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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
COMMON AND DECIMAL FRACTIONS (LO 1; 2 AND 5)
LEARNING UNIT 1 FOCUSES ON COMMON FRACTIONS
4. | IMPROPER FRACTION | MIXED NUMBER |
4.1 | $\frac{\text{14}}{4}$ | 3 $\frac{1}{2}$ |
4.2 | $\frac{\text{19}}{6}$ | 3 $\frac{1}{6}$ |
4.3 | $\frac{\text{15}}{7}$ | 2 $\frac{1}{7}$ |
4.4 | $\frac{\text{11}}{8}$ | 1 $\frac{3}{8}$ |
4.5 | $\frac{9}{2}$ | 4 $\frac{1}{2}$ |
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 |
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 | $\frac{\text{13}}{5}$ | $2\frac{3}{5}$ |
4.1 | fourteen quarters | ||
4.2 | nineteen sixths | ||
4.3 | fifteen sevenths | ||
4.4 | eleven eighths | ||
4.5 | nine halves |
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.
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