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Line 1,554: − − − − + − − + − − − − Make copies of the worksheets − − − [[http://www.superteacherworksheets.com/decimals/decimal-tenths-squares_TWDWQ.pdf]] − − [[http://www.superteacherworksheets.com/decimals/decimal-hundredths-tenths.pdf]]+ − − − − − + − − Line 1,612:
Line 1,580: − + − − − + + − [[http://www.superteacherworksheets.com/percents/converting-fractions-decimals-percents_EASIE.pdf]]+ − − − [[http://www.superteacherworksheets.com/percents/basic-percentages1.pdf]] − − − − Instructions Method − + − − − [[http://www.superteacherworksheets.com/percents/converting-fractions-decimals-percents_EASIE.pdf]] and − [[http://www.superteacherworksheets.com/percents/basic-percentages1.pdf]] and discuss the various percentage quantities with − the various shapes. − + − − − − − − − − − + − − − + − − − − Understand fraction representation and rational and irrational − numbers − − − '''''Materials and''''' − resources required − − − Thread − of a certain length. + + − '''''Pre-requisites/'''''+ − Instructions Method − − Construct+ − Koch's snowflakes . − + − − − + − − − + − − + − − '''''Evaluation''''' − − + + + + + + + + − − == Evaluation == − − == Self-Evaluation == − Line 1,728:
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removed Category:Number system using HotCat
# If you want to understand improper fraction , example 8/3. In the equal share model , 8/3 represents the share that each child gets when 8 rotis are divided among 3 children equally. The child in this case will usually distribute 2 full rotis to each child and then try to divide the remaining rotis. At this point you can show the mixed fraction representation as 2 2/3
# If you want to understand improper fraction , example 8/3. In the equal share model , 8/3 represents the share that each child gets when 8 rotis are divided among 3 children equally. The child in this case will usually distribute 2 full rotis to each child and then try to divide the remaining rotis. At this point you can show the mixed fraction representation as 2 2/3
[[Image:KOER%20Fractions_html_m66ce78ea.gif]]
[[Image:KOER%20Fractions_html_m66ce78ea.gif]]
We can apply that
We can apply that
== Evaluation ==
When
When
we divide by a fraction is the result larger or smaller why ?
we divide by a fraction is the result larger or smaller why ?
== Self-Evaluation ==
== Self-Evaluation ==
This '''PhET simulation''' enables you to
This '''PhET simulation''' enables you to
used to show how to link these other topics with the already
used to show how to link these other topics with the already
understood concepts of fractions.
understood concepts of fractions.
== Objectives ==
== Objectives ==
[[Image:KOER%20Fractions_html_m22cda036.gif]]
[[Image:KOER%20Fractions_html_m22cda036.gif]]
But
But
'''''Learning'''''
'''''Learning'''''
Objectives
Objectives
Fractions representation of decimal
Fractions representation of decimal
numbers
numbers
'''''Materials and'''''
'''''Materials and'''''
resources required
resources required
[[http://www.superteacherworksheets.com/decimals/decimal-tenths-squares_TWDWQ.pdf]]
[[http://www.superteacherworksheets.com/decimals/decimal-tenths-squares_TWDWQ.pdf Decimals: Tenths]]
[[http://www.superteacherworksheets.com/decimals/decimal-hundredths-tenths.pdf]]
[[http://www.superteacherworksheets.com/decimals/decimal-hundredths-tenths.pdf Decimal: Hundredths and Tenths]]
'''''Pre-requisites/'''''
'''''Pre-requisites/'''''
Instructions Method
Instructions Method
Make copies of the above given resources.
'''''Evaluation'''''
'''''Evaluation'''''
# Draw a number line and name the fraction and decimal numbers on the number line. Take a print of the document [[http://www.superteacherworksheets.com/decimals/decimal-number-lines-tenths.pdf]] ''' . '''Ask students to place any fraction and decimal numbers between between 0 and 10 on the number line
# Draw a number line and name the fraction and decimal numbers on the number line. Take a print of the document [[http://www.superteacherworksheets.com/decimals/decimal-number-lines-tenths.pdf]] ''' . '''Ask students to place any fraction and decimal numbers between between 0 and 10 on the number line
# Write 0.45, 0.68, 0.05 in fraction form and represent as a fraction 100 square.
# Write 0.45, 0.68, 0.05 in fraction form and represent as a fraction 100 square.
=== Activity 2 Fraction representation and percentages ===
=== Activity 2 Fraction representation and percentages ===
Objectives
Objectives
Understand fraction representation and percentages
Understand fraction representation and percentages
'''''Materials and'''''
'''''Materials and'''''
resources required
resources required
[[http://www.superteacherworksheets.com/percents/converting-fractions-decimals-percents_EASIE.pdf Converting fractions, decimals and percents]]<br>
[[http://www.superteacherworksheets.com/percents/basic-percentages1.pdf Percentage]]
'''''Pre-requisites/Instructions Method'''''
'''''Pre-requisites/'''''
Please print copies of the above given activity sheets and discuss the various percentage quantities with various shapes.
