PRIMARY 3

MATHEMATICS
FRACTIONS
Workshop’s Outline
1. Learning Objectives for P3
Fractions
2. Prior Knowledge (P2)
3. Common Misconceptions /
Errors and What to Teach
4. Problem Sums - Model Drawing
5. Helping Your Child With Math
6. Questions and Answers
LEARNING OBJECTIVES FOR P3 FRACTIONS
1. Recognise and name equivalent
fractions
2. List the first 8 equivalent fractions of a
given fraction
3. Write the equivalent fractions of a
fraction given the denominator or
numerator
LEARNING OBJECTIVES FOR P3 FRACTIONS
4. Express a fraction in its simplest form
5. Compare fractions with respect to half
6. Compare and order unlike fractions
7. Add and subtract related fractions
within one whole
What They Should Already Know

PRIOR KNOWLEDGE
PRIOR KNOWLEDGE
• Recognise and
name a fraction
of a whole
PRIOR KNOWLEDGE
• Recognise what is
a numerator and
what is a
denominator.
PRIOR KNOWLEDGE
• Comparing and ordering fractions with
denominators of given fractions not
exceeding 12
– unit fractions

– like fractions
PRIOR KNOWLEDGE
• Adding and subtracting like fraction
within one whole with denominators of
given fraction not exceeding 12
 Refresh your mind!

WHAT ARE FRACTIONS?

 GIVE IT A SHOT!

FRACTIONS WORKSHEET
ANSWERS FOR WORKSHEET
4 2 3 4 1
1. 6. , ,
10 15 20
10. 2
8
4 1
2. 6 7. 15
11. 6
3. 7
2 1 4 1
4. 4 8. , ,
3 2 9
12. 2
6 3
5. 8
9. 4
 Refresh your mind!
WHAT ARE EQUIVALENT
FRACTIONS?
COMMON MISCONCEPTIONS / ERRORS
• The bigger the denominator, the bigger
the fraction.
• This results in wrongly ordering unit
fractions.
1
For example to think that is bigger than
6
1
2
COMMON MISCONCEPTIONS / ERRORS
• The size of a fraction depends on the
denominator and ignore the numerator.
1
For example: to think that is bigger
4
7
than .
8
COMMON MISCONCEPTIONS / ERRORS
• Fractions of the whole are whole
numbers in themselves.
For example to think that when a cake is
cut into half you get two cakes
COMMON
MISCONCEPTIONS
/ ERRORS
• Half means just
one whole cut
into two pieces
What needs to be taught
• Emphasise fractions
as being equal parts.
COMMON MISCONCEPTIONS / ERRORS
𝟐 𝟐
• is always more than , not making
𝟒 𝟓
reference to the whole.
What needs to be taught
• Understanding that the denominator
tells us how many parts the whole has
been divided into. The more parts there
are the smaller each portion will be.
What needs to be taught
• Understanding that fractions must always
be related to the whole.

1
𝑙𝑖𝑡𝑟𝑒 1
2 𝑎 𝑔𝑙𝑎𝑠𝑠
2
COMMON MISCONCEPTIONS / ERRORS
• Fractions are negative numbers
5
For example to think that is less than 0
8
What needs to be taught
• locating fractions on a number line
COMMON MISCONCEPTIONS / ERRORS
• Fractions incorrectly named.
1
For example to read as three quarters
3
1
or to write three quarters as 3 or simply
4
not being able to read fraction symbols.
What needs to be taught
• Counting in halves, thirds etc. and
marking fractions along a number line
What needs to be taught
• Understand the
language behind
the fractions. –
use of “ths”
COMMON MISCONCEPTIONS / ERRORS
• Fractions are added together by adding
the numerators together then adding
the denominators together.
3 2 5
For example to think that + =
5 4 9
What needs to be taught
• Understanding equivalence between
fractions with like denominators e.g.
1 1
+ and with related denominators
4 4
1 1
e.g. +
2 4
What Can You Do To Help Your Child In

MATHEMATICS
What can you do to help your child in Maths?
• Model the correct mathematical
language and get your child to learn the
mathematical language
What can you do to help your child in Maths?
• Show positive attitude towards math
yourselves!
What can you do to help your child in Maths?
• Allow your child to experience early
successes in math
What can you do to help your child in Maths?
• Place importance
in the process of
arriving at the
answer at not just
the answer itself.
What can you do to help your child in Maths?
• Help your child memorise basic math
facts like number bonds, multiplication
tables, facts of number family etc.
What can you do to help your child in Maths?
• Instil good habits in approaching math
questions and presenting solutions.
What can you do to help your child in Maths?
• Provide
help for
your child
when they
need it.
What can you do to help your child in Maths?
• Encourage your
child to practice
What can you do to help your child in maths?
• Relate math to daily living
What can you do to help your child in maths?
• Teach them strategies in problem solving
like model drawing, draw a diagram,
simplify the problem, key words and
annotations
 𝟒
1. Mr Pang bought a watermelon. He ate of the
𝟗
𝟏
watermelon. His daughter ate of it. What fraction
𝟑
of the watermelon did they eat in all?
Express: ?
x3
1
___ 3
= ___
3 9
x3
Mr Pang daughter

From the model:

7
Mr Pang and his daughter ate of the watermelon.
9
 5 1
2. Peter painted of a wall blue. He painted of
8 4
the wall yellow and the rest of the wall green.
What fraction of the wall did he paint in green?
Express:
blue
x2
1
___ 2
= ___
4 8
x2
yellow ?
From the model:
1
of the wall is painted green.
8
Questions and Answers
Thank you for attending the workshop.
We hope you have had a fruitful time.