Equivalent and Ordering of Fractions Mathematics Primary 3 First Term Lesson Notes Week 6

Lesson Plan Presentation: Mathematics Lesson on Equivalent, Ordering, and Addition of Fractions

Grade: Primary 3

Duration: 80 minutes (Double Period)

Topic: Equivalent, Ordering, and Addition of Fractions

Materials Needed:

1. Whiteboard and markers
2. Chart showing fractions on number lines
3. Copies of the reference book “New Method Mathematics for Primary Schools, Book 3”
4. Online resources for visual aids
5. Chalk or a marker for the whiteboard.

Learning Objectives: By the end of this lesson, students should be able to:

• Define fractions and understand the concept of parts of a whole.
• Identify equivalent fractions.
• Order fractions from least to greatest.
• Add fractions with like denominators.
• Apply these skills to solve practical problems.

Content :

Introduction 

1. Equivalent fractions are like twins! They look different but mean the same thing.
2. We can make equivalent fractions by either splitting or joining the same amount.
3. For example, let’s look at 1/3. To find its twin, we can multiply the top and bottom (numerator and denominator) by the same number.
   • 1/3 = 2/6 (because 1 × 2 = 2 and 3 × 2 = 6)
   • 1/3 = 3/9 (because 1 × 3 = 3 and 3 × 3 = 9)
   • 1/3 = 4/12 (because 1 × 4 = 4 and 3 × 4 = 12)
4. So, the twins of 1/3 are 2/6, 3/9, and 4/12. They’re all equivalent!
5. We use the same number for both parts (top and bottom) to find these twins.
6. Equivalent fractions help us understand parts of things in different ways.
7. Remember, equivalent fractions are just like different names for the same amount

Evaluation

Fill-in-the-Blank Questions:

1. To find equivalent fractions, we _______ or _______ both the numerator and denominator by the same number. a) add, subtract b) multiply, divide c) multiply, add d) divide, subtract
2. What is another name for fractions that are equal or the same? a) Equal twins b) Equivalent fractions c) Different fractions d) Matching fractions
3. In the fraction 1/3, if we multiply both parts by 2, we get _______. a) 1/6 b) 2/6 c) 3/6 d) 4/6
4. When we make equivalent fractions, we use the same number for both the _______ and the _______. a) numerator, denominator b) top, bottom c) left, right d) small, big
5. The equivalent fraction of 3/9 with the smallest denominator is _______. a) 3/6 b) 3/9 c) 1/3 d) 6/18
6. To make 1/3 equal to 2/6, we _______ the numerator and denominator by the same number. a) add b) subtract c) multiply d) divide
7. If we multiply 4 and 3 by the same number to find an equivalent fraction, what is the result? a) 4/3 b) 3/4 c) 12/9 d) 3/12
8. The twin fraction of 1/3, which is 4/12, is an _______ fraction. a) unequal b) different c) equivalent d) opposite
9. In the fraction 1/3, what do we multiply by to get the equivalent fraction 3/9? a) 1 b) 2 c) 3 d) 4
10. Equivalent fractions help us understand parts of things in different _______. a) ways b) colors c) sizes d) shapes
11. If we divide 6 by 2, we get the denominator of the equivalent fraction of 1/3, which is _______. a) 1 b) 2 c) 3 d) 6
12. What operation do we use to make equivalent fractions? a) Add b) Subtract c) Multiply d) Divide
13. The fraction 2/6 is equal to _______ because we used the same number for the numerator and denominator. a) 1/3 b) 3/2 c) 6/2 d) 2/3
14. When making equivalent fractions, we can also say we are _______ the fractions. a) shrinking b) expanding c) changing d) moving
15. Equivalent fractions are like different names for the same _______. a) number b) amount c) shape d) letter

Theory Questions:

16. Explain what equivalent fractions are in your own words.
17. How do you find equivalent fractions? Explain the process.
18. Can you give an example of an equivalent fraction to 1/4? Show how you found it.
19. Why is it important to understand equivalent fractions in mathematics?
20. How can equivalent fractions be helpful in everyday life or real-life situations?