Please print
copies of the 2 activity sheets
Then print a copy each of [[spider-percentages.pdf]] and make the children do this activity
Then print a copy
each of [[spider-percentages.pdf]]
and make the children do this activity
'''''Evaluation'''''
'''''Evaluation'''''
# What value is the denominator when we represent percentage as fraction ?
# What value is the denominator when we represent percentage as fraction ?
# What does the numerator represent ?
# What does the numerator represent ?
# What does the whole fraction represent ?
# What does the whole fraction represent ?
# What other way can we represent a fraction whose denominator is 100.
# What other way can we represent a fraction whose denominator is 100.
=== Activity 3 Fraction representation and rational and irrational numbers ===
=== Activity 3 Fraction representation and rational and irrational numbers ===
'''''Learning'''''
'''''Learning Objectives'''''
Objectives
Understand fraction representation and rational and irrational numbers <br>
'''''Materials and resources required'''''
Thread of a certain length.
'''''Pre-requisites/Instructions Method'''''
Construct Koch's snowflakes .
Start
Start
with a thread of a certain length (perimeter) and using the same
with a thread of a certain length (perimeter) and using the same
thread construct the following shapes (see Figure).
thread construct the following shapes (see Figure).
[[Image:KOER%20Fractions_html_m1a6bd0d0.gif]]
[[Image:KOER%20Fractions_html_m1a6bd0d0.gif]]
See
See
how the shapes can continue to emerge but cannot be identified
how the shapes can continue to emerge but cannot be identified
definitely with the same perimeter (length of the thread).
definitely with the same perimeter (length of the thread).
Identify
Identify
the various places where pi, "e" and the golden ratio
the various places where pi, "e" and the golden ratio occur
occur
== Evaluation ==
# How many numbers can I represent on a number line between 1 and 2.
# How many numbers can I represent on a number line between 1 and 2.
# What is the difference between a rational and irrational number, give an example ?
# What is the difference between a rational and irrational number, give an example ?
# What is Pi ? Why is it a special number ?
# What is Pi ? Why is it a special number ?
== Self-Evaluation ==
== Worksheets ==
# fraction addition worksheet [http://karnatakaeducation.org.in/KOER/en/images/1/11/Fractionaddition.odt Fraction simple addition]
# fraction addition worksheet Fraction simple addition]
# Fraction multiplication worksheet [http://karnatakaeducation.org.in/KOER/en/images/8/83/Multiplication.odt multiplication]
# Fraction Division worksheet [http://karnatakaeducation.org.in/KOER/en/images/c/ca/Division.odt Division]
# Fraction Subtraction worksheet[http://karnatakaeducation.org.in/KOER/en/images/1/1d/Subtraction.odt Subtraction]
== Further Exploration ==
== Further Exploration ==
= Teachers Corner =
= Teachers Corner =
GOVT HIGH SCHOOL, DOMLUR<br><br>
Our 8th std students are learning about fraction using projector . <br>
[[File:1.jpg|400px]]<br>
Students are actively participating in the activity.<br>
They are learning about meaning of the fractions, equivalent fractions and addition of fractions using paper cuttings.<br>
[[File:2..jpg|400px]][[File:3.jpg|400px]][[File:4.jpg|400px]] <br><br>
A student is showing 1/4=? 1/6+1/12<br>
[[File:5.jpg|400px]]<br>
[[File:6..jpg|400px]]<br>
Showing 1/3=1/4+1/12<br>
They started to solve the problems easily <br>
[[File:7.jpg|400px]]<br>[[File:8.jpg|400px]]
= Books =
= Books =
# Introducing Fractions Using Share and Measure Interpretations: A Report from Classroom Trials . Jayasree Subramanian, Eklavya, Hoshangabad, India and Brijesh Verma,Muskan, Bhopal, India
# Introducing Fractions Using Share and Measure Interpretations: A Report from Classroom Trials . Jayasree Subramanian, Eklavya, Hoshangabad, India and Brijesh Verma,Muskan, Bhopal, India
# Streefland, L. (1993). “Fractions: A Realistic Approach.” In Carpenter, T.P., Fennema, E., Romberg, T.A. (Eds.), Rational Numbers: an Integration of Research. (289-325). New Jersey: Lawrence, Erlbaum Associates, Publishers.
# Streefland, L. (1993). “Fractions: A Realistic Approach.” In Carpenter, T.P., Fennema, E., Romberg, T.A. (Eds.), Rational Numbers: an Integration of Research. (289-325). New Jersey: Lawrence, Erlbaum Associates, Publishers.
[[Category:Fractions]]
