Business Mathematics

Topic: FRACTIONS: Look Back

Learning Outcomes:

At the end of the lesson, you should be able to:

1. demonstrate an understanding of fractions;
2. recall the types of fractions they have to learned;
3. explain how fractions operate when the unit referred to is a group or a class.

Lesson Overview

In this lesson we will recall fractions and it’s types, and how units express as
fractions.

Lesson Proper

Engage

Can you arrange the numerals 1 to 9 (1, 2, 3, 4, 5, 6, 7, 8 and 9)

in a single fraction that equals exactly 1/3 (one third)?

An example that doesn't work: 7192/38456 = 0.187

Answer : ______________________________

Explore

A. Answer this question about this fruity collection.

1. How many pieces of fruit are there? _____

2. What fraction of the fruits are oranges? _____
 3. What fraction of the fruits are bananas? _____
4. What fraction of the fruits are apples? _____
5. What fraction of the fruits are pears? _____
6. Which fruit has the greatest fraction? ______
7. Which fruit has the smallest fraction? ______

B. Complete the table by giving examples on the following:

Proper Fractions Improper Fractions Mixed Numbers

1.
2.
3.
4.
5.

C. Express the following as fractions of the units indicated:

1. 6 as part of a dozen _____________________

2. 18 weeks as part of a decade _____________________
3. 500 pounds as part of a ton _____________________
4. 1 inch as part of a foot _____________________
5. 2 quarts as part of a gallon _____________________

Explain

1. What is a fraction? _______________________________________________

2. What do you need to know to name a fraction? How do you name a fraction?
________________________________________________________________

3. What are the types of fractions? ______________________________________

*What are the types of fractions according to its denominator? ______________

4. How do you define a proper fractions? Improper fractions? Mixed numbers?

________________________________________________________________

5. How is finding part of a whole similar to finding a part of a set? How is it

different? ________________________________________________________

Elaborate

True or False: Write True if the statement is correct; if false, correct the statement.
_______ 1. A whole is always bigger than its parts.
_______ 2. A fraction of something is always equal to a fraction of another something.
_______ 3. 8/5 is greater than 7/6
_______ 4. 16/4 is equal to 20/5
_______ 5. 2/3 is equal to 4/8.

Evaluate

A. Identify the following as a proper fraction (PF), an improper fraction (IF), or a

mixed number (MN). Write your answer on the space provided.
3 9
______ 1.4 ______ 6.
3 9
12 7
______ 2. ______ 7.
5 8
1 16
______ 3.6 ______ 8.
3 18
5 21
______ 4. ______ 9.
12 21
8 23
______ 5. ______ 10.
7 12

B. Express the following as fractions of the units indicated:

1. 4 ounces as part of a pound ___________________

2. 3 quarts as part of a gallon ___________________
3. 132 as part of a gross ___________________
4. 3 months as part of a year. ___________________
5. 18 weeks as part of a decade ___________________

C. Solve the following problems.

1. Abigail sells rice to stores. She has a total of 125 cavans that she plans to
distribute to three stores. If she gives 1/5 of what she has to store A, can she
divide the remaining equally to stores B and C? How many will store A and
store B get?
2. Bobby cuts a piece of wood into 3 pieces of the same length. After he cuts off
2 feet from one of the pieces, he is left with a piece that is 5 feet long. What is
the length of the piece of the wood started with?

3. Cezar used nails, screws, and pegs to build a model house. He used twice as
many screws as pegs as and 3 fewer nails than screws. He used 15 nails.
How many pegs did he use?