 

Ordering Fractions for Grade 3 Pupils 📊

Ordering fractions is like putting them in a line from the smallest to the biggest. We use some tricks:

1. Number Lines: Think of a number line, like 0 to 1. You put fractions where they fit.

2. Common Denominator: We make the fractions have the same bottom number (denominator) so we can compare them easily.

For example, let’s compare 2/3 and 3/4.

• 2/3 = (2 × 4)/ (3 × 4) = 8/12 😊
• 3/4 = (3 × 3)/(4 × 3) = 9/12 😊

Now, see, 8/12 is less than 9/12. So, 2/3 is less than 3/4.

In our line, it’s like 2/3 is on the left, and 3/4 is on the right. So, 3/4 is bigger! 🎉

Remember, the bigger the bottom number, the smaller the piece! 😉👍

Example 1: Order 1/4, 1/3, and 1/2 from least to greatest.

Solution:

• 1/4 = 2/8 (since 4 multiplied by 2 is 8).
• 1/3 = 3/9 (since 3 multiplied by 3 is 9).
• 1/2 = 4/8 (since 2 multiplied by 4 is 8).

Now, you can see that 2/8 < 3/9 < 4/8. So, the order is 1/4, 1/3, 1/2.

Example 2: Arrange 2/5, 3/10, and 4/7 in ascending order.

Solution:

• 3/10 = 3/10 (no need to change the denominator because 10 is the same for all fractions).
• 2/5 = 4/10 (since 5 multiplied by 2 is 10).
• 4/7 = 8/14 (since 7 multiplied by 2 is 14).

Now, comparing them, 3/10 < 4/10 < 8/14. So, the order is 3/10, 2/5, 4/7.

Example 3: Order 1/6, 1/3, and 2/4 from smallest to largest.

Solution:

• 1/6 = 2/12 (since 6 multiplied by 2 is 12).
• 1/3 = 4/12 (since 3 multiplied by 4 is 12).
• 2/4 = 6/12 (since 4 multiplied by 6 is 12).

Now, when we compare them, 2/12 < 4/12 < 6/12. So, the order is 1/6, 1/3, 2/4.

Example 4: Arrange 5/8, 3/4, and 7/16 in increasing order.

Solution:

• 5/8 = 10/16 (since 8 multiplied by 2 is 16).
• 3/4 = 12/16 (since 4 multiplied by 3 is 16).
• 7/16 = 7/16 (no need to change the denominator).

Now, when we compare them, 10/16 < 12/16 < 7/16. So, the order is 5/8, 3/4, 7/16.

Example 5: Order 2/9, 5/6, and 1/3 from least to greatest.

Solution:

• 2/9 stays as 2/9.
• 5/6 = 10/12 (since 6 multiplied by 2 is 12).
• 1/3 = 4/12 (since 3 multiplied by 4 is 12).

Now, when we compare them, 2/9 < 4/12 < 10/12. So, the order is 2/9, 1/3, 5/6.

Evaluation 

1. When we order fractions, we can use number lines to represent them. This helps us see which fraction is __________.a) smallerb) biggerc) colorful

   d) tasty

2. To compare fractions, we make sure they have the same __________.a) top numberb) colorc) bottom number (denominator)

   d) size
3. If we have 1/3 and 1/4, to compare them, we need to make their denominators __________.a) smallerb) equalc) disappear

   d) dance

4. If you have 2/3 and 3/4, first, you make them both have the same __________.a) clothesb) shoesc) denominator

   d) color

5. To make 2/3 and 3/4 have the same denominator, you multiply the top and bottom of 2/3 by the number __________.a) 3b) 4c) 2

   d) 1
6. When you change 2/3 to have the same denominator as 3/4, it becomes __________.a) 8/12b) 2/4c) 4/8

   d) 3/3

7. To compare 8/12 and 9/12, you can see that 8 is __________ than 9.a) biggerb) smallerc) rounder

   d) taller

8. In the ordering of fractions, we check which fraction is __________ to the others.a) lighterb) longerc) greater

   d) smaller
9. If you want to know which fraction is bigger, you look at the __________.a) top numberb) bottom numberc) middle number

   d) left side

10. When comparing fractions, we make sure they have the same __________.

a) favorite color

b) birthday

c) denominator

d) shape

 

