CHAPTER 3: FRACTIONS

3.1 Fractions

STUDENTS’ LEARNING Identify correctly,

Band 2
PROGRESS GUIDE (SLPG)  The value of fractions.
3.1(i) Read fractions.
3.1(ii) Describe fractions as parts of a whole.
Learning Outcomes
3.1(iii) Represent fractions with diagrams.
3.1(iv) Write fractions for given diagrams

Notes:
(a) A fraction is a number that presents a part of a whole. For example: 5 out of 8 parts written in
5
fraction is .
8
5 Numerator
8 Denominator

(b) Fractions can be represented by diagrams. For example:

3
The shaded parts in the above diagram represents 4 .

4
(c) When the numerator is the same as the denominator, the fraction has a value of 1. For example: =1
4

1 Write the following fractions in numerals and words.

(a) One over three (b) 2

5
(c) Two over five (d) 4
9
(e) Three over eight (f) 5
11
(g) Five over nine (h) 3
7
(i) Eight over eleven (j) 6
7
2 Shade the diagrams below to represent the following fractions.

6 5
(a) 9 (b) 8

3 3
(c) 4 (d) 5

3 Write the fraction in numerals and words represented by the shaded region in each diagram below.

(a) (b)

3
4

(c) (d)

3
4

Assessment: Achieved Not achieved

 3.2 Equivalent Fractions

STUDENTS’ LEARNING
Band 1 Identify equivalent fractions correctly.
PROGRESS GUIDE (SLPG)
3.2(i) Find equivalent fractions for a given fraction
Learning Outcomes
3.2(ii) Determine whether two given fractions are equivalent.

Notes:
(a) Equivalent fraction are fractions having the same value. For example:

1 2
2 4
1 2
Look, the shaded part(s) in both quadrilaterals are equal. Thus, 2 and 4 have the same value.
1 2
Therefore, 2 and 4 are equivalent fractions.

(b) Equivalent fraction can be obtained by multiplying the numerator and the denominator of a
fractions by the same number except zero. For example:
3 3×2 3×3 3×4
= = =
4 4×2 4×3 4×4
3 6 9 12
= = =
4 8 12 16
1 Fill in the blanks by completing the following equivalent fractions.
(a) (b) (c)

2 8 3 18 5 45
= = = = = =
3 6 5 15 9 27
2 Find two equivalent fractions for each of the following.
(a) (b) (c)
3 6 12 5 10 20 6 12 24
= = = = = =
8 16 32 9 18 36 7 14 48

(d) (e) (f)

2 6 30 4 8 24 8 16 32
= = = = = =
5 15 75 11 22 66 13 26 52

3 Determine whether each of the following pairs of fractions is equivalent.

3 9 6 12 8 24
(a ) (b ) (c )
5 and 15 7 and 15 11 and 33
STUDENTS’ LEARNING Identify equivalent fractions correctly and the value of
Band 2
PROGRESS GUIDE (SLPG) fractions by using symbol > and < for two fractions.
3.2(iii) Compare the values of two given fractions.
Learning Outcomes 3.2(iv) Arrange fractions in order.
3.2(v) Simplify fractions to the lowest term.

Notes
When comparing the values of two fractions, follow the guide below.
1. For two fraction having the same denominator, the fraction with the larger numerator is greater in value.
5 3
For example, >
7 7
2. For two fractions having the same numerator, the fraction with the smaller denominator is greater in
5 5
value. For example, >
7 12
3. For two fractions having different denominator;
(i) Find the LCM of the two denominators.
(ii) Convert both fraction to equivalent fractions with the LCM as its denominator.
(iii) Compare the numerators.
(iv) The fraction with the larger numerator is greater in value.

Example :
5 3
Determine fraction which are greater between and
6 8
5 40 3 18
= and =
6 48 8 48

40 18 5 3
> then >
48 48 6 8

1 Fill in the boxes below with > or <

1 4 2 5 2 3
a) and b) and c¿ and
2 5 3 9 3 4
×5 ×2
1 5 2 4 2 8 3 9
= = = and =
2 10 3 9 3 12 4 12
×5 ×2
2 3
1 4 2 5 3 4
2 5 3 >< 9

6 7 7 6 3 1
d) and e) and e) and
7 14 9 27 5 3
6 7 7 6 3 1
> > 5 > 3
7 14 9 27

3. Arrange each of the following groups of fractions in ascending order.

3 7 11 3 5 4 5 1 3
a) , , b) 4 , 8 , 5 (c) , ,
5 10 15 12 6 4

2 Simplify the following fractions to the lowest term.

18 20 22
(a) (b) (c)
20 35 38

49 32 54
(d) (e) (f)
84 64 66

Assessment: Achieved Not achieved

3.3 Mixed Numbers

STUDENTS’ LEARNING
Band 1 Identify mixed numbers correctly.
PROGRESS GUIDE (SLPG)
3.3(i) Recognise mixed numbers.
3.3(ii) Represent mixed number with diagrams.
Learning Outcomes
3.3(iii) Write mixed numbers based on given diagrams.
3.3(iv) Compare and order mixed numbers on number lines.

Notes:

Mixed numbers consists of

whole number and fraction.

Way of read mixed number:

A mixed number can
2
1 represented by a diagram.
Whole
number
3 One and two over three
=
Fraction

1 Write the following mixed numbers in numerals.

(a) One and one over two (b) Two and two over five (c) Four and four over seven.

(d) Six and four over five (e) Seven and eight over (f) Nine and eight over fifteen
eleven

2 Shade the diagram below to represent the mixed number given.

1 1 2
(a) 4 (b)1 (c) 2
2 6 3
3 Write the mixed number represented by the shaded region in each of the following diagrams.
(a) (b) (c)

(d) (e) (f)

4. Marks the mix number on the number line.

1 2 3 1
2 3 10 11
(a) Marks 3 and 3 on the number line (b) Marks 5 and 2 pada garis nombor

10 11 12
2 3 4

5. Show the following mix number on the number line.

1 2 4 1
8 9 9 11
(a) Show 3 and 3 on the number line (b) Show 5 and 2 pada garis nombor
 Assessment: Achieved Not achieved

3.4 Proper Fractions and Improper Fractions

STUDENTS’ LEARNING
Band 1 Identify proper and improper fractions correctly.
PROGRESS GUIDE (SLPG)
Recognise proper and improper fractions from given
Learning Outcomes 3.4(i)
fractions.

Nota / Notes: Improper fraction

Proper fraction

3 4 9 17
1 2 5 7 , , ,
, , , 3 3 7 15
2 3 7 15 1 2 5 7
, , ,
Numerator2 is3 same
7 15 or larger than the
Numerator is smaller than the denominator. denominator.

1 Identify and group the following fractions into proper fraction and improper fraction.

2 4 12 9 5 8 9 9 4 6 7 4 17 5 10 8
, , , , , , , , , , , , , , ,
3 7 11 10 6 3 10 5 3 4 5 5 20 7 11 10

Proper fraction Improper fraction

2 Identify and match the following fractions into proper fraction and improper fraction.

5
8 Proper fraction
6
7
10
11
Improper fraction
5
11
9
4
STUDENTS’ LEARNING
Band 2 Determine correctly the value of fractions
PROGRESS GUIDE (SLPG)
3.4(ii) Change mixed numbers into improper fractions.
Learning Outcomes
3.4(iii) Change improper fractions into mixed numbers.

Notes:
(a) A mixed number could be converted to improper fraction by following stapes:
(i) Multiply the whole number by the denominator. 5  7 = 35
(ii) Add the product to the numerator. 35 + 2 = 37
(iii) Retain the denominator. 2 ( 5 ×7 ) +2
5 =
7 7
37
(b) An improper fraction can be change to a mixed number by following steps: = 7

(i) Divide the numerator by the denominator. Change to a mixed number.

(ii) Retain the denominator. Solution:
(iii) Write the quotient as the whole number. = 5
(iv) Write the remainder as the numerator.

5
- 35
2

1 Change the following mixed numbers into improper fractions.

2 3 5
(a)3 (b)5 (c)2
7 4 6

4 5 3
(d)8 (e)6 (f)11
7 7 5

2 Change the following improper fractions into mixed numbers.

 11 13 9
(a) (b) (c)
9 7 5

34 22 79
(d) (e) (f)
12 10 14

Assessment: Achieved Not achieved

3.5 Addition and Subtraction of Fractions

STUDENTS’ LEARNING Perform operations systematically on combination

Band 4
PROGRESS GUIDE (SLPG) numbers involving fractions.
Perform addition involving:
 Fractions with common denominators.
 Fractions with different denominators.
3.5(i)
 Whole numbers and fractions.
 Fractions and mixed numbers.
 Mixed numbers.
Learning Outcomes
Perform subtraction involving:
 Fractions with common denominators.
 Fractions with different denominators.
3.5(ii)
 Whole numbers and fractions.
 Fractions and mixed numbers.
 Mixed numbers.

