Simplifying Complex Fractions
Complex Fractions
Fractions, Ratios, Money, Decimals and Percent
Fraction Arithmetic
Fractions Worksheet
Teaching Outline for Fractions
Fractions Section 5
Fractions In Action
Complex Fractions
Fabulous Fractions
Reducing Fractions and Improper Fractions
Fraction Competency Packet
Complex Fractions
Fractions, Ratios, Money, Decimals and Percent
Converting Fractions to Decimals and the Order of Operations
Adding and Subtracting Fractions
Complex Fractions
Equivalent Fractions
Review of Fractions
Adding Fractions
Equivalent Fractions
Questions About Fractions
Adding Fractions & Mixed Numbers
Adding fractions using the Least Common Denominator
Introduction to fractions
Simplifying Fractions
Multiplying and Dividing Fractions
Multiplying Fractions
Multiplying and Dividing Fractions
Introduction to Fractions
Simplifying Fractions by Multiplying by the LCD

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The recommended sequence for learning fractional knowledge : students
• talk about a fractional amount in quantities where the whole is perceptually defined .
• use terms such as "two thirds" or "three quarters" in mathematically correct ways;
• describe parts of quantities divided into 2, 3, 4, 5, 6 and 10 equal parts,
• say the number of parts that make a whole when told the name of each part
• divide wholes into halves, thirds, quarters, fifths, sixths, eighths and tenths.
• write or select the number for a fractional quantity, match quantity with a number
• describe the meaning provided by the numerator and the denominator
• compare two fractions in size, where both have either the same numerator or denominator
• write the numbers in order, beginning with the first number in the sequence.
• automatize what a written fractional numeral means;
• rapidly recall what the numerator and denominator mean,
• visualise the essential features of the fraction
• decide whether it is larger / smaller than another fraction
• explain how a fractional numeral is different from a whole number.
• describe a fractional quantity in different ways, eg., 3 quarters in eights, twelfths ....
• use a procedure for producing equivalent fractions
• simplify fractions by producing equivalent fractions
• calculate fractional portions of a set of items
• find the lowest common denominator for two or more fractions and compare two fractions.
• describe a fractional quantity in different ways, for example, 7 fourths
• convert improper fractions to mixed numbers and vice versa.
• estimate the value of fractions and mixed numbers.
• add or subtract two or more fractions with the same denominator
• add or subtract two or more fractions with different denominators
• multiply two or more fractions.
• multiply two or more fractions and mixed numbers, cancelling where necessary.
• divide whole numbers, fractions and mixed numbers by fractions cancelling where necessary.

Part-whole relationships : Decimals and percentages

Teach decimal knowledge in three areas or strands; a comprehension of
• the tenth-whole relationship in quantities and the symbolism used to specify individual
fraction quantities,
• the sequencing-counting properties of decimals, sequencing and relating decimals numbers
to each other, arranging decimal numbers in order and
• the algorithms associated with fractions; develop these for
• addition of decimals
• subtraction of decimals
• multiplication of decimal by whole numbers
• division of decimal by whole numbers
• multiplication of decimal by decimal numbers
• conversion of decimals to fractions and vice versa.
Develop this for the following types of quantities
• quantities of < a whole divided into tenths
• quantities comprising wholes and tenths
• quantities of < a whole divided into twentieths, thirtieths, ... hundredths
• quantities of < a whole comprising tenths and hundredths
• quantities comprising wholes, tenths and hundredths
For each area
• introduce the idea to be learnt as problems to be solved
• introduce the operations as physical actions that pupils gradually internalize
• have pupils draw pictures of the ideas they are learning and act on these.
• provide activities for pupils to look for patterns and to generalize from specific instances .
• have pupils share ideas, work co-operatively on problems
• have students talk about ideas
• have pupils express new ideas first in familiar language formats and later to learn
conventional, abstract formats
• present ideas in 'learner-friendly' with concrete or pictorial referents.