Download to read offline
More Related Content
Similar to 4th - cbse - fraction and its types - mathematics
![Fractions - [Autosaved].pptx](https://cdn.slidesharecdn.com/ss_thumbnails/fractions-autosaved-231111072728-c3236698-thumbnail.jpg?width=640&height=640&fit=bounds)
More from LiveOnlineClassesInd
4th - cbse - fraction and its types - mathematics
- 1. What do youmean by Fraction? Learning Objective
- 2. • To learnfraction and its types . • To explain representation of fractions in a number line. • 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 : 𝟑 𝟖
- 6. Parts of fraction Itconsists 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 Itconsists of a numerator and a denominator. 3 8 numerator denominator
- 10.
- 11.
- 12.
- 13.
- 14.
- 15. Types of fraction Whatsimilarities you can see in the following fractions: 2 5 7 11 4 6 8 13 7 11
- 16. Types of fraction Whatsimilarities you can see in the following fractions: 2 5 7 11 4 6 8 13 7 11 Numerator < Denominator
- 17. Types of fraction Whatsimilarities 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 Whatsimilarities 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 Whatsimilarities 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 Whatsimilarities you can see in the following fractions: 5 2 11 7 6 4 13 8 11 7
- 21. Types of fraction Whatsimilarities you can see in the following fractions: 5 2 11 7 6 4 13 8 11 7 Numerator > Denominator
- 22. Types of fraction Whatsimilarities 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 Whatsimilarities 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 Whatsimilarities 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.
- 26. Types of fraction 𝟏𝟏 𝟕Can we divide this? Considering improper fraction .
- 27. Types of fraction 11 7 Quotient? Canwe divide this?
- 28. Types of fraction 11 7 Quotient? Remainder? Canwe divide this?
- 29. Types of fraction 𝟏𝟏 𝟕 11 7 1 7 - 4 Canwe divide this? Yes we can.
- 30.
- 31. Types of fraction 11 7 1 7 - 4 quotient numerator denominator remainder Canwe write in any other format?
- 32. Types of fraction Canwe write in this format? 4 1 7 What we call this ?
- 33. Types of fraction 4 1 7 wecall this as Mixed fraction
- 34. Types of fraction MixedFraction: A whole number and a fraction combined into one "mixed" number. 4 1 7 1 Whole number 7 4 fraction
- 35.
- 36. Types of fraction Whatyou observe in this?
- 37.
- 38. Types of fraction 𝟒 𝟖 = 𝟐 𝟒 = 𝟏 𝟐 Why? 𝟏 𝟐 = 𝟏 𝟐 = 𝟏 𝟐
- 39. Types of fraction 𝟒 𝟖 = 𝟐 𝟒 = 𝟏 𝟐 Simplifyor Divide 𝟏 𝟐 = 𝟏 𝟐 = 𝟏 𝟐
- 40. Types of fraction 𝟒 𝟖 = 𝟐 𝟒 = 𝟏 𝟐 Whatare these types of fraction called ?
- 41. Types of fraction 𝟒 𝟖 = 𝟐 𝟒 = 𝟏 𝟐 Thesetypes of fraction called as Equivalent Fraction
- 42. • To learnfraction and its types . • To explain representation of fractions in a number line. • To learn addition and subtraction of fraction. Learning Outcomes How confident do you feel?
- 43. • To learnfraction and its types . • To explain representation of fractions in a number line. • To learn addition and subtraction of fraction. Learning Outcomes How confident do you feel?
- 44. Representation of fraction ona number line
- 45.
- 46.
- 47.
- 48.
- 49.
- 50. • To learnfraction and its types . • To explain representation of fractions in a number line. • To learn addition and subtraction of fraction. Learning Outcomes How confident do you feel?
- 51. • To learnfraction and its types . • To explain representation of fractions in a number line. • To learn addition and subtraction of fraction. Learning Outcomes How confident do you feel?
- 52. Addition of fraction Addition/subtractionof fraction With same denominator With different denominator
- 53. Addition with samedenominator Can we represent it into fraction form ?
- 54. Addition with samedenominator
- 55. Addition with samedenominator
- 56. Addition with samedenominator
- 57. Addition with samedenominator
- 58. Addition with samedenominator Can you simplify ?
- 59. Addition with samedenominator
- 60. Subtraction with samedenominator
- 61. Subtraction with samedenominator
- 62. Addition with differentdenominator 2 ways 1st way : When denominator does not have common factor. 2nd way : When denominator has commom factors .
