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.
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.
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.
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.
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.
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.
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
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.