5

Lesson 2: “Understanding Fractions”

This lesson provides you with an overview of the concept of fractions as taught in the
intermediate level. The three types of fractions and the methods of simplifying fractions are
also presented to refine your understanding of the matter. Some strategies to teach fractions
are also mentioned.

Lesson Objectives:
At the end of the lesson, the students shall be able to:
1. Differentiate the three types of fractions
2. Explain the process of simplifying fractions
3. Recognize the importance of understanding fractions

Getting Started:

These illustrations are often used in making children understand fractions. They are
presented with the idea of fractions as dividing a whole into equal parts, counting how
many of a certain object is part of a set, or thinking of values between zero to one. However,
have you ever wondered how the children feel when their first fraction experiences are with
written fractions?

Discussion:
At the intermediate grades, more concepts and terms regarding fractions are
introduced. The pupils already know that a fraction is one or more parts of a whole or set of
objects and is written in the form of dn where n is called the numerator and d is called the
denominator.
COMMON MISTAKE ALERT!!!!
A teacher taught about fractions and began by drawing a circle on the
board. She drew vertical lines on it dividing the circle into four parts (see
the first picture on the right). Then she said, “a fraction expresses parts
of a whole”. Sure, the definition was correct, but this definition has a
condition that needs to be satisfied: in dividing a whole thing into
parts, these parts should be equal.

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Remember these: fractions play a key role in learners’ feeling about mathematics,
fractions are fundamental to school math and daily life, and fractions are foundation to
success in algebra. Thus, it is vital to teach the concept correctly. This makes your role in
fraction knowledge building even more crucial.
The teaching and learning of fractions, as implied previously, is associated with
memorizing terms, computational algorithms, and procedures. At the intermediate grades,
learners are usually presented with more terms relevant to fractions such as its three types:
PROPER FRACTIONS IMPROPER FRACTIONS MIXED NUMBERS

At this point, the pupils also learn that an improper fraction can be changed into a
mixed number. For example:

Improper Fraction Mixed Number Solution:

< whole number
denominator >

< numerator

What if it is the other way around? Write down the steps in changing a mixed number
into an improper fraction in your own words:
1.
2.
3.

Often, problem solving in fractions require that fractions should be written in simplest
form. There are two ways of changing fractions to its simplest form.
1. Listing Method
Example:
The factors of 8 are 1, 2, 4, and 8.
The factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18, and 36.
From the list, the greatest common factor of 8 and 36 is 4.
Divide the numerator and denominator by their GCF, 4.
8 4 2 2 8
Thus,  = . The result is the simplest form of
36 4 9 9 36

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2. Prime Factorization Method

Step 1: Get the prime factors of the numerator and denominator, that is:
8 222
=
36 2  2  3  3
Step 2: Cross out the factors that appear in both the numerator and
denominator and multiply the remaining factors, that is:
8 222 2
= =
36 2  2  3  3 9
(Note: If the GCF of the numerator and the denominator is 1, then it is
already in simplest form. Also note that simplest form and lowest term is You can use the factor
the same depending on the reference you might use in the future) tree method in finding
the prime factors of the
These are all basic knowledge that elementary teachers numerator and
ought to teach about fractions, but these could also be too denominator. See the
example below.
overwhelming for the pupils. You must teach it one at a time.
Teaching these concepts to intermediate grades require you to
fully understand the concepts first correctly on your own and see
the relationship it has with mathematics in the higher grades. A
good foundation of the terms is essential in learning how to add,
subtract, multiply, and divide fractions. You can make use of
hands on activities, games, and mnemonics as deemed
appropriate and necessary. (You may check the suggested links
part for a sample game).

A “factor” is different from a “multiple”. Remember, factors are whole numbers that can evenly divide another number whereas
multiples are numbers that result when we multiply a whole number by another whole number.

Application:
Create a practice worksheet in identifying the type of fractions and how to simplify them.
Provide an answer key. Consider writing the given in an increasing level of difficulty to
develop your skill in writing examples.

Summary of the Lesson:

• Fractions play a key role in learners’ feeling about mathematics, they are fundamental to
school math and daily life, and are foundation to success in algebra.

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• Fractions are understood as one or more equal parts of a whole or set of objects although
it has no universal mathematical definition.
• It has three types namely proper fractions, improper fractions, and mixed numbers.
• Fractions can be reduced to its lowest form through the listing method or prime
factorization method.
• Teachers play a great role in developing learners’ knowledge of the concept. You may
introduce this lesson to intermediate grades pupils through games and hands-on activities.
You may also create a mnemonic where they can easily memorize terms.