- 63. Addition with differentdenominator When denominator does not have common factor. Cross multiplication
- 64. Addition with differentdenominator 1x2 3x2 + 1x3 2x3 2 6 + 3 6 5 6 Cross multiplication
- 65. Subtraction with differentdenominator When denominator have common factor. Take LCM: least common factor
- 66. Subtraction with differentdenominator 8 , 4 2 2 4 , 2 2 2 , 1 1 , 1 LCM : 2 X 2 X 2 =8
- 67. Subtraction with differentdenominator LCM : 2 X 2 X 2 =8 7x1 8x1 − 3x2 4x2
- 68. Subtraction with differentdenominator 8 , 4 2 2 4 , 2 2 2 , 1 1 , 1 LCM : 2 X 2 X 2 =8 7x1 8x1 − 3x2 4x2 7 8 − 6 8 = 1 8
- 69. Subtraction with differentdenominator
- 70. Word Problem Let usunderstand problem on mixed fraction
- 71.
- 72.
- 73.
- 74.
- 75.
- 76. 1. Ila read25 pages of a book containing 100 pages. Lalita read 𝟐 𝟓 of the same book. Who read less?
- 77. 1. Ila read25 pages of a book containing 100 pages. Lalita read 𝟐 𝟓 of the same book. Who read less? Ans: total no. of pages = 100
- 78. 1. Ila read25 pages of a book containing 100 pages. Lalita read 𝟐 𝟓 of the same book. Who read less? Ans: total no. of pages = 100 no. of pages he read = 25
- 79. 1. Ila read25 pages of a book containing 100 pages. Lalita read 𝟐 𝟓 of the same book. Who read less? Ans: total no. of pages = 100 no. of pages he read = 25 Fraction of pages he read = 𝟐𝟓 𝟏𝟎𝟎 ÷ 𝟓 𝟓 = 𝟓 𝟐𝟎 = 𝟏 𝟒
- 80. 1. Ila read25 pages of a book containing 100 pages. Lalita read 𝟐 𝟓 of the same book. Who read less? Ans: total no. of pages = 100 no. of pages he read = 25 Fraction of pages he read = 𝟐𝟓 𝟏𝟎𝟎 ÷ 𝟓 𝟓 = 𝟓 𝟐𝟎 = 𝟏 𝟒 Now compare 𝟏 𝟒 and 𝟐 𝟓 , = 𝟏𝐱𝟓 𝟒𝐱𝟓 , 𝟐𝐱𝟒 𝟓𝐱𝟒
- 81. 1. Ila read25 pages of a book containing 100 pages. Lalita read 𝟐 𝟓 of the same book. Who read less? Ans: total no. of pages = 100 no. of pages he read = 25 Fraction of pages he read = 𝟐𝟓 𝟏𝟎𝟎 ÷ 𝟓 𝟓 = 𝟓 𝟐𝟎 = 𝟏 𝟒 Now compare 𝟏 𝟒 and 𝟐 𝟓 , = 𝟏𝐱𝟓 𝟒𝐱𝟓 , 𝟐𝐱𝟒 𝟓𝐱𝟒 = 𝟓 𝟐𝟎 , 𝟖 𝟐𝟎
- 82. • To learnfraction and its types . • To explain representation of fractions in a number line. • To learn addition and subtraction of fraction. Learning Outcomes How confident do you feel?
- 83. • To learnfraction and its types . • To explain representation of fractions in a number line. • To learn addition and subtraction of fraction. Learning Outcomes How confident do you feel?
Editor's Notes
- #2 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
- #3 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 ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- #4 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
- #5 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
- #6 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
- #16 previously.
- #17 previously.
- #18 previously.
- #19 previously.
- #20 previously.
- #21 previously.
- #22 previously.
- #23 previously.
- #24 previously.
- #25 previously.
- #26 previously.
- #27 previously.
- #28 previously.
- #29 previously.
- #30 previously.
- #31 previously.
- #32 previously.
- #33 previously.
- #34 previously.
- #35 previously.
- #36 previously.
- #37 previously.
- #38 previously.
- #39 previously.
- #40 previously.
- #41 previously.
- #42 previously.
- #43 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 ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- #44 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 ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- #45 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
- #46 previously.
- #47 previously.
- #48 previously.
- #49 previously.
- #50 previously.
- #51 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 ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- #52 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 ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- #53 previously.
- #54 previously.
- #55 previously.
- #56 previously.
- #57 previously.
- #58 previously.
- #59 previously.
- #60 previously.
- #61 previously.
- #62 previously.
- #63 previously.
- #64 previously.
- #65 previously.
- #66 previously.
- #67 previously.
- #68 previously.
- #69 previously.
- #70 previously.
- #71 previously.
- #72 previously.
- #73 previously.
- #74 previously.
- #75 previously.
- #76 previously.
- #77 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
- #78 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
- #79 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
- #80 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
- #81 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
- #82 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
- #83 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 ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- #84 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 ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition