Basic Concepts on Fraction Fraction – is defined as a part of a whole. In some other books‚ it is defined as a number written in the form ab ‚ where “a” and “b” are numbers and “b” is not equal to zero. Basic Parts of a Fraction * Numerator – the number above tells how many parts are taken. * Denominator – the number below tells how many equal parts the whole is divided. * Fraction bar – line that separates the two numbers. It also indicates division. There are several kinds
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Adding & subtracting fractions 1. Where in life is this useful? a) Cooking: [pic] b) Measurements (construction‚ remodeling‚ etc): [pic] c) Time: [pic] d) Money: [pic] 2. Fractions with the same (“common”) denominators Example: (without converting back & forth from mixed numbers): [pic] [pic] 3. Fractions with different denominators In order to add (or subtract) fractions with different denominators
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Portfolio #1 This portfolio surrounds the mathematical ideals of the LACSAP’s Fractions‚ and creating the task of answering certain questions about a specific symmetrical pattern. Through a work entirely of my own and without any unauthorized outside assistance‚ I answers all of the questions in this portfolio along with showcasing all my work‚ aided by the use of technology and patterns discovered by me. The symmetrical pattern provided possesses only 5 vertical rows‚ with number of elements
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6th Grade Lesson Plan Grade Level Content Standard: Number Sense 2.1 Solve problems involving addition‚ subtraction‚ multiplication‚ and division of positive fractions and explain why a particular operation was used for a given situation. Standard Based Objective: When given division problems with fractions‚ students will use the rules for dividing fractions to solve problems with 80% accuracy as measure by student work samples by the end of the week. Materials Paper Pencils White Board
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Materials Required: FRACTIONAL CHARTS‚ REAL OBJECTS Activity Time: 2:10-3:10 PM Concepts Taught: Solves word problem involving addition in similar fraction A SAMPLE LESSON PLAN IN MATHEMATICS GRADE FOUR USING BLOCK MODEL APPROACH I. Objective Solves word problem involving addition in similar fraction {Learn to be generous all the time} II. Subject Matter A. Solving word problem involving addition in similar fraction B. BEC-PELC‚ Mathematics 4‚ Textbook‚ pp. 105-106 C. Textbooks‚ flashcards
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Rational Equations Rational equations can be used to get a general idea about the rate at which a job can be completed. This can be really useful for business owners and other areas of daily life. Here is an example: Scenario: Sue can paint the garage in 4 hours and Joe has carpal tunnel so he is slower and can paint the same garage in 6 hours. How long (number of hours) will it take Sue and Joe to paint the garage if they work together? Solution: Sue can paint of the garage in 1 hour. Joe
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Fractions are ways to represent parts of a whole. Common fractions are ½ and ¾. These are proper or regular fractions. Some fractions are called mixed numbers. These are represented by a whole number with a fraction (proper fraction). 1 ½ and 2 ¾ are good examples. An improper fraction has a larger number on the top than on the bottom‚ such as 9/8. I will explain how to convert these fractions to decimals. I will show you how to change an improper fraction to a mixed number. Operations (addition
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| Math SL Portfolio-Lacsap’s Fractions | Type 1: Investigation Portfolio Greenwood High (An International School) | | | | | Table of Contents: Introduction……………………………………………………………………………………………………..……..…...Page 2 Patterns in Numerator………………………………………………………………………………….………………Page 2 and Page 3 Plotting Graph of Row Number and Numerator……………………………………………………………Page 4 to Page 7 Finding Denominator………………………………………………….………………………………………..………Page 8 to Page 9 Finding Further Rows……………………………………………………………………
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several concepts about fractions. One concept students in fourth grade will need to master is learning how to tell if fractions are equivalent with unlike denominators. There are a few prerequisite skills that are necessary in order for the students to understand this concept. The first thing students need to know is what fractions are. Fractions are a way of counting parts of a whole. Secondly‚ the students need to know how to identify parts of a fraction. The top number in a fraction is the numerator
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Simple Fractions (Grade 1) I. Objectives: At the end of the lesson‚ the students should be able to: 1. Identify simple fractions. 2. Shade the given figure based from the given fractions. 3. Appreciate the beauty of one’s work and demonstrate neatness in one’s work. I. Subject Matter: Topic: Simple Fractions Reference: Comprehensive Curriculum of Basic Skills Grade 1 Author: Dawn Downs Purney
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