Assessment:
I. Read the following. Write the letter of your answer on the space provided before the
number.
________1. Which of the following best describes an improper fraction?
a. A fraction whose numerator is less than the denominator
b. A fraction whose numerator is equal to or greater than the denominator
c. A fraction whose numerator is greater than the denominator
d. A fraction that is combined with a whole number

𝟏𝟔
________2. What is the simplest form of 𝟑𝟔?
a.
2 4
b. 9
8
c. 18 d. None of the above
3

________3. A whole number and a fraction combined into one is called?

a. Proper Fraction b. Improper Fraction c. Mixed Number d. None of the above

II. Answer the following briefly and concisely. Write your answer on the space provided.
1. How do you change a fraction into its simplest form? Provide an example then show and
explain your solution.

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2. How does understanding the underlying principles of fractions affect a child’s

understanding of more complicated concepts in math (like rational numbers)?

Enrichment Activity:
Think of a creative and catchy mnemonics or other strategies to make memorizing terms
relevant to fractions a lot easier.

These are examples of mnemonics:

* TAE method - Trial and Error method
If you want a formal one:
* GEMDAS – Groupings, Exponent, Multiplication,
Division, Addition, Subtraction

Suggested Links:
You can check on the following websites for ideas on how to teach fractions as well as
games that you can utilize in teaching such.
http://www.elementarymathconsultant.com/teaching-fractions-introduce-fraction-
concepts/
www.apps4math.com

References/Attributions:
Butaran, et. al. (2018) Number Smart Worktext in Mathematics
Liu, (2017) Common Mistakes in Teaching Elementary Math
Neagoy, (2017) Unpacking Fractions Classroom Tested Strategies to Build Students’
Mathematical Understanding

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Lesson 3: “Addition and Subtraction of Dissimilar Fractions and Mixed Numbers”

This lesson will recall the process of adding and subtracting dissimilar fractions and
mixed numbers. It also includes the process of changing dissimilar fractions into similar
fractions. Intermediate grades teachers should be able to refine their knowledge of the
content to be able to teach it accurately to pupils.

Lesson Objectives:
At the end of the lesson, the students shall be able to:
1. Explain how to add and subtract dissimilar fractions.
2. Solve and create problems in adding and subtracting fractions and mixed numbers
3. Recognize and explain how to deal with errors often made by pupils in adding and
subtracting fractions and mixed numbers

Discussion:
For many years, knowing fractions has always been knowing how to perform fraction
operations. If technical terms regarding fractions are already overwhelming for pupils, how
much more when the basic operations are involved.
Adding and subtracting similar fractions is easy but it does not seem to be the case
about dissimilar fractions. Knowledge of this should be retained in the minds of intermediate
grade pupils since they will use this in the years to come. See the examples below:
Addition: Subtraction:

The challenge here is not in adding 6 and 14 nor subtracting 25 and 12 but how these
21 21 30 30
fractions were obtained.
Basically, we know that to add and subtract dissimilar fractions, we need to change
them into similar fractions. Their knowledge of getting the least common
multiple/denominator is an essential part of the process. But how do we get the least
common multiple? Study the examples below.
1. Find the LCM of 2 and 5 2. Find the LCM of 4 and 9.
Multiples of 2 – 2, 4, 6, 8, 10, 12, 14, . . . Multiples of 4 – 4, 8, 12, 16, 20, 24, 28, 32, 36, 40
Multiples of 5 – 5, 10, 15, 20, 25, 30, . . . Multiples of 9 – 9, 18, 27, 36, 45, 54, 63, . . .

Thus, the least common multiple of 2 and 5 is Thus, the least common multiple of 4 and 9 is
10. 36.

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Below are examples of changing a dissimilar fraction into a similar fraction.

Example 1. Example 2.

Knowledge about getting the LCM is applied in adding mixed numbers and fractions
that have different denominators. Study the examples below:
1. 3.

2. 4.

Subtraction on the other hand can be a little bit tricky especially when regrouping is
involved. Observe the following examples:

1. 2.

When I was in college, I learned a shortcut in subtracting a fraction from a whole number. It is as simple as multiplying the denominator
by the whole number then subtract the numerator from the product. It also applies in adding a whole number to a fraction.

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Besides explicitly teaching these to intermediate grades, you may utilize virtual
manipulatives like fraction bars. Check the second link in the suggested links part for
more information and guide on how to use it.

Here are more examples of subtracting simple fractions and mixed numbers:
a. d.

b.

c.

Bonus: In adding and subtracting mixed number and fraction that have different denominators, you
can also follow the steps below:
3 1
Example: 4 + 1 5
1 6
Step 1: Change the mixed number into an improper fraction. That is 1 is also .
5 5
3 6
Step 2: Since 4 and 5 are dissimilar fractions, change them into similar fractions. That is,

Step 3: Perform the indicated operation. That is,

15 24 39 19
+ = 𝑜𝑟 1
20 20 20 20

Note: Only teach this if you see that most pupils have already mastered adding and subtracting fractions in the
usual way.

