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1 4 th - cbse - fraction and its types - mathematics (1)
- 1. What do you mean by Fraction? Learning Objective
- 2. β’ To learn fraction and its types . β’ To explain representation of fractions in a number line. β’ To learn addition and subtraction of fraction. Learning Outcomes
- 3. What is Fraction ? Fraction is a number that represents a part of a whole.
- 4. What is Fraction ? Fraction is a number that represents a part of a whole. Figure Representation
- 5. What is Fraction ? Fraction is a number that represents a part of a whole. Numerical representation : π π
- 6. Parts of fraction It consists of a numerator and a denominator. Can you tell which is numerator and denominator? 3 8
- 7. Parts of fraction Numerator : The numerator represents the number of equal parts of a whole 3 8 numerator
- 8. Parts of fraction Denominator : denominator is the total number of parts that make up said whole. 3 8 denominator
- 9. Parts of fraction It consists of a numerator and a denominator. 3 8 numerator denominator
- 10. Try these :
- 11. 2 4 Try these :
- 15. Types of fraction What similarities you can see in the following fractions: 2 5 7 11 4 6 8 13 7 11
- 16. Types of fraction What similarities you can see in the following fractions: 2 5 7 11 4 6 8 13 7 11 Numerator < Denominator
- 17. Types of fraction What similarities you can see in the following fractions: 2 5 7 11 4 6 8 13 7 11 Numerator < Denominator i.e is numerator is smaller than the denominator or
- 18. Types of fraction What similarities you can see in the following fractions: 2 5 7 11 4 6 8 13 7 11 Numerator < Denominator i.e is numerator is smaller than the denominator or Denominator is greater than the numerator
- 19. Types of fraction What similarities you can see in the following fractions: 2 5 7 11 4 6 8 13 7 11 Numerator < Denominator These are also called as Proper Fraction.
- 20. Types of fraction What similarities you can see in the following fractions: 5 2 11 7 6 4 13 8 11 7
- 21. Types of fraction What similarities you can see in the following fractions: 5 2 11 7 6 4 13 8 11 7 Numerator > Denominator
- 22. Types of fraction What similarities you can see in the following fractions: 5 2 11 7 6 4 13 8 11 7 Numerator > Denominator i.e numerator is greater than denominator
- 23. Types of fraction What similarities you can see in the following fractions: 5 2 11 7 6 4 13 8 11 7 Numerator > Denominator i.e denominator is smaller than numerator or Numerator is greater than the denominator
- 24. Types of fraction What similarities you can see in the following fractions: 5 2 11 7 6 4 13 8 Numerator > Denominator These are also called as Improper Fraction
- 25. Types of fraction ππ π Considering improper fraction .
- 26. Types of fraction ππ π Can we divide this? Considering improper fraction .
- 27. Types of fraction 11 7 Quotient? Can we divide this?
- 28. Types of fraction 11 7 Quotient? Remainder? Can we divide this?
- 29. Types of fraction ππ π 11 7 1 7 - 4 Can we divide this? Yes we can.
- 31. Types of fraction 11 7 1 7 - 4 quotient numerator denominator remainder Can we write in any other format?
- 32. Types of fraction Can we write in this format? 4 1 7 What we call this ?
- 33. Types of fraction 4 1 7 we call this as Mixed fraction
- 34. Types of fraction Mixed Fraction: A whole number and a fraction combined into one "mixed" number. 4 1 7 1 Whole number 7 4 fraction
- 36. Types of fraction What you observe in this?
- 38. Types of fraction π π = π π = π π Why ? π π = π π = π π
- 39. Types of fraction π π = π π = π π Simplify or Divide π π = π π = π π
- 40. Types of fraction π π = π π = π π What are these types of fraction called ?
- 41. Types of fraction π π = π π = π π These types of fraction called as Equivalent Fraction
- 42. β’ To learn fraction and its types . β’ To explain representation of fractions in a number line. β’ To learn addition and subtraction of fraction. Learning Outcomes How confident do you feel?
- 43. β’ To learn fraction and its types . β’ To explain representation of fractions in a number line. β’ To learn addition and subtraction of fraction. Learning Outcomes How confident do you feel?
