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Mathematics

Common and decimal fractions

Common fractions

Educator section

Memorandum

INTRODUCTION

The learning programme for grade six consists of five modules:

1. Number concept, Addition and Subtraction

2. Multiplication and Division

3. Fractions and Decimal fractions

4. Measurement and Time

5. Geometry; Data handling and Probability

  • It is important that educators complete the modules in the above sequence, as the learners will require the knowledge and skills acquired through a previous module to be able to do the work in any subsequent module.

COMMON AND DECIMAL FRACTIONS (LO 1; 2 AND 5)

LEARNING UNIT 1 FOCUSES ON COMMON FRACTIONS

  • This module continues the work dealt with in grade 5. Addition and subtraction of fractions are extended and calculation of a fraction of a particular amount is revised.
  • Check whether the learners know the correct terminology and are able to use the correct strategies for doing the above correctly.
  • Critical outcome 5 (Communicating effectively by using visual, symbolic and /or language skills in a variety of ways) is addressed.
  • It should be possible to work through the module in 3 weeks.
  • ** Activity 17 is designed as a portfolio task. It is a very simple task, but learners should do it neatly and accurately. They must be informed in advance of how the educator will be assessing the work.
  • LEARNING UNIT 2 FOCUSES ON DECIMAL FRACTIONS
  • This module extends the work that was done in grade 5. Learners should be able to do rounding of decimal fractions to the nearest tenth, hundredth and thousandth. Emphasise the use of the correct method (vertical) for addition and subtraction. Also spend sufficient time on the multiplication and division of decimal fractions.
  • As learners usually have difficulty with the latter, you could allow 3 to 4 weeks for this section of the work.
  • ** Activity 19 is a task for the portfolio. The assignment is fairly simple, but learners should complete it neatly and accurately. They must be informed in advance of how the educator will be assessing the work.
4. IMPROPER FRACTION MIXED NUMBER
4.1 14 4 size 12{ { { size 8{"14"} } over { size 8{4} } } } {} 3 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {}
4.2 19 6 size 12{ { { size 8{"19"} } over { size 8{6} } } } {} 3 1 6 size 12{ { { size 8{1} } over { size 8{6} } } } {}
4.3 15 7 size 12{ { { size 8{"15"} } over { size 8{7} } } } {} 2 1 7 size 12{ { { size 8{1} } over { size 8{7} } } } {}
4.4 11 8 size 12{ { { size 8{"11"} } over { size 8{8} } } } {} 1 3 8 size 12{ { { size 8{3} } over { size 8{8} } } } {}
4.5 9 2 size 12{ { { size 8{9} } over { size 8{2} } } } {} 4 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {}

Leaner section

Content

Common fractions

In Grade 5 we spent much time working with fractions. Before beginning this year’s work, we need to know how well you can remember what you have learned! See if you can link the words in column A with the correct meanings in column B:

A B
Numerator Indicates how many equal parts are coloured in/ taken
Denominator Numerator is smaller than the denominator
Equivalent fractions Consists of a whole number and a proper fraction and is always bigger than 1
Proper fraction Indicates the number of equal parts into which the whole has been divided
Improper fraction Fractions of equal size
Mixed (fractional) number The numerator is bigger than the denominator and the fraction is always bigger than 1

Activity: to recognise and classify numbers in order to describe and compare them [lo 1.3.3]

1. Kom ons hersien nog! Werk saam met ‘n maat en sê watter breukdeel van die vierkant Work with a friend and indicate which fraction of the square is represented by:

A : ………………………………………………

B : ………………………………………………

C : ………………………………………………

A + C : …………………………………………..

B + C : …………………………………………..

C + D : …………………………………………..

A + D : …………………………………………..

A + B : …………………………………………..

B + D : …………………………………………..

2. All the answers comprise …………………………………………... fractions.

3. Take a look at the picture of the bowl of apples. Colour the apples that represent proper fractions yellow, the improper fractions green and the mixed numbers red.

4. Complete the table:

IMPROPER FRACTION MIXED NUMBER
E.g. thirteen fifths 13 5 size 12{ { {"13"} over {5} } } {} 2 3 5 size 12{2 { {3} over {5} } } {}
4.1 fourteen quarters
4.2 nineteen sixths
4.3 fifteen sevenths
4.4 eleven eighths
4.5 nine halves

Assessment

Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.

Assessment Standard 1.3: We know this when the learner recognises and represents the following numbers in order to describe and compare them:

1.3.3 common fractions, including specifically tenths, hundreds and percentages.

Questions & Answers

how do I set up the problem?
Harshika Reply
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
Abdullahi
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
Tric Reply
4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
the operation * is x * y =x + y/ 1+(x × y) show if the operation is commutative if x × y is not equal to -1
Alfred Reply
An investment account was opened with an initial deposit of $9,600 and earns 7.4% interest, compounded continuously. How much will the account be worth after 15 years?
Kala Reply
lim x to infinity e^1-e^-1/log(1+x)
given eccentricity and a point find the equiation
Moses Reply
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Kimberly Reply
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
August Reply
What is the expressiin for seven less than four times the number of nickels
Leonardo Reply
How do i figure this problem out.
how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
Shanjida
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
s.
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
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Source:  OpenStax, Mathematics grade 6. OpenStax CNX. Sep 10, 2009 Download for free at http://cnx.org/content/col11030/1.1
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