11. To compare 1/3 and 3/4, first, you make their __________ the same.

a) number line

b) clothes

c) denominator

d) taste

12. After making the denominators the same, 1/3 becomes __________.

a) 2/3

b) 1/4

c) 3/3

d) 3/12

13. To see which fraction is greater, we compare the __________.

a) colors

b) numbers on top

c) numbers on the bottom

d) shapes

14. When comparing fractions, we use a number line to help us see which fraction is __________.

a) spicier

b) sweeter

c) smaller

d) tastier

15. In the ordering of fractions, we use a common __________ to make them easier to compare.

a) teacher

b) denominator

c) friend

d) color

 

16. Explain what ordering fractions means.
17. How do number lines help us when ordering fractions?
18. Why is it important to have a common denominator when comparing fractions?
19. What do you look at to determine which fraction is greater when comparing fractions?
20. Can you explain what it means for one fraction to be “greater” than another fraction?

Liked and Unliked Fractions 

Liked Fractions: These are set of fractions with the same denominator.

For examples: 3/5 and 1/5, 2/3 and 1/3, 4/7 and 3/7

Unlike fractions: These are pair of fractions with different denominator.

For examples: 1/3 and 3/4; 3/5 and 2/7; 5/9 and 4/9.

Understanding Liked and Unlike Fractions for Pupils 🧮

Liked Fractions:

1. Liked fractions are like good friends with the same denominator. 🤝
2. When the bottom number (denominator) is the same, we call them “liked fractions.”

Examples of Liked Fractions:

• 3/5 and 1/5 (both have 5 at the bottom)
• 2/3 and 1/3 (both have 3 at the bottom)
• 4/7 and 3/7 (both have 7 at the bottom)

Unlike Fractions:

1. Unlike fractions are a bit like strangers; they have different denominators. 🤷‍♀️🤷‍♂️
2. When the bottom numbers are different, we call them “unlike fractions.”

Examples of Unlike Fractions:

• 1/3 and 3/4 (different denominators, 3 and 4)
• 3/5 and 2/7 (different denominators, 5 and 7)
• 5/9 and 4/9 (different denominators, but the same top number)

Remember, it’s easier to work with liked fractions, but we can still do math with unlike fractions. Keep practicing! 😊👍

Adding and Subtracting Fractions with the Same Denominator for Pupils ➕➖

Addition of Fractions:

1. When the fractions have the same number at the bottom (denominator), we can easily add them. 👍
2. For example, when we add 2/5 + 1/5, we add just the numbers on top (numerator).

Examples of Addition:

• 2/5 + 1/5 = 3/5
• 3/7 + 3/7 = 6/7
• 5/10 + 2/10 = 7/10

Subtraction of Fractions:

1. It’s just like adding, but we subtract the top numbers when the fractions have the same denominator. 👌
2. For example, when we subtract 2/3 – 1/3, we subtract only the numbers on top (numerator).

Examples of Subtraction:

• 2/3 – 1/3 = 1/3
• 4/5 – 3/5 = 1/5
• 7/9 – 2/9 = 5/9

Remember, it’s easier when the bottom numbers are the same. Keep practicing, and you’ll get even better at it! 😊

Addition:

Example 1: Add 1/4 + 2/4.

Solution: Since both fractions have the same denominator (4), we add the numerators: 1 + 2 = 3. So, 1/4 + 2/4 = 3/4.

Example 2: Add 3/6 + 1/6.

Solution: With the same denominator (6), add the numerators: 3 + 1 = 4. So, 3/6 + 1/6 = 4/6. You can simplify 4/6 to 2/3 by dividing both the numerator and denominator by 2.

Example 3: Add 5/8 + 1/8.

Solution: Again, with the same denominator (8), add the numerators: 5 + 1 = 6. So, 5/8 + 1/8 = 6/8. You can simplify 6/8 to 3/4 by dividing both the numerator and denominator by 2.

Subtraction:

Example 4: Subtract 4/7 – 2/7.

Solution: Since both fractions have the same denominator (7), subtract the numerators: 4 – 2 = 2. So, 4/7 – 2/7 = 2/7.

Example 5: Subtract 6/9 – 3/9.

Solution: Once again, with the same denominator (9), subtract the numerators: 6 – 3 = 3. So, 6/9 – 3/9 = 3/9. You can simplify 3/9 to 1/3 by dividing both the numerator and denominator by 3.

Fill-in-the-Blank Questions:

1. 4/6 + 2/6 = ________. a) 7/6 b) 6/8 c) 6/6 d) 8/4
2. Subtract 3/8 – 2/8 = ________. a) 1/4 b) 2/8 c) 5/8 d) 3/8
3. Add 1/2 + 2/2 = ________. a) 2/4 b) 1/3 c) 4/4 d) 1/2
4. If you add 4/9 and 1/9, the answer is ________. a) 5/18 b) 4/7 c) 1/3 d) 5/9
5. Subtract 7/10 – 2/10 = ________. a) 9/10 b) 5/5 c) 5/10 d) 7/12
6. 2/4 + 1/4 equals ________. a) 3/4 b) 4/8 c) 1/6 d) 2/8
7. What is 6/12 – 3/12? a) 2/12 b) 1/4 c) 4/12 d) 2/6
8. When adding fractions with the same denominator, you add the ________. a) colors b) numerators c) denominators d) lines
9. To subtract fractions with the same denominator, you subtract the ________. a) colors b) numerators c) denominators d) lines
10. If you add 3/5 and 2/5, the answer is ________. a) 2/5 b) 3/10 c) 5/3 d) 5/5
11. 5/8 + 3/8 equals ________. a) 8/5 b) 3/8 c) 7/8 d) 5/3
12. Subtract 1/4 – 1/4 = ________. a) 0 b) 1/2 c) 2/8 d) 4/4
13. What is the result of adding 2/7 and 5/7? a) 7/7 b) 2/14 c) 7/14 d) 9/7
14. When adding fractions with the same denominator, you only change the ________. a) clothes b) top number c) bottom number d) color
15. If you subtract 4/6 from 5/6, the answer is ________. a) 1/3 b) 4/3 c) 1/6 d) 2/6
16. Explain how you can add fractions when they have the same denominator.
17. Describe the process of subtracting fractions with the same denominator.
18. Why is it important to have the same denominator when adding or subtracting fractions?
19. Can you give an example of adding two fractions with the same denominator and show your working?
20. Provide an example of subtracting two fractions with the same denominator and demonstrate the steps you took to find the answer.

[mediator_tech]

Introduction (10 minutes):

1. Begin the lesson by asking students if they know what a fraction is. Encourage answers and provide a simple definition, e.g., “A fraction is a way to represent a part of a whole.”

Definition and Basics of Fractions (15 minutes):

1. Write the fraction 1/2 on the board.
2. Use the chart showing fractions on number lines to visually explain that 1/2 represents half of a whole.
3. Discuss the numerator and denominator,emphasizing their meanings.
4. Introduce other fractions such as 1/3, 1/4, and 3/4, using the number line to represent these fractions.

Equivalent Fractions (15 minutes):

1. Explain what equivalent fractions are (fractions that represent the same part of a whole).
2. Use examples like 1/2 and 2/4, demonstrating that they are equivalent because they both represent half of a whole.
3. Let students practice identifying equivalent fractions with simple examples.

Ordering Fractions (15 minutes):

1. Discuss the concept of ordering fractions from least to greatest.
2. Provide a few examples of fractions and ask students to order them.
3. Use visual aids or the number line to help students understand the concept.

Addition of Fractions with Like Denominators (15 minutes):

1. Explain how to add fractions with the same denominator (e.g., 1/3 + 2/3).
2. Use visual aids and practical examples to demonstrate the process.
3. Let students practice addition with like denominators.

Exercise and Practice (5 minutes):

1. Distribute exercises from the reference book.
2. Ask students to work individually or in pairs to solve problems related to equivalent fractions, ordering, and addition with like denominators.

Review and Conclusion (5 minutes):

1. Review key concepts covered in the lesson: fractions, equivalent fractions, ordering, and addition with like denominators.
2. Highlight the importance of understanding fractions for real-life applications.

Homework: Assign homework exercises related to equivalent fractions, ordering, and addition of fractions from the reference book.

Assessment:

• Assess students during class discussions, exercises, and homework.
• Observe how well students can identify equivalent fractions, order fractions, and add fractions with like denominators