Application:
Suppose you gave your pupils an example to practice. Two of them got different
solutions but have the same answer as shown below. Notice that the other one did not use
the least common multiple. They asked you in the middle of the class who has the correct
solution. Who, then, has the correct solution and how would you deal with the situation?
Pupil 1. Pupil 2

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Summary:
Adding and subtracting fractions and mixed numbers require the knowledge of
getting the least common multiple/denominator in cases when the denominators are not
alike. It is important as well that you let the children master the actual process first before
teaching them shortcuts. The use of pattern blocks may aide in your instruction.

Assessment:
Answer the following briefly and concisely. Write your answer on the space provided.
1. Stefanie swam four-fifths of a lap in the morning and seven-fifteenths of a lap in the
evening. How much farther did Stefanie swim in the morning than in the evening? Show and
explain your solution.

2. It took Nick five-thirds of an hour to complete his math homework on Monday, three-
fourths of an hour on Tuesday, and five-sixths of an hour on Wednesday. How many hours did
he take to complete his homework altogether? Show and explain your solution.

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3. Error analysis. Suppose the following are the answers of your pupil for the practice exercise.
Identify what is wrong and explain why.
3 4 7 6 4 2
a) +2 =2 b) 5 − 4 =1
8 8 16 22 11 11

4. Create one problem about subtracting fractions. Write it below and show your solution.

Enrichment Activity:
Explore the virtual manipulatives in the second suggested link given below.

Suggested links:
You can check on the following links for ideas on how to teach addition and
subtraction of fractions.
http://www.math.com/school/subject1/lessons/S1U4L3GL.html
www.mhbe.com/bbh

References/Attributions:
Bennett, et. al. (2012), Mathematics for Elementary Teachers: A Conceptual Approach, Ninth
Edition
Butaran, et. al. (2018) Number Smart Worktext in Mathematics

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Lesson 4: “Multiplying Fractions and Mixed Numbers”

This lesson is about multiplying fractions and mixed numbers as taught in intermediate
grades. The understanding of such is essential to understand the process of dividing fractions
since these two go hand in hand together as opposite operations.

Lesson Objectives:
At the end of the lessons, the students shall be able to:
1. Recognize tools and learning activities helpful in teaching multiplication of fractions
2. Explain how to multiply fractions and mixed numbers
3. Explain errors often made by pupils in multiplying fractions and mixed numbers

Getting Started:
You would probably agree with
what the picture says. But why
do you think children often get
confused with multiplying
fractions?

Discussion:
Learning how to multiply fractions can really be confusing to children when ideas are
simultaneously taught. Models can be of great help in understanding the concept of
multiplying fractions. For example:
Use paper folding to find 2  1 .
3 4
1. Fold the sheet of paper into fourths as shown. Shade 1 of it.
4
2. Now unfold the paper and fold into thirds as shown in the
second picture. Shade 2 of it.
3
3. Count the total number of rectangles. Ans.: _________
4. How many did you shade twice? Ans.: _______________
5. What fraction of all the rectangles is this? Ans.: _______
6. Use your model to complete:
2 1
 =
3 4

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Besides using models, you can begin the class by giving drills in multiplying whole
numbers. That way you can condition their minds in preparation for the topic. It is also a
good way to help them memorize products of two numbers.
Study the following examples:

Example 1: Example 2: Example 3:

3 6 7 5 2
Find  Find  Find 5 
5 11 8 12 7

At the intermediate grades, learners are also presented with the idea of compatible
numbers. These numbers can be called “well-matched” numbers or numbers with common
factors. It makes multiplying fractions a lot easier. However, chances are that upon teaching
this to the pupils, they get confused. It is vital that they have good understanding of
common factors and that you also, as their teacher, understands it very well in whatever
case you were presented. Observe the examples below:

Example 4: Example 5: Example 6:

5 9 8 15 3
Find  Find  Find 4 
18 10 9 28 10

Example 7: Example 8:

Note: A dot indicates multiplication. Using this instead of the symbol “×” will
prevent confusion especially when algebra is introduced to the pupils.

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Application:
Since we have been in quarantine for quite some time now, say you decided to give
tutorial services. You created a poster to inform people that you offer such. Suppose you
1
charge 55 pesos per hour for tutoring. How much will you earn tutoring for 3 2 hours? How
about for 8 hours?

Summary:
Multiplying fractions are quite the same as multiplying whole numbers. Direct
multiplication is often the method used. You may also consider common factors (if there are
any) to make the computation easier. In teaching this topic to children, you may use drills in
the beginning of the class, models and show a step by step guide.

Assessment:
1. How do you multiply fractions with numerators and denominators that have common
5 18
factors? Use 12 ∙ 25 as an example.

2. You are checking your pupil’s work in one of your exercises and happen to see this (see
the picture below). Is it correct? Justify your answer.
Ans.:

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6
3. How do you multiply a fraction by a whole number? Use 21 ∙ 13 as an example.

5 5
4. How do you multiply two mixed numbers? Use 2 8 ∙ 1 9 as an example.

Enrichment Activity:
A student answered this in one of the exercises given to them by their teacher. Explain
what was wrong in his answer.
3 1 4
∙ = =1
4 4 4

Suggested links:
You can check this link for more ideas in teaching multiplication of fractions.
https://mathsolutions.com/ms_classroom_lessons/introducing-multiplication-of-fractions/
References/Attributions:
Butaran, et. al. (2018) Number Smart Worktext in Mathematics
Davison, et. al. (2005) Pre-Algebra Tools for a Changing World

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Lesson 5: “Dividing Fractions and Mixed Numbers”

Teaching division of fractions to children is almost just the same as teaching them
multiplication given that you know all the necessary procedures to be observed. It is difficult
to make learners understand dividing fractions if the teacher does not quite get it by
themselves. This lesson will provide you with examples on how to divide fractions.

Lesson Objectives:
At the end of the lesson, the students shall be able to:
1. Recognize how multiplication and division of fractions are related to each other
2. Explain how to divide fractions and mixed numbers
3. Identify and explain errors often made by pupils in dividing fractions and mixed numbers

Getting Started:
Learning how to divide fractions is one thing but learning what the answer means is
also another thing. This would probably be one of the most valuable things you can teach to
your pupils. See the example below:

Why is the answer a bigger number than the fractions involved?

Discussion:
You may have probably asked the same question in the past. Now, it is your duty to
make your pupils understand why. In dividing a fraction, it is important that you emphasize
how many groups of the divisor can be found in the dividend. From the above example, we
are asking for how many 1/8 are there in 1/4.
As with any math concept, we want our pupils to not only solve the problem but also
to understand how the solution was presented. Study the examples below:
Example 1: Example 2: Example 3: Example 4:

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Notice that multiplication goes hand in hand with division. Thus, it is important to
ensure that the children really understood the lesson about multiplying fractions. Notice as
well that there are different ways to divide fractions. You can simplify the fractions first or
directly perform the needed operation.

COMMON MISTAKES ALERT!!!

Some teachers require pupils to follow strictly a single solution for the problem. That is a big no. Allow
children to explore and connect their previous learning to the current one. Provide as many examples as you
can and engage them through questions so the pupils may develop their critical thinking skills. Let the pupils
show and explain their solution. Remember, never ever force a single method in solving.

Besides dividing simple fractions, children are also taught to divide whole numbers by
simple fractions and vice versa. Study the examples below:
Example 1: Example 2: Example 3: Example 4:

In grade 6, dividing fractions tend to be more difficult since they also divide fractions
and mixed numbers and a whole number and a mixed number. Here are some examples:
Example 5: Example 6: Example 7:

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The rule in dividing fractions is to get the reciprocal of the divisor. The thing is most
elementary books teach reciprocal as inverting the fraction where the numerator becomes
the denominator or turning the fraction upside down. Although it is not wrong, we should as
well make them see that a reciprocal is the number by which when multiplied to, we get
4 5 4 5
one like this: The reciprocal of 5 is 4. Multiplying these two we obtain 1 since 5 ∙ 4 = 1

Application:
Create a sample worksheet in dividing fractions. Make sure to include the cases
presented in this lesson. Provide the answer key as well.

Summary:
Dividing fractions requires knowledge of multiplying fractions. In teaching this to
children, make sure that you consider all their solutions and let them explain how they did it.
Never settle for a single method. Always allow room for discovery. The rule in dividing
fractions is to get the reciprocal of the divisor. This should be inculcated to the learners’
minds.

Assessment:
1. Why is multiplying essential in the process of dividing fractions?

2. Error analysis. Identify the error/s in the solution below and explain why it is wrong.
a. Ans.:

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3. Say you were given this problem: A cook divided 12 kg of mashed potatoes equally into
3
some bowls. There was 20 kg of mashed potatoes in each bowl.
Question: How many bowls were there? Show and explain your solution.

2 3
4. How do you divide a mixed number and a fraction? Use 1 ÷ as an example.
5 4

Enrichment Activity:
Explain why you need to take the reciprocal of the divisor before you can divide
fractions.

Suggested Links:
You can check on the following links for games in dividing and multiplying fractions.
https://www.prodigygame.com/main-en/blog/how-to-divide-
fractions/#:~:text=When%20teaching%20how%20to%20divide,a%20multiplication%20sign%20
and%20multiply
References/Attributions:
Butaran, et. al. (2018) Number Smart Worktext in Mathematics
Kheong, et. al. (2018) My Pals are here Math 6A 3rd Edition Workbook

Learning Module on Teaching Math in the Intermediate Grades