- 44. Representation of fraction on a number line
- 45. Representation on number line
- 46. Representation on number line
- 47. Representation on number line
- 48. Representation on number line
- 49. Representation on number line
- 50. β’ To learn fraction and its types . β’ To explain representation of fractions in a number line. β’ To learn addition and subtraction of fraction. Learning Outcomes How confident do you feel?
- 51. β’ To learn fraction and its types . β’ To explain representation of fractions in a number line. β’ To learn addition and subtraction of fraction. Learning Outcomes How confident do you feel?
- 52. Addition of fraction Addition/subtraction of fraction With same denominator With different denominator
- 53. Addition with same denominator Can we represent it into fraction form ?
- 54. Addition with same denominator
- 55. Addition with same denominator
- 56. Addition with same denominator
- 57. Addition with same denominator
- 58. Addition with same denominator Can you simplify ?
- 59. Addition with same denominator
- 60. Subtraction with same denominator
- 61. Subtraction with same denominator
- 62. Addition with different denominator 2 ways 1st way : When denominator does not have common factor. 2nd way : When denominator has commom factors .
- 63. Addition with different denominator When denominator does not have common factor. Cross multiplication
- 64. Addition with different denominator 1x2 3x2 + 1x3 2x3 2 6 + 3 6 5 6 Cross multiplication
- 65. Subtraction with different denominator When denominator have common factor. Take LCM: least common factor
- 66. Subtraction with different denominator 8 , 4 2 2 4 , 2 2 2 , 1 1 , 1 LCM : 2 X 2 X 2 =8
- 67. Subtraction with different denominator LCM : 2 X 2 X 2 =8 7x1 8x1 β 3x2 4x2
- 68. Subtraction with different denominator 8 , 4 2 2 4 , 2 2 2 , 1 1 , 1 LCM : 2 X 2 X 2 =8 7x1 8x1 β 3x2 4x2 7 8 β 6 8 = 1 8
- 69. Subtraction with different denominator
- 70. Word Problem Let us understand problem on mixed fraction
- 71. Word Problem
- 72. Word Problem
- 74. Word Problem
- 75. Word Problem
- 76. 1. Ila read 25 pages of a book containing 100 pages. Lalita read π π of the same book. Who read less?
- 77. 1. Ila read 25 pages of a book containing 100 pages. Lalita read π π of the same book. Who read less? Ans: total no. of pages = 100
- 78. 1. Ila read 25 pages of a book containing 100 pages. Lalita read π π of the same book. Who read less? Ans: total no. of pages = 100 no. of pages he read = 25
- 79. 1. Ila read 25 pages of a book containing 100 pages. Lalita read π π of the same book. Who read less? Ans: total no. of pages = 100 no. of pages he read = 25 Fraction of pages he read = ππ πππ Γ· π π = π ππ = π π
- 80. 1. Ila read 25 pages of a book containing 100 pages. Lalita read π π of the same book. Who read less? Ans: total no. of pages = 100 no. of pages he read = 25 Fraction of pages he read = ππ πππ Γ· π π = π ππ = π π Now compare π π and π π , = ππ±π ππ±π , ππ±π ππ±π
- 81. 1. Ila read 25 pages of a book containing 100 pages. Lalita read π π of the same book. Who read less? Ans: total no. of pages = 100 no. of pages he read = 25 Fraction of pages he read = ππ πππ Γ· π π = π ππ = π π Now compare π π and π π , = ππ±π ππ±π , ππ±π ππ±π = π ππ , π ππ
- 82. β’ To learn fraction and its types . β’ To explain representation of fractions in a number line. β’ To learn addition and subtraction of fraction. Learning Outcomes How confident do you feel?
- 83. β’ To learn fraction and its types . β’ To explain representation of fractions in a number line. β’ To learn addition and subtraction of fraction. Learning Outcomes How confident do you feel?
Editor's Notes
- An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
- Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are Β½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
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- Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are Β½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are Β½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
- previously.
- previously.
- previously.
- previously.
- previously.
- Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are Β½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are Β½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
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- An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
- An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
- An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
- An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
- An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
- An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
- Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are Β½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are Β½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition