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© Boardworks Ltd 2004of 56
Calculating with fractions
Fraction Mathematics in Primary Schools
© Boardworks Ltd 2004of 56
A
1
Contents
Calculating with fractions
Multiplying fractions
© Boardworks Ltd 2004of 56
Multiplying fractions by integers
We can illustrate this calculation on a number line:
0
1
4
1
4
1
4
1
2
1
4
3
4
1
4
1
1
4
1
4
1
1
4
1
2
1
1
4
3
4
1
1
4
2
1
4
What is 8 × ?
© Boardworks Ltd 2004of 56
Again, we can illustrate this calculation on a number line:
0
3
4
3
4
3
4
1
2
1
3
4
1
4
2
3
4
3
3
4
3
4
3
3
4
1
2
4
3
4
1
4
5
3
4
6
3
4
3
4
6
3
4
1
2
7
3
4
1
4
8
3
4
9
3
4
What is 12 × ?
Multiplying fractions by integers
© Boardworks Ltd 2004of 56
Let’s use a number line again:
0
1
3
1
3
1
3
2
3
1
3
1
1
3
1
3
1
1
3
2
3
1
1
3
2
1
3
1
3
2
1
3
2
3
2
1
3
3
1
3
What is 9 × ?
Multiplying fractions by integers
© Boardworks Ltd 2004of 56
So,
8 × = 21
4
12 × = 93
4
9 × = 31
3
What do
you notice?
What do
you notice?
and
Multiplying fractions by integers
© Boardworks Ltd 2004of 56
Following the rules of arithmetic, we know that,
8 ×
1
4
=
1
4
× 8
In maths the word ‘of’ (এর) means ‘times’ (গুণ).
=
1
4
of 8 = 8 ÷ 4
These are equivalent calculations.
Multiplying fractions by integers
© Boardworks Ltd 2004of 56
Means the same as:
3
5
20 ×
3
5
× 20
3
5
of 20
1
5
3 × of 20
20 × 3 ÷ 5 20 ÷ 5 × 3 3 ÷ 5 × 20
Equivalent calculations
© Boardworks Ltd 2004of 56
When we multiply a fraction by an integer we:
multiply by the numerator
and
divide by the denominator
For example,
4
9
54 × = 54 ÷ 9 × 4
= 6 × 4
= 24
Multiplying fractions by integers
© Boardworks Ltd 20040 of 56
When we multiply by a fraction we:
multiply by the numerator
and
divide by the denominator
Multiplying fractions
© Boardworks Ltd 20041 of 56
Exercise A Work out the following
© Boardworks Ltd 20042 of 56
Presentation By
MD IMRAN HOSSAIN (010132)
Thank you all.

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Multiplication of fractions

  • 1. © Boardworks Ltd 2004of 56 Calculating with fractions Fraction Mathematics in Primary Schools
  • 2. © Boardworks Ltd 2004of 56 A 1 Contents Calculating with fractions Multiplying fractions
  • 3. © Boardworks Ltd 2004of 56 Multiplying fractions by integers We can illustrate this calculation on a number line: 0 1 4 1 4 1 4 1 2 1 4 3 4 1 4 1 1 4 1 4 1 1 4 1 2 1 1 4 3 4 1 1 4 2 1 4 What is 8 × ?
  • 4. © Boardworks Ltd 2004of 56 Again, we can illustrate this calculation on a number line: 0 3 4 3 4 3 4 1 2 1 3 4 1 4 2 3 4 3 3 4 3 4 3 3 4 1 2 4 3 4 1 4 5 3 4 6 3 4 3 4 6 3 4 1 2 7 3 4 1 4 8 3 4 9 3 4 What is 12 × ? Multiplying fractions by integers
  • 5. © Boardworks Ltd 2004of 56 Let’s use a number line again: 0 1 3 1 3 1 3 2 3 1 3 1 1 3 1 3 1 1 3 2 3 1 1 3 2 1 3 1 3 2 1 3 2 3 2 1 3 3 1 3 What is 9 × ? Multiplying fractions by integers
  • 6. © Boardworks Ltd 2004of 56 So, 8 × = 21 4 12 × = 93 4 9 × = 31 3 What do you notice? What do you notice? and Multiplying fractions by integers
  • 7. © Boardworks Ltd 2004of 56 Following the rules of arithmetic, we know that, 8 × 1 4 = 1 4 × 8 In maths the word ‘of’ (এর) means ‘times’ (গুণ). = 1 4 of 8 = 8 ÷ 4 These are equivalent calculations. Multiplying fractions by integers
  • 8. © Boardworks Ltd 2004of 56 Means the same as: 3 5 20 × 3 5 × 20 3 5 of 20 1 5 3 × of 20 20 × 3 ÷ 5 20 ÷ 5 × 3 3 ÷ 5 × 20 Equivalent calculations
  • 9. © Boardworks Ltd 2004of 56 When we multiply a fraction by an integer we: multiply by the numerator and divide by the denominator For example, 4 9 54 × = 54 ÷ 9 × 4 = 6 × 4 = 24 Multiplying fractions by integers
  • 10. © Boardworks Ltd 20040 of 56 When we multiply by a fraction we: multiply by the numerator and divide by the denominator Multiplying fractions
  • 11. © Boardworks Ltd 20041 of 56 Exercise A Work out the following
  • 12. © Boardworks Ltd 20042 of 56 Presentation By MD IMRAN HOSSAIN (010132) Thank you all.

Editor's Notes

  1. The aim of this unit is to teach pupils to: Calculate fractions of quantities; add, subtract, multiply and divide fractions. Material in this unit is linked to the Key Stage 3 Framework supplement of examples pp 66-69.
  2. Remember - an integer is a whole positive or negative number. As the numbers appear on the number line, ask pupils what the next number will be. This will revise counting on in steps of 1/4. 8 × 1/4 is 2.
  3. Again, as the numbers appear on the number line, ask pupils what the next number will be. This will revise counting on in steps of 3/4. 12 × 3/4 is 9.
  4. As before, as the numbers appear on the number line, ask pupils what the next number will be. This will revise counting on in steps of 1/3. 9 × 1/3 is 3.
  5. Ask pupils to discuss the meaning of these examples. 8 × 1/4 means 8 lots of 1/4 or 8/4 which is equal to 2. Also, 1/4 of 8 is 2. Remember, 1/4 of 8 means 8 divided into 4 equal parts, in other words 8 ÷ 4. 12 × 3/4 is 36/4 which is equal to 36 divided by 4, which is 9. Also 3/4 of 12 is 9. 1/4 of 12 is 3, so 3/4 of 12 is 9. Remember - the bottom number in the fraction, the denominator, tells you what they are: quarters. The top number in the fraction, the numerator, tells you how many of them there are: three quarters. In the last example, 9 × 1/3 is 9/3 which is equal to 3. Also 1/3 of 9 is 3.
  6. Explain that when we use the multiplication symbol with fractions it means the same thing as ‘of”. Give a few examples verbally. 1/5 × £25 means 1/5 of £25. 2/3 × 60m means 2/3 of 60m. Finding a quarter of a given amount is the same as dividing it by 4. Stress that all of the expressions on the board are equivalent.
  7. Discuss the equivalence of these expressions. In maths ‘of’ means ×. Tell pupils that the intermediate step in each calculation may give different numbers, but the final answer is always the same. We can use a different order of operations to check our calculations. For example, 20 × 3 ÷ 5 = 60 ÷ 5 = 12 20 ÷ 5 × 3 = 4 × 3 = 12 3 ÷ 5 × 20 = 0.6 × 20 = 12
  8. Remind pupils that an integer is a whole number that can be positive or negative or 0. Stress that it does not matter what order we use to multiply and divide. When the denominator divides exactly into the number we are multiplying by, it is easiest to divide first and then multiply. In this example, we would get the same answer if we multiplied 54 by 4 and then divided by 9. However, if we divide first the numbers are smaller and easier to work out mentally. If the denominator does not divide into the number we are multiplying by, we can multiply first and then divide, to write the answer as a mixed number. Compare this to finding a fraction of an amount.