Notes:
(a) Fraction can be added or subtracted by 5 3 5−3
following steps: Example: − =
8 8 8
(i) Steps for adding fraction with the 2
same denominator: =
8
(a) Add the numerator.
1
(b) Retain the denominator. =
a b a+b 4
+ = (b) Add or subtract fraction with different
c c c
denominators can be done by the following
3 4 3+4 steps:
Example: + =
8 8 8 (i) Find the LCM of the two
7 denominators.
=
8 (ii) Convert both fraction to equivalent
fraction with the LCM as their
(ii) Steps for subtracting with the same
denominator: common denominator.
(a) Subtract the numerators. (iii) Add or subtract the numerators only.
(b) Retain the denominator. a c ad +bc
+ =
a b a−b b d bd
− =
c c c a c ad−bc
− =
b d bd

1 Calculate each of the following and express the answer in its lowest term.

(a) (b) (c)

4 4 2 8 3 4
+ =¿ + =¿ + =¿
7 7 9 9 11 11

(d) (e) (f)

4 6 8 9 8 6 4
+ + =¿ − =¿ − =¿
13 13 13 12 12 21 21

(g) (h) (i)

18 5 2 22 11 2 4 3
− − =¿ − =¿ + − =¿
33 33 33 39 39 11 11 11

2 Calculate each of the following and express the answer in its lowest term.

3 4 6 4 5 7
(a) + =¿ (b) − =¿ (c) + =¿
7 9 7 9 4 12

(d) (e) (f)

3 1 4 2 3 2 3
+ + =¿ 3+ + =¿ +2+ =¿
5 3 10 7 4 5 10

(g) (h) 2 3
(i) 1 +3 =¿
3 1 3 4 6 3 8
1 + =¿ 1 +2 + =
7 2 4 5 20

1 4 5 (k) (l)
(j)4 +1 +3 =
2 14 7 5 1 1 4
− − =¿ 3− =¿
6 4 3 7
 4 1 2 2 1 1 5
(m) 5− − =¿ (n) 1 − =¿ (o) 4 −2 −1 =¿
5 2 9 3 7 2 14

Assessment: Achieved Not achieved

STUDENTS’ LEARNING Solve non-routine problems involving combined

Band 5
PROGRESS GUIDE (SLPG) operations of fractions systematically.
Solve problems involving combined operations of
Learning Outcomes 3.5(iii)
addition and subtraction of fractions.

1 Solve the following problems.

1 1 2 1
(a) The mass of a sand lorry is kg. There are 4 (b) Diana has 1 metres of cloth. She uses
3 2 5 4
1 2
kg of sand in the lorry. Then 1 kg of sand are metre of the cloth to sew a skirt. She buys 2
6 3
taken out from the lorry. What is the total mass of metres of cloth to sew a shirt and a trouser. Find
the sand lorry now? the length, in meters, of cloth she has now.

1 7
(c) Mrs Lim has 1 kg of sugar. Then she bought (d) The length of a rope is 6 meter is cut into
3 8
3 three different parts. Determine the possible length
another 3 kg of sugar. She puts 2 kg of the sugar
4 of each part.
into a container. How much sugar, in kg, is left?
3.6 Multiplication and Division of Fractions

STUDENTS’ LEARNING Perform operations on a combination of numbers

Band 4
PROGRESS GUIDE (SLPG) systematically involving fractions.
Multiply:
(a) A whole numbers by a fractions or mixed number.
3.6(i) (b) A fraction by a whole number.
(c) A fraction by a fraction (include mixed numbers)
Learning Outcomes
Divide :
(a) A fractions by a whole number.
3.6(iii) (b) A fraction by a fraction.
(c) A whole number by a fraction.
(d) A mixed number by a mixed numbers.
Notes:
(a) Steps to multiply the whole number by a (ii) Multiply the whole number by the
fraction: numerator of the fraction.
(i) Multiply the whole number by the 3 35
Example: 3 × 4 = 3×
numerator of the fraction. 8 8
(ii) Retain the denominator. 3× 35
=
b a×b 8
a× =
c c 105
=
4 5×4 8
Example: 5 × =
7 7 1
= 13
20 8
=
7
(b) Steps to multiply the whole number by a
mixed number: (c) Steps to multiply the fraction by a fractions.
(i) Convert the mixed number to an (i) Change the mixed number to an
improper fraction. improper fraction.
 (ii) Multiply the numerator by the
numerator and the denominator by as its reciprocal.
the denominator. (ii) Perform the multiplication.
a c a ×c a a c
× = ÷c = ÷
b d b×d b b 1
(d) Steps to divided the fraction by a whole a 1
= ×
number: b c
(i) Change the division to multiplication a
=
b ×c
and write the divisor (whole number)

