Model This means

3 1 of 4 5
Next divide horizontally into fourths and shade three-fourths

First divide a rectangle vertically into fifths and shade one-fifth

The product is the area that is shaded twice. Therefore

3 1 3 . 4 5 20

Practice

Use the area model to find the product

2 4 3 7

Assign pages 113-114 #s 5-16

Finding Greatest Common Factors Finding the Greatest Common Factor (GCF) is an important skill for reducing fractions. The GCF of two numbers is the largest number that can divide into both numbers evenly. Two ways to find GCF 1) Listing factorsList all the factors of both numbers and select the greatest common factor Ex) Find the GCF of 12 and 16. Factors of 12 1 x 12 2x6 3x4 {1, 2, 3, 4, 6, 12} GCF is 4 2) Prime FactorizationWrite the prime factorization of each number. Find the product of the common factors. Ex) Find the GCF of 48 and 32. 48 = 4 x 12 =2x2x4x3 =2x2x2x2x3 GCF is 2 x 2 x 2 x 2 = 16 32 = 4 x 8 =2x2x4x2 =2x2x2x2x2 Factors of 16 1 x 16 2x8 4x4 {1, 2, 4, 8, 16}

Assign Worksheet on finding greatest common factors

3.3 Multiplying Fractions To multiply fractions without using models, you multiply the numerators and multiply the denominators. If the numerators and denominators have common factors, divide by common factors before multiplying. You should also use benchmarks to estimate the answer to check if the answer is reasonable. Ex) 1) Multiply the following. Use benchmarks to estimate the solution.

3 2 3 2 7 5 75 6 35

There are no common factors between numerators & denominators

6 3 2 is close to 0 and is close to 0. Since 0 x 0 =0, the product is reasonable as is close to 0. 35 7 5

2)

14 9 14 9 A common factor for 9 & 15 is 3. A common factor for 14 & 4 is 2 15 4 15 4 73 5 2 21 1 or 2 10 10

14 9 is close to 1 and is close to 2. Since 1 x 2 = 2, the product is reasonable as it is close to 2. 15 4

3)

40 27 40 27 A common factor for 40 & 10 is 10. A common factor for 27 & 21 is 3 21 10 21 10

49 71 36 1 or 5 7 7
40 27 is close to 2 and is close to 3. Since 2 x 3 = 6,the product is reasonable as it is close to 6 21 10
Assign pages 118-120 #s 4-20 3.4 Multiplying Mixed Numbers

Two ways 1) Area Model Draw a rectangle. Find the area of each section and add up the areas. Remember when adding fractions you find a common denominator

2 1 Ex) Muliply 2 1 . Use estimation to determine the reasonableness of the answer. 3 4

1 2 is close to 3 and 1 is close to 1. The answer is close to 3 x 1 = 3. 4 3

2 3

2 1

2 3

1 4

1 4

1 4

2 3

2 1 1 2 (2 1) (1 ) (2 ) ( ) 3 4 4 3 2 2 2 2 3 4 12 8 6 2 2 12 12 12 16 2 12 4 3 12 1 3 3

Practice:

3 1 Use the area model to find the product 1 1 . 4 5

2)

Using rules

 Ex)

Change the mixed number to improper fractions. Multiply the numerators and denominators. Remember to reduce before multiplying. Multiply the following. Estimate before multiplying. Answer is close to 3 x 3 = 9

4 1 2 3 5 8

4 1 2 3 5 8 14 25 58 75 4 35 3 or 8 4 4
Assign pages 125-126 #s 4-19

3.5 Dividing Whole Numbers and fractions

Using Models 1) Using fraction circles Whole number by fraction

5 6

How many

5 are in 7 wholes? 6

Break 7 wholes into sixths and count groups of five-sixths.

1 1

1 1 2

2 3

2 2 3 3

3 3 4 4 4 5

4 4 5 5 5 6

5 6

6 6 6 7

7 7 8

7 7

1 2

8 8

8 8

Notice it takes 8 groups of five-sixths and two of the five pieces left to make seven wholes. Therefore

5 2 7 8 6 5
Use fraction circles to find the quotient:

Practice:

3 4

Fraction by whole number

3 2 4

Divide three-fourths into two groups. Cut each piece in half Break these pieces into two groups

Start with three-fourths

Each of the two groups has three-eighths. Therefore

3 3 2 4 8
Use fraction circles to find the quotient:

Practice:

2 4 3

2) Number lines

Whole number by a Fraction

3 8

How many three-eighths are in 5 wholes?

Use a number line divided into eighths.

Count jumps of three-eighths.

Need one of the three pieces to get to 5.

1
0

3
1

5
2

8
3

10

11
4

12

13
5

3 1 Therefore 5 13 8 3
Practice: Use the number line to find the quotient:

3 4

Fraction by a whole number

4 3 5

Divide four-fifths into three groups.

Mark of four-fifths on the number line.

1 5

2 5

3 5

4 5

Divide this line up into groups of three. This means the line is marked off in fifteenths.

1 5

2 5

3 5

4 5

Rewrite the scale and divide into three groups.

1 15

2 15

1 3 5 15

4 15

1 5 3 15

6 2 15 5

7 15

8 15

3 9 5 15

10 2 15 3

11 15

12 4 15 5

Since there are twelve-fifteenths, there will be four-fifteenths in each group. Therefore

4 4 3 5 15
Use the number line to find the quotient:

Practice:

5 2 8

5 8

Assign pages 132-134 #s 3-13

3.6 Dividing fraction by fraction

Using Number Lines

5 1 6 4

How many one-fourths are in five-sixths?

Mark off five-sixths on a number line. Also mark off one-fourth on a number line.

1 6 1 4

1 2 3 6

1 3 2 6 1 2 2 4

2 4 3 6 3 4

5 6

It would be beneficial to use a common denominator for 6 and 4 and mark the intervals on a number line. Common denominator is 12.

5 10 1 3 & 6 12 4 12
So

5 1 10 3 is the same as 6 4 12 12

How many three-twelfths are in ten-twelfths?

Need one out of three pieces to get to 10/12

1
0 1 12

2
2 1 12 6
13 4 12 1 4 3 12 5 12 1 6 2 12 7 12

3
2 8 3 12 3 9 4 12 5 10 6 12 11 12 1

Therefore

5 1 1 3 6 4 3
Use the number line to find the quotient:

Practice:

3 1 4 5
3 4 1

1 4

1 2 2 4

Using Common Denominators

Steps 1) Rewrite the fractions over a common denominator. 2) Divide the numerators, ignoring the denominators. 3) Reduce answers if possible: Ex) 1) Divide the following using common denominators:

3 1 9 2 9 1 4 4 6 12 12 2 2 7 2 21 16 21 5 1 8 3 24 24 16 16

2)

Multiply by the reciprocal Steps 1) 2) 3) 4) Ex)

Keep the first fraction the same. Change division to multiply. Flip the second fraction (reciprocal) Use multiplication rules, reducing before you multiply. Use multiplication to divide the following:

1)

3 1 4 6 3 6 4 1 3 6 41 3 3 21 9 1 or 4 2 2

2)

7 2 8 3 7 3 8 2 73 82 21 16 5 1 16

Assign pages 139-140 #s 1-16

3.7 Dividing Mixed Numbers

The methods used for dividing fractions work for dividing mixed numbers. The only extra step is you change mixed numbers to improper fractions before you divide. Using Number Line Ex) Divide: How many 1

1 1 4 1 2 3

1 1 are in 4 ? 3 2

Write equivalent improper fractions with a common denominator.

1 1 9 4 27 8 3 4 1 3 2 3 2 3 6 6 8
Need 3 of the eight pieces 3
2 13 14 15 16 7 5 8 3 2 3 6 6 6 6 17 6 3

1
0 1 6

2
4 2 6 3
5 6 1 7 6

2 1 6 3

3 1 6 2

8 4 6 3

9 3 6 2

10 11 5 6 6 3

20 19 10 6 6 3

21 11 23 7 22 6 6 2 3 6

26 25 13 6 6 3

27 9 6 2

Practice:

1 1 Use number line to find the quotient 3 1 5 2

1 5

2 5

3 5

4 5

6 5

7 5

8 5

9 5

11 5

12 5

13 5

14 5

16 5

Using Common denominators

Ex) Divide the following using common denominators:

1 1 4 1 2 3 9 4 2 3 27 8 6 6 27 3 or 3 8 8
Using Multiplication Ex) Use multiplication to divide the following:

1 1 4 1 2 3 9 4 2 3 9 3 2 4 93 2 4 27 3 or 3 8 8
Assign pages 145-146 #s 4-19

3.8

Solving Problems involving fractions

Four steps to solving word Problems 1) Understand the problem: What are you asked to find? What are you given? Identify unnecessary information. Think about a strategy you may apply: Look for key words to determine which operation you may use. Remember some problems require more than one operation Add Sum Altogether Total Subtract Difference How much longer? How much less than? How much more? How much left Multiply Product Of Times Area Divide Quotient Shares Equal groups

2)

3)

Carry out the strategy: Perform the necessary calculations Check your work: Make sure your answer is reasonable. Write a final statement to answer what you were asked to find.

4)

Go through the various problems with students and decide which strategy you would use.

Assign pages 151-152 #s 3-15

3.9 Order of Operations with Fractions

Recall, when asked to do a calculation that has a number of operations, the order in which you do them are: 1) Brackets Square brackets are using when round brackets are already used Perform order of operations within brackets 2) Division and Multiplication Do whatever comes first from left to right 3) Addition and Subtraction Do whatever comes first from left to right

Ex 1)

1 4 1 1 ( ) 7 5 2 5
1 2 1 ( ) 7 5 5 1 1 7 5 1 5 7 1 5 7

Ex 2)

1 1 1 2 5 2 3
1 1 2 10 3 1 1 1 10 3 2 1 1 10 6 3 5 30 30 8 4 30 15

Assign Page 155 #s 1-12