1 Calculate each of the following and express the answer in its lowest term.

3 3 1
(a)5 × =¿ (b)6 × =¿ (c) 11 ×2 =¿
10 4 3

5 7 4
(d) 12 ×3 =¿ (e) × 6=¿ (f) ×12=¿
6 8 9

8 3 3 10 7 4 3
(g) × =¿ (h) × × =¿ (i) ×1 =¿
15 4 7 21 15 7 8

5 7 5 5 3 2 3 2 2
(j) × ×1 (k) ×1 ×1 (l) 1 ×1 × 1
12 10 14 18 7 5 15 3 8
= = =

2 Calculate each of the following and express the answer in its lowest term.

3 3 1
(a)3 ÷ =¿ (b) 6 ÷ =¿ (c) 10 ÷1 =¿
10 4 3

3 12 4
(d) 12 ÷3 =¿ (d) ÷ 4=¿ (e) ÷ 12=¿
7 13 9
 1 3 3 10 7 11 3
(f) ÷ =¿ (g) ÷ ÷ =¿ (h) ÷ 1 =¿
2 4 10 21 15 16 8

5 7 1 2 3 2 2 2 2
(i) ÷ ÷ 1 =¿ (j) ÷ 1 ÷ 1 =¿ (k)1 ÷1 ÷ 1 =¿
12 10 14 5 7 5 3 3 8

Assessment: Achieved Not achieved

STUDENTS’ LEARNING Perform operations on a combination of numbers

Band 4
PROGRESS GUIDE (SLPG) systematically involving fractions
Learning Outcomes 3.6(ii) Solve problems involving multiplication of fractions.
3.6(iv) Solve problems involving division of fractions

1 Solve the following problems.

1 4
(a) The mass of a packet of flour is 2 kg. (b) There are 30 marble in the jar. of the marble
3 5
Find the total mass of 30 packet of the flour. are sold at 25 sen each. Find the amaunt of
money received from the sale.
 5 6
(c) A rope of length 10 m is cut into 5 equal (d) Pak Abu collected 40 kg of rambutans from
8 7
lengths. How long is each length of the rope. 4
his orchard. He tied them into bunches of 1 kg
7
each. How many bunches did he get?

Assessment: Achieved Not achieved

3.7 Combined Operations of Fractions

STUDENTS’ LEARNING Perform operations on a combination of numbers

Band 4
PROGRESS GUIDE (SLPG) systematically involving fractions
Perform computations involving the combined operations
Learning Outcomes
3.7(i) of addition, subtraction, multiplication and division of
fractions, including the use of bracket.

1 Calculate each of the following and express the answer in its lowest term.
(a)1
1
4
1 1
×(1 +1 )
2 4
3 1
2 1 × 1 −1
4 5 (1
4 )

(c) 1
2
5
3
(
÷ 1 +1
4
2
5 ) (d) 1
3
4
1
(
÷ 1 −1
4
1
2 )

(e)
5
6 ( 3
+ 1 ÷2
4
2
5 ) (f)
5 7 1
− ×
8 16 2

5 1
(g) ( + ) ×
8 2
4
3 (h) ( 89 − 23 ) ÷ 119

6 3 2 5 4 6
(i) × ÷ (j) × ÷
7 6 7 6 5 7

Assessment: Achieved Not achieved

STUDENTS’ LEARNING Solve non-routine problems involving combined

Band 5
PROGRESS GUIDE (SLPG) operations of fractions systematically.
Solve problems involving combined operations of
Learning Outcomes
3.7(ii) addition, subtraction, multiplication and division of
fractions including the use of bracket.
1 Solve the following problems.

1 (b) Ahmad’s stall and Chong’s stall has 228 kg of

(a) Mei Ling gives of her candies to Gurjeet and
3 11 1
sugar. If both of the stall re-order and
1 12 6
of her candies to Salma. The number of
4 from the sugar, find the total amount, in kg, of
candies that belongs to Mei Ling is 435 candies sugar for both of the stalls.
now. Find the total number of candies that
belongs to Mei Ling.

(c) There are 600 of books labelled A, B, C and D. 4 1

(d) Given that of a house is painted orange and
1 3 9 2
Given that of the books labelled A and of
4 10 of the house is painted brown. The rest of the house is
the books labelled B. There are 15 labelled C. painted white. Calculate the fraction of the house that
Find the number of books labelled D. is painted white.

Assessment: Achieved Not achieved

STUDENTS’ LEARNING
PROGRESS GUIDE (SLPG)
Band 6 Use creative and innovative ideas to solve mathematical
problems related to numbers in everyday situation involving a
combination of mathematical knowledge and skills
systematically.
Or
 Make presentations in various forms of presentation, writing,
project or games that use mathematical knowledge and skills
related numbers effectively.

Games
In a groups of 5, create the games that involve fraction as example below.

KBAT
Solve the following problem to get Band 6

1. After a Competition Science, Mr Iman gives a box of chocolates to share among winners. First place
2 1
receives of the pieces of chocolates and of a piece of chocolate. Second place receives the remaining
3 3
1
pieces of chocolates and of a piece of chocolate. Third place receives 1 piece of chocolate. How many
3
pieces of chocolates are there in the box?

Solutions:

1 1
2. 3 of the number of Liew’s marbles is equal to the number of David’s marbles. 2 of the number of
HOTS David’s marbles is equal to the number of Ahmad’s marbles. If Ahmad has 45 marbles, what is the
difference between the number of Liew’s marbles and the number of David’s marbles?

Solutions:
 TOPICAL TEST
QUESTION 1

1 (a) (i) Diagram 1 is consists of rectangles of equal size.

Diagram 1

The fraction representing the area of the shaded region is __________.

(ii) Write three equivalent fractions that can be represent the area of the unshaded region.

(iii) Write three fractions if sum up is equal to the fraction that represents the shaded region.
[4 marks]

Answer:

(b) (i) Place either ‘+’ or ‘–‘ in each box so that this fraction has the largest fraction.[ TIMSS]

2 2 3 12
5 10 20 20

1 2
(ii) If 7 4 + x = 9 3 , calculate the value of x.
[3 marks]
Answer:
 1 1 7
c (i) Write the solution of 4 2 × 8 6 ÷ 4 by filling the boxes below.
[3 marks]

Answer:

× × =

QUESTION 2

(a) (i) Diagram 2 is a number line.

4 y 5 x 6

Diagram 2

Calculate the value of x + y

3
(ii) Shade the diagram below so that the shaded area represents 8 of the whole diagram.
[3 marks]

Answer:
(i)

(ii)

5 4 1
.
b ( i) Solve 8 × 15 – 18
6 3 6 9
.
(ii) Solve 7 ÷ 14 + 11 ÷ 22
 [ 4 marks]
Answer:

4
(c) (i) If 9 of x is 80, determine the value of z.
2
(ii) Ramlan had RM70. He spent 7 of the money on dinner and gave RM36 to her sister.
Calculate the fraction of the money left.
[3 marks]
Answer:

QUESTION 3

3 3 2
a) (i) Solve 2 5 – 1 4 + 3 3 .
1
(ii) There are 240 red, green and blue marbles in a glass container. If 80 of the marbles are red, and 6
of the marbles are green, calculate the fraction of blue marbles.
[4 marks]
Answer:

3
(b) (i) Write a fraction that is larger than .
7
 4 8
(ii) Divide ÷ . Give the answer in the lowest terms.
15 35
[3 marks]
Answer

c) (i)

TIMSS

Which circle has approximately the same fraction shaded as that of the rectangle above?

(ii) Which of the following is the smallest?. Why you choose that?.

TIMMS

[3 marks]
Answer:

3 8 11
4. (a)(i) + + =
4 3 8
TIMSS
(ii) Which of the following is the largest?

[3 marks]
Answer:

(b) (i) In which list of fractions are all of the equivalent fractions?

TIMMS
 5
(ii) Shade in of the unit squares in the grid at answer space below.
8
TIMSS [3 marks]
Answer:

2 4
c (i) Which of the following shows that is equivalent to ?
5 10
TIMSS

1 1
(ii) Which of the following shows the correct procedure to find the value of − ?
5 3
TIMSS

[4marks]
Answer: